Sample uploaded picture of an egg drop device
Sample of a uploaded report (different from ours but good for testing)
Sample of a uploaded report (different from ours but good for testing)
Lab Write-up
a. Students write a formal lab write up
i. To be determined/reported (Ft=Δmv)…
1. Force to break an egg
2. Mass of egg
3. Final velocity of egg
4. Velocity of egg just before impact
5. Time it should take for an egg to safely come to rest (assuming no bounces)
ii. To be discussed…
1. A rationale for the materials they used (drawn from the Materials Test)
2. Did your egg survive? In terms of the impulse equation, explain why/how your egg either survived or was cracked.
3. Does the mass of a device matter? Why or why not.
4. Would it be better to use a hard/solid exterior or a soft/malleable exterior for a device? Why? Give reasons.
We are looking for the time the egg needs to survive the crash from the impulse equation Ft=Δmv
Because the mass does not change we can rearrange… Ft=mΔv.
t = ? (we are looking for the time)
F = force to break an egg (measured from the force to break an egg test)
m = mass of egg
Δv = vf - vi
vf = 0 (assuming no bounces)
vi = the velocity at the beginning of the crash (the velocity at the end of the fall)
We will find this by analyzing the fall of the egg.
Analyzing the fall to determine the final velocity (the initial velocity of the crash)… a = (vf - vi)/t
a = 9.8m/s2 (we are assuming free-fall)
vf = ? (We are looking for this. It will be the initial velocity of the crash)
vi = 0
t = time for egg to fall to ground, measured by stopwatch
Describe what part (s) of your device worked as expected.
Identify at least 1 part of your device that did not work perfectly and explain why it was unsuccessful.
Think about the projects that were successful and describe in detail at least 2 ideas you observed that helped to protect the egg.
a. Students write a formal lab write up
i. To be determined/reported (Ft=Δmv)…
1. Force to break an egg
2. Mass of egg
3. Final velocity of egg
4. Velocity of egg just before impact
5. Time it should take for an egg to safely come to rest (assuming no bounces)
ii. To be discussed…
1. A rationale for the materials they used (drawn from the Materials Test)
2. Did your egg survive? In terms of the impulse equation, explain why/how your egg either survived or was cracked.
3. Does the mass of a device matter? Why or why not.
4. Would it be better to use a hard/solid exterior or a soft/malleable exterior for a device? Why? Give reasons.
We are looking for the time the egg needs to survive the crash from the impulse equation Ft=Δmv
Because the mass does not change we can rearrange… Ft=mΔv.
t = ? (we are looking for the time)
F = force to break an egg (measured from the force to break an egg test)
m = mass of egg
Δv = vf - vi
vf = 0 (assuming no bounces)
vi = the velocity at the beginning of the crash (the velocity at the end of the fall)
We will find this by analyzing the fall of the egg.
Analyzing the fall to determine the final velocity (the initial velocity of the crash)… a = (vf - vi)/t
a = 9.8m/s2 (we are assuming free-fall)
vf = ? (We are looking for this. It will be the initial velocity of the crash)
vi = 0
t = time for egg to fall to ground, measured by stopwatch
Describe what part (s) of your device worked as expected.
Identify at least 1 part of your device that did not work perfectly and explain why it was unsuccessful.
Think about the projects that were successful and describe in detail at least 2 ideas you observed that helped to protect the egg.
adamsgift1 | |
File Size: | 2009 kb |
File Type: | adamsgift[1] |
Ramen Myth Lab
Resources
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On the board
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Have you ever heard of a health story or any other rumor on the internet? Many are false.
Go to www.snopes.com to find out the truth. (Anybody that spends time on the internet and social media sites should have “snopes” bookmarked on their computer!)
Pick one that is somewhat plausible and choose one that relates to science or health.
Leroy Jenkins
Class: EHS Health Spring 2013
Title (interesting title is a must)
Internet www.snopes.com “Vaccine Warning” (9/11/13) I had no idea what to select so I went to the “Hot 25” selection at the top of the page and selected #6. Here we go again another vaccines are dangerous scare! The scare goes like this . . .
Go to www.snopes.com to find out the truth. (Anybody that spends time on the internet and social media sites should have “snopes” bookmarked on their computer!)
Pick one that is somewhat plausible and choose one that relates to science or health.
