Frequently Asked Questions: This page contains answers to common questions of
students and parents.
- Weather data chart
- weather collection directions
- Mineral Research Essay
- Storm Project Outline
- plate tectonics study guide
- Inside earth 3D rubric
- article summary
- Mineral Lab Report
- USGA Topography Packet
- Which elements do I need to study?
- weather vocabulary for quiz
- element trading card directions & example
- chemistry ch. 2 styudy guide
- earthquake & volcano study guide
- IDU requirements checklist
- IDU due dates
- chem ch. 3 study guide
- Intro Unit Word Bank
Weather data chart
Date & Time General Weather Conditions Temperature Wind speed & direction
Dew Point Barometric or air pressure % humidity Cloud cover Any frontal
systems? Do you have the map or charts?
weather collection directions
NAME__________________________ DATE___________
WEATHER DATA ASSIGNMENT-
Due Friday November 12,2010
Keep Track of the weather for the next few weeks. Include any and all
important data on your chart. Be consistent- if you get the information in
the morning from the paper, try to always get it from the paper, if you get it
from the evening news, always get it from the evening news. Hold onto all of
the maps and charts from each day. As we learn about the various factors that
cause changes in the weather try to notice those changes occuring across the
data of the days you collect.
1) Choose 3 nonconsecutive days where you were able to find the best data
2)Examine the days prior to and/or following those dates
3)Write a 5-7 sentence paragraph describing the cause and effect relationship
of weather. Ex. The drop in barometric pressure on Monday, August 21 was
followed by steady rain on Tuesday, August 22. This is because... Be sure
to include any and all graphs,charts,etc. It may be helpful to try to go back
or look at others charts to notice details you may have missed or not known
about, for example frontal systems.
Do this 3 times for a total of 3 cause and effect paragraphs!!
Point Breakdown:
Data 5-detail
5- consistency __________
maps- 5 pts __________
graphs- 5 pts _________
Paragraphs ( 10 pts each) __________
__________
__________
Total (50 pts) __________
Comments:
Mineral Research Essay
Name________________________
Minerals Research Essay Template ( ideas)
Paragraph #1: overview, what is a mineral, introduction of the 2 choices
Paragraph #2: mineral #1 - specific info-
Properties, uses, how obtained, how formed,
Paragraph #3: mineral #2- specific info
Properties, uses, how obtained, how formed
Paragraph #4: interesting new facts-
History of, stories or controversies associated with, alloys
Paragraph #5: reminder of main points- of both commonalities and
differences,
One more main idea
Second Option-
Paragraph #1: intro
Paragraph #2:detailed properties of both
Paragraph #3: uses of both
Paragraph #4: specific differences
Paragraph #5: conclusion
Mineral Research Essay Template ( ideas)
Paragraph #1: introduction
a) Mineral- characteristics
b) general intro to 2 choices
Paragraph #2:Mineral #1
a) How they form
b) Where they are obtained
c) Properties
d) Uses
Paragraph #3: Mineral #2
a) How they form
b) Where they are obtained
c) Properties
d) Uses
Paragraph #4: Summary
a)Reminder of main points-
b) Something they have in common
c) An example of how they are different
d) A strong concluding sentence tying them together
Storm Project Outline
NAME___________________________STORM ASSIGNMENT
As a group, you will delegate the areas of expertise to the team members.
Each individual will research specific areas of expertise.
As a group, you will present your storm to the class. Ideas include: a skit
or scene from a television broadcast, safety brochures, powerpoint
presentation, etc...
During each presentation, you should take notes.
After all have been presented, you will choose 2 storms ( not to include the
one you researched) and write a comparison/contrast essay or Venn Diagram.
