Continental Drift and Plate Tectonics
By September 26 you should have read:
Text Pages 58 - 66; 74 - 75 Case Study
Handouts 1, 2, 3
By September 26, you should know the following:
Alfred Wegener
asthenosphere
basalt
continental crust
convergent boundary
core
crust
density
divergent boundary
earthquake
erosion
Fossil
geosphere
Gondwanaland
granite
hot spot
hydrothermal Vents
igneous rock
James Hutton
Laurasia
lava
lithosphere
magma
mantle
Mid-Ocean Ridge
oceanic crust
Pangaea
Sea Floor Spreading
seismic wave
tectonic plate
Theory of Continental Drift
Thoery of Plate Tectonics
transform boundary
tsunami
volcano
Homework Assignments
Block 1
Review of Far Flung Fossils – read packet.
Block 2
Finish FFF at home.
Quiz - Continental Drift
Block 3
Write five questions about the class notes today.
Block 4
Quiz Plate Tectonics.
Block 5
Section Review The Dynamic Earth. Assign questions 1–6 on page 66. Active Reading Worksheet for Section 1
Block 6
Study for Test
Friday, September 14, 2007
Monday, September 10, 2007
Lab Report Format
Lab Reports
Your lab reports should be word-processed and include the following sections:
Title Page – Yes, you can be creative but don’t spend more time on the front page than you spend on the rest of the report. Your name, date, and your partner’s name(s) should be on the front cover.
Purpose – “Why am I doing this lab?” can be answered in a sentence or two.
Hypothesis – “What do I think will be the outcome of the lab based on my previous knowledge?” Again, this is a sentence or two with a reason for your hypothesis. This is ALWAYS in third person – “It is hypothesized that ……”
Materials – A list of everything used in the lab, in the quantity used. *
Procedure (Method) – A list of numbered steps of what you did for the lab. *
* In some cases, you may simply say, “Refer to Textbook/Handout/Webpage.
Results – Included in this section could be:
ÿ Observations – what did you use your powers of observation to see, hear, smell, feel (remember, no tasting!)? Do this in sentence form.
ÿ Charts – Use charts for any data (numbers) that you might collect over the course of the lab.
ÿ Graphs – You might need a graph to better show your data or to compare two or more trials.
ÿ Drawings – If you need to diagram an object, please do it on plain white paper and use appropriate labels. Color only if it is appropriate to do so.
Analysis – Why what happened, happened? In your analysis, you will answer the question set that is provided and explain your results. You need to tell the reader why you got those results. You can use your data and observations to support your answers and explanations. This should be in paragraph form. Also include sources of error in your analysis. What are the highly probable sources of error that you encountered in your lab? More than one person massing an item could be one; using two different scales might be another; the cancelled basketball game is not a source of error! No lab is perfect all the time!
Conclusion – Restate your hypothesis and compare it to your observations and results. “In conclusion, my hypothesis proved to be correct because if your don’t add the water to the brownie mix ….”
Factors to consider when you get your grade –
Did I spell check? Is it in the correct format? Is it word-processed? Was it on time? (ten points per day late penalty)
Lab Reports 2007 rev.docCreated on 9/5/07 7:54 PMCreated by Pam Stewart
Your lab reports should be word-processed and include the following sections:
Title Page – Yes, you can be creative but don’t spend more time on the front page than you spend on the rest of the report. Your name, date, and your partner’s name(s) should be on the front cover.
Purpose – “Why am I doing this lab?” can be answered in a sentence or two.
Hypothesis – “What do I think will be the outcome of the lab based on my previous knowledge?” Again, this is a sentence or two with a reason for your hypothesis. This is ALWAYS in third person – “It is hypothesized that ……”
Materials – A list of everything used in the lab, in the quantity used. *
Procedure (Method) – A list of numbered steps of what you did for the lab. *
* In some cases, you may simply say, “Refer to Textbook/Handout/Webpage.