Leroy Jenkins
Class: EHS Health Spring 2013
Title (interesting title is a must)
Internet www.snopes.com “Vaccine Warning” (9/11/13) I had no idea what to select so I went to the “Hot 25” selection at the top of the page and selected #6. Here we go again another vaccines are dangerous scare! The scare goes like this . . .
rubrics_skeptical_investigation.pdf | |
File Size: | 246 kb |
File Type: |
Checkerboard Universe |
The Checkerboard Universe In order to give you a better idea of what it is like for a scientist to discover the laws of nature, you will do the following lab activity. It's actually more like a game. In fact, you will need a checkerboard and a set of checkers to do it. If you do not have a checkerboard and checkers, you can download a printable version of checkers here. You will also need a lab partner. This can be a parent, friend, sibling, co-worker, etc. They will need to be able to read and follow the instructions without any help from you. So, make sure your lab partner is at least a teenager.
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Big Bang Theory
http://youtu.be/zV6aQbnHSRo (The Big Bang Theory Explanation)
http://resources.schoolscience.co.uk/STFC/bang/bang.htm (Time Machine)
http://www.hawking.org.uk/the-beginning-of-time.html Stephen Hawking, Lecture on The Big Bang Theory and Supporting Evidence
http://www.nationalstemcentre.org.uk/elibrary/resource/1921/big-bang-evidence (Explanation of the entire Theory--note age of Universe is inaccurate)
Supporting Skills for the Big Bang
Theory Hubble's Law, Red Shift http://webbtelescope.org/webb_telescope/science_on_the_edge/cosmological_redshift.php (Redshifting Light)
http://lectureonline.cl.msu.edu/~mmp/applist/doppler/d.htm (Playing around with Red and Blue Shift)
http://www.wwnorton.com/college/geo/egeo2/content/animations/1_2.htm (Red and Blue Shift)
http://www.classzone.com/books/earth_science/terc/content/visualizations/es2802/es2802page01.cfm (Moving Red and Blue Shift)
http://www.gly.uga.edu/railsback/Doppler/Doppler01.html (Red Shift and Blue Shift using the Doppler Effect)
Cosmic Radiation
http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (Cosmic Radiation)
http://bcs.whfreeman.com/universe7e/content/ch28/2803001.html (Hubble's Law)
http://www.pbs.org/wnet/hawking/strange/html/hubble.html (Definition of Hubble's Law)
Galaxies
http://www.hubblesite.org/gallery/album/galaxy/(Hubble Telescope Gallery of Galaxy's)
http://science.nasa.gov/astrophysics/focus-areas/what-are-galaxies/
Local Group Galaxies (Large Magellanic Cloud, Small Magellanic Cloud, Andromeda Galaxy, Barnard's Galaxy, Milky Way Galaxy, Triangulum Galaxy)
http://apod.nasa.gov/apod/ap020123.html (Barnard's Galaxy)
http://www.nasa.gov/multimedia/imagegallery/image_feature_666.html (LMC)
http://www.nasa.gov/mission_pages/herschel/multimedia/pia15255.html (SMC)
http://apod.nasa.gov/apod/ap120518.html (Andromeda Galaxy)
http://www.nasa.gov/mission_pages/GLAST/science/milky_way_galaxy.html (Milky Way)
http://davidkirkpatrick.wordpress.com/2008/03/03/nasa-image-of-triangulum-galaxy/ (Triangulum)
http://science.nationalgeographic.com/science/photos/galaxies-gallery/
http://www.atlasoftheuniverse.com/ (Cosmological Scale)
http://science.howstuffworks.com/dictionary/astronomy-terms/galaxy4.htm (Distribution of Galaxies)
http://www.youtube.com/watch?v=bmNIyRpQmuw (Alien Galaxies--Video Watched in Class)
http://youtu.be/zV6aQbnHSRo (The Big Bang Theory Explanation)
http://resources.schoolscience.co.uk/STFC/bang/bang.htm (Time Machine)
http://www.hawking.org.uk/the-beginning-of-time.html Stephen Hawking, Lecture on The Big Bang Theory and Supporting Evidence
http://www.nationalstemcentre.org.uk/elibrary/resource/1921/big-bang-evidence (Explanation of the entire Theory--note age of Universe is inaccurate)
Supporting Skills for the Big Bang
Theory Hubble's Law, Red Shift http://webbtelescope.org/webb_telescope/science_on_the_edge/cosmological_redshift.php (Redshifting Light)
http://lectureonline.cl.msu.edu/~mmp/applist/doppler/d.htm (Playing around with Red and Blue Shift)
