• Due Thurs. 5/31:  Finish the 2nd Hours of Daylight plot.  (Label that Student Sheet 75.2.)
  Do Student Sheet 75.3 and study/understand the generalizations (or "Key Concepts") there. 
  
  
• If you are doing test corrections, you don't need to put Weather Unit papers in your folder (with the Table of Contents) until next week.  (Oops, I only gave tests back to students in Green science.  Others will get tests back on Thursday.)
  
  
• Due Wed 5/30:  Complete the graph for Activity 75 and the Act. 75 Analysis Questions 1-5. 
  
  
• Due Thursday 5/24:  Student Sheet 71.1a -- My Ideas About the Day, Year, Seasons, and Moon Phases.  (Some students did turn this sheet in, if they finished it, after the test.)
  

The Earth in Space Test (including day/night, seasons, the lunar cycle, solar and lunar eclipses, and tides) will be Thursday June 7.  Here is a list of the key concepts.  The list is growing as we discuss these items in class. 

• The day/night cycle is caused by Earth's spin (or rotation).  This is clear partly because it takes a day for Earth to spin once, and the day/night cycle also takes a day. 
  
  
• Days are longer in the summer and shorter in the winter.  The higher the latitude, the more extreme the differences in day length.  At the equator (0^o), there are seasonal differences in day length.
  
  
• The longer the day, the higher the maximum sun angle, and vice versa (the shorter the day, the lower the maximum sun angle). 
  
  
• The winter solstice is the shortEST day of the year.  The summer solstice is the longEST day of the year.  The spring and fall equinoxes are days with equal amounts of day light and night hours.  These dates are December 21, March 21, June 21, and Sept 21 (plus or minus a day or two). 
  

Note:  To access the book online, go to https://www.lab-aids.com/ and click the link for the online book in the upper right corner of that web page.  The website looks different, but the username and password WHICH ARE CASE SENSITIVE are working.  The username is wmdiamondmiddle.  I don't feel right about putting the password online, but I will e-mail it to you if you ask. jburgin@sch.ci.lexington.ma.us

Key Vocabulary

• Key Vocab #10: 
  distorted -- twisted or changed for original shape
  prevalent or prevailing -- most common or most powerful
  salient -- most obvious or most important
  convection -- the type of heat transfer involving fluid
  conduction -- the type of heat transfer involving touch
  radiation -- the type of heat transfer that can occur even in empty space
  
• Key Vocab #9:
  pumice -- lightweight igneous rock formed from gassy magma/lava
  basalt -- heavy (dense) igneous rock
  viscous/viscosity -- [NOT vicious!]  flows s-l-o-w-l-y
  rigid -- brittle (breaks instead of bending)
  geological time
  boundary -- edge
• Set #8: annual -- yearly, or total for a year;
  drumlin -- long narrow hill with a steep slope to the North;
  kettle hole (or kettle pond or kettle lake) -- round depression with steep sides and flat bottom;
  glacial landform -- formed by a glacier (drumlins, kettles, eskers, and morraines are some of the common glacial formations in New England);
  valley -- water will flow into and down through a valley, all but one direction is uphill when you're in a valley;
  ridge -- opposite of a valley, water will flow away from a ridge, all but one direction is downhill when you're on a ridge.
  
• Set #7:  stability -- firmness or permanence (Or "stable", as in "unchanging", not a place to keep a farm animal); elevation -- height above sea level (used for land); flood -- (use "flood" in 1 or 2 sentences, with these 2 distinct ideas in mind)  rushing water vs. standing water; mode -- most common value or result; mean -- average (It's OK to use both mode and mean in 1 sentence); depression -- low place
  
• Set #6:  predictable -- people know what will happen; waxing -- getting larger or stronger; waning -- getting smaller or weaker, diminishing; marsh -- wetland with grasses; cliff -- very steep drop-off; contour -- curve, shape
• Set #5:  vary, varies, varied, variety, or variegated--not uniform; uniform--having a consistent appearance, texture, etc.; property or properties--the meaning is basically the same as characteristic, but property is used in science for minerals & other chemicals; solstice--please ask around and/or look it up; subjective--based on opinion and may be biased (opposite of "objective"); weathered--broken down (or weathering, which is the process of getting broken down).
  

Useful information for ongoing work: 

  Here's how to handle Key Vocabulary. 

1. List each word against the left-hand margin on notebook paper, with about 4 blank lines between words.
2. Notice how the words are being used in science class, and write down the meaning given, if applicable.
   
3. Use each word in a sentence that shows you understand what the word means.  (Let the original words stick out a little to the left as you write the sentences.)

   These sub-sections should ALWAYS be kept neat in the science section of your binder: 

• Current Work:  Keep papers that we began in class but haven't completed in this section.
  
• Key Vocabulary:  Keep a few sheets of extra notebook paper and Key Vocabulary sheets here.  Please label each new sheet with its Set #.
• Student Sheets:  All handouts and completed work based on a book "Activity" go in this section.  All should be identified with a Student Sheet number at the bottom.
• Outdoor Observations:  The Moon Project handbook goes here, and weather observations and sun-and-shadow observations will go here.
  
• Reference Sheets:  This includes handouts which describe general expectations for science class, study guides, and any sheets which are labeled "Ref. sheet".