Results – Included in this section could be:
ÿ Observations – what did you use your powers of observation to see, hear, smell, feel (remember, no tasting!)? Do this in sentence form.
ÿ Charts – Use charts for any data (numbers) that you might collect over the course of the lab.
ÿ Graphs – You might need a graph to better show your data or to compare two or more trials.
ÿ Drawings – If you need to diagram an object, please do it on plain white paper and use appropriate labels. Color only if it is appropriate to do so.
Analysis – Why what happened, happened? In your analysis, you will answer the question set that is provided and explain your results. You need to tell the reader why you got those results. You can use your data and observations to support your answers and explanations. This should be in paragraph form. Also include sources of error in your analysis. What are the highly probable sources of error that you encountered in your lab? More than one person massing an item could be one; using two different scales might be another; the cancelled basketball game is not a source of error! No lab is perfect all the time!
Conclusion – Restate your hypothesis and compare it to your observations and results. “In conclusion, my hypothesis proved to be correct because if your don’t add the water to the brownie mix ….”
Factors to consider when you get your grade –
Did I spell check? Is it in the correct format? Is it word-processed? Was it on time? (ten points per day late penalty)
Lab Reports 2007 rev.docCreated on 9/5/07 7:54 PMCreated by Pam Stewart
Opening Handout
Science 8
This is an interdisciplinary field of study and will help you integrate your knowledge of biology, chemistry, math, history and current events to develop an understanding of the natural world and the forces that affect it. We will include the following themes:
ÿ Science is a process.
ÿ The Earth itself is one interconnected system.
ÿ Humans alter natural systems.
ÿ Environmental problems have a social and cultural context.
ÿ Human survival depends on developing practices that will achieve sustainable systems.
You need the following:
three ring binder with pocket dividers/dividers/pockets and paper
2 three clip, dual pocket folders
pens, pencils, colored pencils, highlighters
6” metric/English ruler (clear plastic)
graph paper and goggles
an active e-mail account at mph.net and a flash drive
Attendance: You have a job – to be a student. I expect you to be on time and prepared. I expect you to respect others views. I expect that you will hand work in on time. I expect that you will be in class. When you are late, you disrupt the flow of the class. Miss a lab and the performance and learning of your lab team is affected. While I know that you will get sick occasionally, be prepared to make up your work as soon as possible. Miss handing in an assignment? Taking a test? A quiz? A lab due to illness? You are expected to make it up or hand it in the next day that you are in school even if we do not have class on that day.
Safety: Please pay close attention to your personal space and adjacent areas during lab times. Follow directions for clean up and disposal carefully. Always wash your hands – even if you have on latex gloves.
Assessment: There will be a good deal of variety in your assignments this year. Here’s the percentage assigned for calculating your grades:
Lab Reports 20%
Tests 30%
Choices 15%
Homework 10%
Quizzes 10%
Ecolog 5%
In-Class Work 5%
Participation 5%
HELP!?!? The best way to see me for extra help is during Tutorial or after school. I also check my e-mail several times a day – pstewart@mph.net. You can also tape a message to my computer but don’t leave one on my desk. I will do my best to get back to you as soon as possible. Please don’t call me after 9 p.m. It’s my own time for hobbies, my favorite TV shows or sleep!
Science 8 Opening Handout.docCreated on 9/3/07 4:43 PMCreated by Pam Stewart
This is an interdisciplinary field of study and will help you integrate your knowledge of biology, chemistry, math, history and current events to develop an understanding of the natural world and the forces that affect it. We will include the following themes:
ÿ Science is a process.
ÿ The Earth itself is one interconnected system.
ÿ Humans alter natural systems.
ÿ Environmental problems have a social and cultural context.
ÿ Human survival depends on developing practices that will achieve sustainable systems.