http://www.wwnorton.com/college/geo/egeo2/content/animations/1_2.htm (Red and Blue Shift)
http://www.classzone.com/books/earth_science/terc/content/visualizations/es2802/es2802page01.cfm (Moving Red and Blue Shift)
http://www.gly.uga.edu/railsback/Doppler/Doppler01.html (Red Shift and Blue Shift using the Doppler Effect)
Cosmic Radiation
http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (Cosmic Radiation)
http://bcs.whfreeman.com/universe7e/content/ch28/2803001.html (Hubble's Law)
http://www.pbs.org/wnet/hawking/strange/html/hubble.html (Definition of Hubble's Law)
Galaxies
http://www.hubblesite.org/gallery/album/galaxy/(Hubble Telescope Gallery of Galaxy's)
http://science.nasa.gov/astrophysics/focus-areas/what-are-galaxies/
Local Group Galaxies (Large Magellanic Cloud, Small Magellanic Cloud, Andromeda Galaxy, Barnard's Galaxy, Milky Way Galaxy, Triangulum Galaxy)
http://apod.nasa.gov/apod/ap020123.html (Barnard's Galaxy)
http://www.nasa.gov/multimedia/imagegallery/image_feature_666.html (LMC)
http://www.nasa.gov/mission_pages/herschel/multimedia/pia15255.html (SMC)
http://apod.nasa.gov/apod/ap120518.html (Andromeda Galaxy)
http://www.nasa.gov/mission_pages/GLAST/science/milky_way_galaxy.html (Milky Way)
http://davidkirkpatrick.wordpress.com/2008/03/03/nasa-image-of-triangulum-galaxy/ (Triangulum)
http://science.nationalgeographic.com/science/photos/galaxies-gallery/
http://www.atlasoftheuniverse.com/ (Cosmological Scale)
http://science.howstuffworks.com/dictionary/astronomy-terms/galaxy4.htm (Distribution of Galaxies)
http://www.youtube.com/watch?v=bmNIyRpQmuw (Alien Galaxies--Video Watched in Class)
methionylglutaminylarginyltyrosylglutamylserylleucylphenylalanylalanylglutaminylleucyllysylglutamylarginyl lysylglutamylglycylalanylphenylalanylvalylprolylphenylalanylvalylthreonylleucylglycylaspartylprolylglycylisol eucylglutamylglutaminylserylleucyllysylisoleucylaspartylthreonylleucylisoleucylglutamylalanylglycylalanylaspartyl alanylleucylglutamylleucylglycylisoleucylprolylphenylalanylserylaspartylprolylleucylalanylaspartylglycylprolyl threonylisoleucylglutaminylasparaginylalanylthreonylleucylarginylalanylphenylalanylalanylalanylglycylvalylthreonyl prolylalanylglutaminylcysteinylphenylalanylglutamylmethionylleucylalanylleucylisoleucylarginylglutaminyllysyl histidylprolylthreonylisoleucylprolylisoleucylglycylleucylleucylmethionyltyrosylalanylasparaginylleucylvalylphenyl alanylasparaginyllysylglycylisoleucylaspartylglutamylphenylalanyltyrosylalanylglutaminylcysteinylglutamyllysylvalyl glycylvalylaspartylserylvalylleucylvalylalanylaspartylvalyl prolylvalylglutaminylglutamylserylalanylprolylphenylalanyl arginylglutaminylalanylalanylleucylarginylhistidylasparaginyl valylalanylprolylisoleucylphenylalanylisoleucylcysteinyl prolylprolylaspartylalanylaspartylaspartylaspartylleucylleucylarginylglutaminylisoleucylalanylseryltyrosylglycyl arginylglycyltyrosylthreonyltyrosylleucylleucylserylarginylalanylglycylvalylthreonylglycylalanylglutamylasparaginyl arginylalanylalanylleucylprolylleucylasparaginylhistidylleucylvalylalanyllysylleucyllysylglutamyltyrosylasparaginyl alanylalanylprolylprolylleucylglutaminylglycylphenylalanylglycylisoleucylserylalanylprolylaspartylglutaminylvalyllysyl alanylalanylisoleucylaspartylalanylglycylalanylalanylglycylalanylisoleucylserylglycylserylalanylisoleucylvalyllysylisol eucylisoleucylglutamylglutaminylhistidylasparaginylisoleucylglutamylprolylglutamyllysylmethionylleucylalanylalanylleucyl lysylvalylphenylalanylvalylglutaminylprolylmethionyllysylalanylalanylthreonylarginylserine
http://history.cpet.ufl.edu/siftguide/astro.htm
Survey of beliefs
- 28% of Americans surveyed believe in astrology; 18% aren't sure
- 60% believe in ESP
- 30% believe in visits by extraterrestrials
- 25-50% believe in ghosts, faith healing, communication with the dead, and lucky numbers
Reference: http://www.nsf.gov/statistics/seind02/c7/c7s5.htm
On a 3x5 card provide the following information
Code name:________________________
Birth date -- Circle the correct month: Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Day of the Month:
Year:
Time of birth (please be as precise as possible):
Place of birth (please be as precise as possible):
Big Bang Theory
http://youtu.be/zV6aQbnHSRo (The Big Bang Theory Explanation)
http://resources.schoolscience.co.uk/STFC/bang/bang.htm (Time Machine)
http://www.hawking.org.uk/the-beginning-of-time.html Stephen Hawking, Lecture on The Big Bang Theory and Supporting Evidence
http://www.nationalstemcentre.org.uk/elibrary/resource/1921/big-bang-evidence (Explanation of the entire Theory--note age of Universe is inaccurate)
Supporting Skills for the Big Bang
Theory Hubble's Law, Red Shift http://webbtelescope.org/webb_telescope/science_on_the_edge/cosmological_redshift.php (Redshifting Light)
http://lectureonline.cl.msu.edu/~mmp/applist/doppler/d.htm (Playing around with Red and Blue Shift)
http://www.wwnorton.com/college/geo/egeo2/content/animations/1_2.htm (Red and Blue Shift)
http://www.classzone.com/books/earth_science/terc/content/visualizations/es2802/es2802page01.cfm (Moving Red and Blue Shift)
http://www.gly.uga.edu/railsback/Doppler/Doppler01.html (Red Shift and Blue Shift using the Doppler Effect)
Cosmic Radiation
http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (Cosmic Radiation)
http://bcs.whfreeman.com/universe7e/content/ch28/2803001.html (Hubble's Law)
http://www.pbs.org/wnet/hawking/strange/html/hubble.html (Definition of Hubble's Law)
Galaxies
http://www.hubblesite.org/gallery/album/galaxy/(Hubble Telescope Gallery of Galaxy's)
http://science.nasa.gov/astrophysics/focus-areas/what-are-galaxies/
Local Group Galaxies (Large Magellanic Cloud, Small Magellanic Cloud, Andromeda Galaxy, Barnard's Galaxy, Milky Way Galaxy, Triangulum Galaxy)
http://apod.nasa.gov/apod/ap020123.html (Barnard's Galaxy)
http://www.nasa.gov/multimedia/imagegallery/image_feature_666.html (LMC)
http://www.nasa.gov/mission_pages/herschel/multimedia/pia15255.html (SMC)
http://apod.nasa.gov/apod/ap120518.html (Andromeda Galaxy)
http://www.nasa.gov/mission_pages/GLAST/science/milky_way_galaxy.html (Milky Way)
http://davidkirkpatrick.wordpress.com/2008/03/03/nasa-image-of-triangulum-galaxy/ (Triangulum)
http://science.nationalgeographic.com/science/photos/galaxies-gallery/
http://www.atlasoftheuniverse.com/ (Cosmological Scale)
http://science.howstuffworks.com/dictionary/astronomy-terms/galaxy4.htm (Distribution of Galaxies)
http://www.youtube.com/watch?v=bmNIyRpQmuw (Alien Galaxies--Video Watched in Class)
http://youtu.be/zV6aQbnHSRo (The Big Bang Theory Explanation)
http://resources.schoolscience.co.uk/STFC/bang/bang.htm (Time Machine)
http://www.hawking.org.uk/the-beginning-of-time.html Stephen Hawking, Lecture on The Big Bang Theory and Supporting Evidence
http://www.nationalstemcentre.org.uk/elibrary/resource/1921/big-bang-evidence (Explanation of the entire Theory--note age of Universe is inaccurate)
Supporting Skills for the Big Bang
Theory Hubble's Law, Red Shift http://webbtelescope.org/webb_telescope/science_on_the_edge/cosmological_redshift.php (Redshifting Light)
http://lectureonline.cl.msu.edu/~mmp/applist/doppler/d.htm (Playing around with Red and Blue Shift)
http://www.wwnorton.com/college/geo/egeo2/content/animations/1_2.htm (Red and Blue Shift)
http://www.classzone.com/books/earth_science/terc/content/visualizations/es2802/es2802page01.cfm (Moving Red and Blue Shift)
http://www.gly.uga.edu/railsback/Doppler/Doppler01.html (Red Shift and Blue Shift using the Doppler Effect)
Cosmic Radiation
http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (Cosmic Radiation)
http://bcs.whfreeman.com/universe7e/content/ch28/2803001.html (Hubble's Law)
http://www.pbs.org/wnet/hawking/strange/html/hubble.html (Definition of Hubble's Law)
Galaxies
http://www.hubblesite.org/gallery/album/galaxy/(Hubble Telescope Gallery of Galaxy's)
http://science.nasa.gov/astrophysics/focus-areas/what-are-galaxies/
Local Group Galaxies (Large Magellanic Cloud, Small Magellanic Cloud, Andromeda Galaxy, Barnard's Galaxy, Milky Way Galaxy, Triangulum Galaxy)