You need the following:
three ring binder with pocket dividers/dividers/pockets and paper
2 three clip, dual pocket folders
pens, pencils, colored pencils, highlighters
6” metric/English ruler (clear plastic)
graph paper and goggles
an active e-mail account at mph.net and a flash drive
Attendance: You have a job – to be a student. I expect you to be on time and prepared. I expect you to respect others views. I expect that you will hand work in on time. I expect that you will be in class. When you are late, you disrupt the flow of the class. Miss a lab and the performance and learning of your lab team is affected. While I know that you will get sick occasionally, be prepared to make up your work as soon as possible. Miss handing in an assignment? Taking a test? A quiz? A lab due to illness? You are expected to make it up or hand it in the next day that you are in school even if we do not have class on that day.
Safety: Please pay close attention to your personal space and adjacent areas during lab times. Follow directions for clean up and disposal carefully. Always wash your hands – even if you have on latex gloves.
Assessment: There will be a good deal of variety in your assignments this year. Here’s the percentage assigned for calculating your grades:
Lab Reports 20%
Tests 30%
Choices 15%
Homework 10%
Quizzes 10%
Ecolog 5%
In-Class Work 5%
Participation 5%
HELP!?!? The best way to see me for extra help is during Tutorial or after school. I also check my e-mail several times a day – pstewart@mph.net. You can also tape a message to my computer but don’t leave one on my desk. I will do my best to get back to you as soon as possible. Please don’t call me after 9 p.m. It’s my own time for hobbies, my favorite TV shows or sleep!
Science 8 Opening Handout.docCreated on 9/3/07 4:43 PMCreated by Pam Stewart
Science 8 Syllabus
Science 8 Syllabus 2007
Unit 1 – Continental Drift and Plate Tectonics
Lab: Far Flung Fossils
Unit 2 – Organization of Life
Small Group Activity
Unit 3 – Water
Lab: Detergents and Fertilizers as Pollutants, Water Testing
Unit 4 – Biomes
Choice Assessment
Unit 5 – Populations
Lab: Yeast Growth, How will our population grow?
Unit 6 – Biodiversity
Activity – Species Bulletin
Unit 7 – Atmospheric Science
Lab: Air Pollution Lab, Acid Rain and Algae Lab
Unit 8 – Land Use
Design a Lab – Urban Design and Heat
Unit 9 – Feeding the World
Lab: Which crops tolerate salt?, Set up greenhouse.
Unit 10 - Waste
Lab: Bioremediation, Ongoing Recycling, Outdoor Composting, Vermiculture
Unit 11 – Energy
Lab: Blowing in the Wind, Window Shading and Temperature, Energy Audit
Unit 12 – Human Health
Lab: Experimenting with Hand Cleaners
Unit 13 – Environmental Policy
Choice Assessment
Student Syllabus 2007.docCreated on 9/3/07 4:57 PMCreated by Pam Stewart
Unit 1 – Continental Drift and Plate Tectonics
Lab: Far Flung Fossils
Unit 2 – Organization of Life
Small Group Activity
Unit 3 – Water
Lab: Detergents and Fertilizers as Pollutants, Water Testing
Unit 4 – Biomes
Choice Assessment
Unit 5 – Populations
Lab: Yeast Growth, How will our population grow?
Unit 6 – Biodiversity
Activity – Species Bulletin
Unit 7 – Atmospheric Science
Lab: Air Pollution Lab, Acid Rain and Algae Lab
Unit 8 – Land Use
Design a Lab – Urban Design and Heat
Unit 9 – Feeding the World
Lab: Which crops tolerate salt?, Set up greenhouse.
Unit 10 - Waste
Lab: Bioremediation, Ongoing Recycling, Outdoor Composting, Vermiculture
Unit 11 – Energy
Lab: Blowing in the Wind, Window Shading and Temperature, Energy Audit
Unit 12 – Human Health
Lab: Experimenting with Hand Cleaners
Unit 13 – Environmental Policy
Choice Assessment
Student Syllabus 2007.docCreated on 9/3/07 4:57 PMCreated by Pam Stewart
Effort Criteria
Effort Criteria
Science Department
We believe that MPH stands for excellence in education. We expect high standards for work and behavior in our classes. We believe that an Effort Grade of 2 represents excellence because it is defined as an expected level of performance. It is expected that:
ÿ Homework will be in on time, neatly done, and with a genuine attempt to do the work.