http://apod.nasa.gov/apod/ap020123.html (Barnard's Galaxy)
http://www.nasa.gov/multimedia/imagegallery/image_feature_666.html (LMC)
http://www.nasa.gov/mission_pages/herschel/multimedia/pia15255.html (SMC)
http://apod.nasa.gov/apod/ap120518.html (Andromeda Galaxy)
http://www.nasa.gov/mission_pages/GLAST/science/milky_way_galaxy.html (Milky Way)
http://davidkirkpatrick.wordpress.com/2008/03/03/nasa-image-of-triangulum-galaxy/ (Triangulum)
http://science.nationalgeographic.com/science/photos/galaxies-gallery/
http://www.atlasoftheuniverse.com/ (Cosmological Scale)
http://science.howstuffworks.com/dictionary/astronomy-terms/galaxy4.htm (Distribution of Galaxies)
http://www.youtube.com/watch?v=bmNIyRpQmuw (Alien Galaxies--Video Watched in Class)
Class Dojo
- I consider our course, and your path to understanding, to be composed of three levels.
- Level 1: Knowing Facts
- Level 2: Understanding Concepts
- Level 3: Linking Concepts
I expect you to be armed with the facts of the courses in order to dive into the concepts. For example, an important fact is that the core of the Earth is composed of Fe and Ni, thus the origin of our magnetic field. A concept from this is that gravity caused the heavy elements to sink to the core of the Earth, making this core. An example of a linking concept is to know that Mars has a lighter gravity and does not have an Fe core.
Interestingly enough, the above levels also reflecting the grade scheme for the course. If you know just the facts you are doing passable work. If you understand concepts your are doing good work. If you can work the concepts (i.e. think) you are doing superior work. Our course is specifically designed to induce learning in the form of linking concepts. I am aiming for everyone to do superior work but the level of effort is up to the individual.
http://scienceblogs.com/insolence/2013/05/23/score-one-for-the-antiscience-cranks-in-portland-on-fluoridation/
Present the science finding on your chosen brain topic
You should have chosen a topic already in class.
You should have chosen a topic already in class.
- Provide a brief introduction to your topic providing any background information your audience needs
- Provide the best science concerning your topic. In other words, what does the best science say is happening.
- Provide a short description of any experiments done concerning your topic
- Present your finding in a Prezi of slideshow. No posters please.
- Keep it short and sweet. Presentations should last ~5-7 minutes.
- What did you find interesting or provide your personal take on the science.
- Make a slick and error free. Do not injure us with spelling issues or a giant wall of text that is hard to read.
Is that a delayed twin?
Better yet, use your knowledge of reproductive cloning to tell the rest of this story.
Oaks Study Review
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- Explain the benefit to studying life and its beginnings
on Earth, before searching for life elsewhere.
- Provide three pieces of scientific evidence, one each from biology, astronomy and geology/planetary science, which when combined suggest life may exist elsewhere in the Universe.
- Compare and contrast the goals and methods of Astrobiology and SETI (Search for Extra Terrestrial Intelligence)
- List the three arguments (ideas) from astronomy which support the notion that life may exist elsewhere in the universe.
- List the four input terms to the modified Drake Equation (as given in your book), give a reasonable estimate for each term and explain which term is the most poorly known.
- Describe the early history of SETI, the first failed searches (how they were done and why they were unsuccessful). Explain the logic behind why most modern SETI efforts are aimed at listening (searching), rather than transmitting (sending out) signals.
- Describe two typical search methods currently used by SETI and two major problems current SETI searches are faced with. Explain how these problems might be addressed.
- Provide the two statements which Fermi put forth, which are extraordinarily contradictory, and create the Fermi paradox. Describe the three categories of solutions to this paradox given in your book.
1. What makes the SETI’s goals more ambitious than merely finding ‘life’ elsewhere?
2. The Drake equation provides an estimate of a number for what exactly?
3. Which of the four Drake equation terms listed in your book is the most difficult to estimate? Why?
5. Ideally, we wish to search at ALL frequencies and in ALL Directions and very deeply (high sensitivity). Why can’t we achieve that? What frequencies are best? What directions are best?
6. What is the difference between a targeted search and a sky survey?
7. What two things currently constrain current radio surveys and what are SETI’s plans to resolve them?
8. What is the argument that intelligent life is commonplace? Since our universe is over 10 billion years old, how does this provide a problem for explaining why we haven’t been contacted yet?
9. What assumptions are made about the BEHAVIOR and motives of intelligent life to use Fermi’s paradox to ‘prove’ intelligent life does not exist elsewhere?
10.Other than there is NO intelligent life out there, what are two explanations for why intelligent life has not contacted us?
Newtons Laws
Check out this tutorial on Newtons Laws
http://onlinephys.com/newton3.html
http://onlinephys.com/newton3.html
How to upload your files?
http://hp5.wikispaces.com/Egg+Drop+Project+2011
http://hp5.wikispaces.com/Egg+Drop+Project+2011
- Send an email to Mr D to get permission to edit the wikispaces page then follow the instructions below.
- Click on the file icon to upload a word or image file. Then follow the directions.
- Click on the widget file to upload other types of files including google documents, youtube videos ... Then follow the directions.
- Click of the chain link to add a link to a web page. Then follow instructions.
- You can discuss the various designs in the discussion area of this page (post at least 2 comments). Please keep all comments positive or they will be removed and not count for credit.
steps_for_solving_scientific_word_problems_using_formulas.pdf | |
File Size: | 60 kb |
File Type: |
Use this page as a guide to make sure that all of the informational cards are placed in the correct positions. As we move forward throughout the chemistry unit, use this foldable as a study tool.
Ecosystem Research Project
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Error Finding Challenge |
Error Finding Challenge
Directions: Read the essay that follows. Scattered throughout the essay you will find anumber of errors. These errors will be based on content and not on spelling. Find the errors and hi-lite them. On a separate piece of paper, indicate the line number that contains the error and then make the correction. Please note: not all lines will have errors, and some lines may have more than one. 1. The female reproductive system consists of paired organs called ova which 2. produce the eggs. Inside these organs are tubules called follicles. At birth, a 3. human female contains about one million follicles. These follicles mature at a rate 4. of about one every 3 months for the rest of the female's life. Each follicle is capable 5. of producing one egg. 6. Next to the ovaries and connected to them are paired tubes called oviducts, or 7. Fallopian tubes. When an egg leaves the ovary it normally is drawn into the 8. oviduct by the movement of the hair-like or fingerlike structures at the mouth of 9. the oviduct. The oviducts from each ovary meet at an apple-shaped organ called 10. the uterus. It is in the uterus that fertilization takes place. 11. The uterus contains two kinds of tissue. The muscular outer lining is called the 12. myometrium. During childbirth its muscular contractions push the baby into the 13. birth canal. The inner lining of the uterus is called the endometrium. It is in the 14. endometrium that the blastocyst implants. If pregnancy doesn't occur, the 15. myometrium is shed from the body in a process called menopause. The narrow 16. lower neck of the uterus is called the clitoris. During pregnancy it 17. holds the baby in place and during birth, it dilates to allow the baby to move into 18. the birth canal. The birth canal is the vagina. The vagina also serves as a 19. receptacle to receive the sperm. 20. The male reproductive system contains paired organs called testes. The testes 21. are located in an external pouch called the scrotum. The scrotum has a higher 22. temperature than normal body temperature. The testes are slightly smaller than 23. ovaries. Inside the testes are coiled structures called seminiferous tubules. The 24. cells lining the seminferous tubules make the male hormone progesterone and the 25. cells in between the tubules, the interstitial cells, make the sperm. 26. After sperm are made, they are stored in the epididymis, where they mature. It 27. is the epididymis that is cut and tied during a vasectomy. From the epididymis, the 28. sperm enter the vas deferens, which carry the sperm to the ejaculatory duct, and 29. from there to the urethra. The vas deferens, the ejaculatory duct and the urethra 30. are all located inside the penis. The urethra serves as a pathway for both sperm 31. and urine. 32. As sperm pass through the accessory ducts, they pick up fluids from three 33. accessory glands. The combination of fluids produces the 34. semen. The seminal receptacles add protein to the semen. They also add 35. chemicals which cause muscular contractions inside the female, to assist the 36. sperm in moving upward. The two prostate glands add fluid to the semen and also 37. help neutralize the acidity of the female reproductive tract. The paired Cowper's 38. glands also add alkaline fluid to the semen. Adapted from (Sandra Haley – Memorial High) |
elements.pdf | |
File Size: | 1863 kb |
File Type: |
- Design an infographic or make a web that demonstrates the connections among the terms:atom,element,compound,and molecule
- Find 4 noneducational videos/movies that have examples of elements,compounds,molecules,and mixtures which are identified and used in movies.