ÿ In the lab, it is expected that appropriate behavior and participation will be demonstrated. Students will arrive prepared, follow directions and maintain low noise levels for safety, show concern for others, demonstrate preparedness by using good techniques, and maintain a clean lab area. Lab reports should be complete, neat, organized and submitted on time.
ÿ In class, students should come on time, be prepared, participate in discussions, be attentive, and respect both teachers and other students.
In order to earn an Effort Grade of 1, students must demonstrate outstanding qualities both in class and in the lab. This would include all of the qualities discussed for excellence plus:
ÿ Work that is consistently above average in quality and neatness that demonstrates detail and depth of thought.
ÿ In the lab, qualities of leadership and responsibility with self-initiated study and preparation should characterize the student’s behavior. Examples might include but not be limited to researching proper techniques before the lab, helping other students set up apparatus properly, volunteering to help put equipment away and clean up after the lab is complete.
ÿ Outstanding class participation might include leadership qualities, and demonstrating self-initiated research of topics, and respect and kindness toward others.
Expect an Effort Grade of 3 if you lacking in one of the areas described in the first paragraph. This may include:
ÿ late or missing, incomplete or sloppy homework assignments.
ÿ In the lab, this may indicate the student is unprepared, demonstrates inappropriate behaviors or a lack of participation.
ÿ It may also be the result of late, missing, incomplete, disorganized or sloppy lab reports.
ÿ Class behaviors such as tardiness, inattentiveness, disruptive, unkind or disrespectful behaviors would also result in an Effort Grade of 3.
Consistent performance as described above in one area or more will result in an Effort Grade of 4.
Science Department
We believe that MPH stands for excellence in education. We expect high standards for work and behavior in our classes. We believe that an Effort Grade of 2 represents excellence because it is defined as an expected level of performance. It is expected that:
ÿ Homework will be in on time, neatly done, and with a genuine attempt to do the work.
ÿ In the lab, it is expected that appropriate behavior and participation will be demonstrated. Students will arrive prepared, follow directions and maintain low noise levels for safety, show concern for others, demonstrate preparedness by using good techniques, and maintain a clean lab area. Lab reports should be complete, neat, organized and submitted on time.
ÿ In class, students should come on time, be prepared, participate in discussions, be attentive, and respect both teachers and other students.
In order to earn an Effort Grade of 1, students must demonstrate outstanding qualities both in class and in the lab. This would include all of the qualities discussed for excellence plus:
ÿ Work that is consistently above average in quality and neatness that demonstrates detail and depth of thought.
ÿ In the lab, qualities of leadership and responsibility with self-initiated study and preparation should characterize the student’s behavior. Examples might include but not be limited to researching proper techniques before the lab, helping other students set up apparatus properly, volunteering to help put equipment away and clean up after the lab is complete.
ÿ Outstanding class participation might include leadership qualities, and demonstrating self-initiated research of topics, and respect and kindness toward others.
Expect an Effort Grade of 3 if you lacking in one of the areas described in the first paragraph. This may include:
ÿ late or missing, incomplete or sloppy homework assignments.
ÿ In the lab, this may indicate the student is unprepared, demonstrates inappropriate behaviors or a lack of participation.
ÿ It may also be the result of late, missing, incomplete, disorganized or sloppy lab reports.
ÿ Class behaviors such as tardiness, inattentiveness, disruptive, unkind or disrespectful behaviors would also result in an Effort Grade of 3.
Consistent performance as described above in one area or more will result in an Effort Grade of 4.
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