- Be sure to identify what the element,compound,molecule,mixture is.Make a video collage of the movies.Find 3 different interactive periodic tables.
- Identify 3 cool features that each has.Make a video or an annotated snapshot/infographic of the the three periodic tables and the features.
- Create a poem,song,or short story relating the following terms:atom,compound,molecule,mixture..Can be fictional.
- Make Trading Cards of the key terms and 1example of each term (e.g.,an example of an element)
http://www.medicaldaily.com/male-and-female-reproductive-systems-harder-label-some-others-271039
http://www.buzzfeed.com/erinchack/heres-what-happens-when-you-ask-a-bunch-of-adults-to-label-m
http://www.buzzfeed.com/erinchack/heres-what-happens-when-you-ask-a-bunch-of-adults-to-label-m
What happens when a comet or an asteroid hits a planet? This calculator created by the Astronomy Workshop at the University of Maryland, gives you the option of wreaking havoc throughout our entire solar system by sending an asteroid or comet hurtling toward your favorite (or least favorite) planet. (Yeah, I'm looking at you, Mercury.) After selecting your target, you customize your projectile (composition, diameter and velocity). Next, hit the KABOOM! button (very scientific), and you'll find out what sort of crater you've created and the amount of energy released by the impact. Let 'Er Rip!
Listed below are activities featuring the Solar System Collisions web tool.
Listed below are activities featuring the Solar System Collisions web tool.
The Federation of American Scientists (FAS) created this simulator to raise awareness about the destructive potential of nuclear weapons.
High definition aerial maps of selected U.S. cities have been provided. The size of the bomb can be chosen by selecting the weapon's yield, as measured in kilotons (KT) or megatons (MT) of TNT equivalent. There is also the option of having the bomb delivered using an automobile at ground level or using an aircraft flying at an altitude that produces the widest area of destruction.
Color-coded circles represent the varying levels of damage surrounding ground zero (including wildfires in the region caused by the intense heat from the explosion).
If that hasn't left you sufficiently depressed, FAS has also produced a fallout calculator.
High definition aerial maps of selected U.S. cities have been provided. The size of the bomb can be chosen by selecting the weapon's yield, as measured in kilotons (KT) or megatons (MT) of TNT equivalent. There is also the option of having the bomb delivered using an automobile at ground level or using an aircraft flying at an altitude that produces the widest area of destruction.
Color-coded circles represent the varying levels of damage surrounding ground zero (including wildfires in the region caused by the intense heat from the explosion).
If that hasn't left you sufficiently depressed, FAS has also produced a fallout calculator.
Distances in Space
Distances in Space - The Distance Ladder - Article from SEEDS Magazine
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Elements in the Universe
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http://prezi.com/bihhic8cv1sh/stars-and-the-universe/
http://prezi.com/_-e0woiiawz1/the-beginning-of-it-all/
http://herschel.cf.ac.uk/kingfish
http://prezi.com/_-e0woiiawz1/the-beginning-of-it-all/
http://herschel.cf.ac.uk/kingfish
OBJECTIVES:
By the end of this lesson, you will be able to do the following:
• Explain the location of our solar system in relation to the universe.
• Explain the different parts that make up our universe.
• Explain how the universe formed by giving evidence to support this theory.
KEY CONCEPT/BIG IDEA:
• Astronomers learn about the structure of the universe and how it has changed over time by studying stars, galaxies, and other objects in space.
DO:
1. Draw and Define – Objects in Space.
2. Check out the Size and Scale simulation and answer the 3 questions.
3. Watch Part 1 of Birth of the Universe (National Geographic) and answer the following questions:
• Define the Big Bang Theory.
• State three pieces of evidence that supports this theory.
• Explain why is “expanding universe theory” a better description for the birth of the universe than the “Big Bang Theory”.
*** Note ***: Click for here for Part 2, Part 3, Part 4, and Part 5 of the video.
By the end of this lesson, you will be able to do the following:
• Explain the location of our solar system in relation to the universe.
• Explain the different parts that make up our universe.
• Explain how the universe formed by giving evidence to support this theory.
KEY CONCEPT/BIG IDEA:
• Astronomers learn about the structure of the universe and how it has changed over time by studying stars, galaxies, and other objects in space.
DO:
1. Draw and Define – Objects in Space.
2. Check out the Size and Scale simulation and answer the 3 questions.
3. Watch Part 1 of Birth of the Universe (National Geographic) and answer the following questions:
• Define the Big Bang Theory.
• State three pieces of evidence that supports this theory.
• Explain why is “expanding universe theory” a better description for the birth of the universe than the “Big Bang Theory”.
*** Note ***: Click for here for Part 2, Part 3, Part 4, and Part 5 of the video.
http://stevenimmons.org/2012/02/10-point-baloney-detection-kit/
http://phyz.org/skepticism/
http://homeopops.com/
http://phyz.org/skepticism/
http://homeopops.com/
Elements in the Universe
Click on the following link to the star and fusion tutorial
http://www.antonine-education.com/Pages/Physics_GCSE/Unit_2/Add_15_Fusion/add_page_15.htm |
We are star dust
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Higgs Boson
Show this video cartoon of "The Higgs Boson Explained.". Never heard of CERN and the wonderful cutting edge science that they do? Sound like a colossal waste of money? Those things called websites. CERN developed the technology and code. They are now 20 years old, this is the world’s first website. More info on it here.
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How does this quote apply to people in everyday life? Can you give an example? Video: Richard Feynman on Beauty, Honors, and Curiosity
10/22/13 Scale of the Universe
Scientists learn about the structure of the universe and how it has changed over time by studying stars, galaxies, and even the smallest objects in space.
The goal of this activity is for you to think about the sizes of different objects in our universe. Use the following three links to answer the questions below. Simulation - Scale of the Universe 2 Watch – Powers of Ten (a very famous science video) View - Compare Planet and Star Sizes Class work-HomeworkQuestions:
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Resources
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Writing scientific question--Blind Piranha
Objectives: I can....
Class work-Homework
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Testable Questions…
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Resources
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9/16/13--Picture of a Scientist
Objectives/ I can....
Draw a scientist Identify and describe common stereotypes in science |
On the board
A scientist is someone who is: Observant Creative Skeptical- marked by or given to doubt; questioning Curious – curiosity makes a scientist WANT to study the world around him or her. ¨Scientists work in teams to share knowledge that helps generate new ideas. ¨They must keep accurate records, be open and their experiment must be replicated to be CREDIBLE. |
Resources
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NDE Student Poll
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On the board
Patternicity- finding meaningful patterns in both meaningful and meaningless noise
False positive- believing a pattern is real when it is not False negative- not believing a pattern is real when it is Illusory- based on illusion; not real Skepticism- any questioning attitude towards knowledge, facts, or opinions/beliefs stated as facts, or doubt regarding claims that are taken for granted elsewhere. What was the main idea of Shermer's talk? Describe your favorite example from the talk that illustrates patternicity? How was the "lip balm" scenario is an example of a false positive pattern? Do you know of another instance where we might be choosing an false positive or false negative pattern? Our brain completes shapes based on prior information: You don’t see dots, you see a dog |
Michael Shermer says the human tendency to believe strange things -- from alien abductions to dowsing rods -- boils down to two of the brain's most basic, hard-wired survival skills. He explains what they are, and how they get us into trouble.
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9/19/13 Science Process Flowchart
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You'll burn your eye out
What If?
Oregon State Science Standards
http://www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009_adopted_k-h_science_standards_updated%2811.13%29.pdf
Happy Halloween 2012 from Mars!
This link has details and a hi-res image of the large rover tooling around on the surface of the planet Mars. The large image is so detailed and gorgeous and one can easily imagine what the Martian soil would feel like between the toes. Amazing!
Writing Science Lab Reports
writing_formal_lab_reports.doc | |
File Size: | 20 kb |
File Type: | doc |
sped_formal_lab_report.pdf | |
File Size: | 52 kb |
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