Grade breakdown:
Specific information- 10 points ________
Presentation 5 points ________
Teamwork 5 points ________
Comparison/contrast 10 points _________
Total 30 points _________
plate tectonics study guide
Name_________________________ Plate Tectonics Ch. 1 Test
1. _____Boundary between two plates that A. convergent
are pulling apart
2. _____Boundary between two plates that B. divergent
meet head on
3. _____Boundary between two plates that C. transform fault
are sliding past one another
D. radiation
4. _____Area where one plate slides beneath
the other plate
E. subduction zone
5._____The tranfer of energy through an
open space is called
---------------------------------------------------------------------------
--
----------------
6. _____Deep depression under the ocean floor A.faults
7. _____Results in increased crust at B. constructive
the ocean floor
8. _____Earths lithosphere is broken down C. trenches
into separate sections called
D.plates
9.______A break in Earths crust along which
rocks slip past one another E.sea-floor spreading
F. core
10. _______A force that builds up features
of Earths surface
12-15. Citing at least two examples of evidence, defend Wegeners theory of
Continental Drift. You may also explain why other scientists did not accept
this theory initially.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
16-17. What role does convection play in Earths interior movement
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
18-20. Label the 3 main layers of Earth and provide one fact about it
Inside earth 3D rubric
Inside Earth 3D Model Project
Due by Friday January 18, 2008
Challenge- to create a 3-dimensional representation of a concept from chapter
1 such as:
o The layers of earht
o Sea-floor spreading
o Mountain formation
o Continental drift/ Pangaea
o Location of plates & direction of their movement
o Other ideas please check with me
Requirements and grading rubric:
3-dimeansional, creative, using not
just clay or styrofoam 1 2 3 4
Parts must be clearly
identified & their
functions labeled 2 4 6 8
Neatness, your name & topic must
be visible, observer should be
able to interpret 1 2 3 4
A chart or key describing why
you choose the items you did to
represent the parts- similar to what
you did in 7th grade for the
3D cell project-
the battery represents the mitochondria
because it provides the energy for the the
flashlight to work as the mitochondria acts
as the powerhouse of the cell. 2 4 6 8
article summary
NAME____________________________ DATE_____________
CLASS ___________________ CHECK IF LATE_______
TOPIC_____________________________
TITLE OF ARTICLE___________________________________________________
Month, Year, and Name of Source ( follow proper citation)
__________________________________________________________________
__________________________________________________________________
In a brief paragraph, summarize the article_________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________________________
How does this relate to what we are studying? ________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
****ATTACH A COPY OF THE ARTICLE TO THIS FORM****
Mineral Lab Report
MINERALS LAB REPORT
DUE BY MONDAY MARCH 10,2008
****this should be completed in your lab notebook****
Name: _______________________________ CLASS: ____________________
Purpose:(answer or attach answers to the 4 objectives we worked on)
10 pts____
Materials & Procedure:
10 pts____
Observations: in lab notebook 25 pts____
Conclusion:
5 pts____
USGA Topography Packet
Go to
http://erg.usgs.gov/isb/pubs/booklets/symbols/
for specific symbols
What is a Topographic Map?
A map is a representation of the Earth, or part of it. The distinctive
characteristic of a topographic map is that the shape of the Earth's surface
is shown by contour lines. Contours are imaginary lines that join points of
equal elevation on the surface of the land above or below a reference surface,
such as mean sea level. Contours make it possible to measure the height of
mountains, depths of the ocean bottom, and steepness of slopes.
A topographic map shows more than contours. The map includes symbols that
represent such features as streets, buildings, streams, and vegetation. These
symbols are constantly refined to better relate to the features they
represent, improve the appearance or readability of the map, or reduce
production cost.
Consequently, within the same series, maps may have slightly different symbols
for the same feature. Examples of symbols that have changed include built-up
areas, roads, intermittent drainage, and some lettering styles. On one type of
large-scale topographic map, called provisional, some symbols and lettering
are handdrawn.
Reading Topographic Maps
Interpreting the colored lines, areas, and other symbols is the first step in
using topographic maps. Features are shown as points, lines, or areas,
depending on their size and extent. For example, individual houses may be
shown as small black squares. For larger buildings, the actual shapes are
mapped. In densely built-up areas, most individual buildings are omitted and
an area tint is shown. On some maps, post offices, churches, city halls, and
other landmark buildings are shown within the tinted area.
The first features usually noticed on a topographic map are the area features,
such as vegetation (green), water (blue), and densely built-up areas (gray or
red).
Many features are shown by lines that may be straight, curved, solid, dashed,
dotted, or in any combination. The colors of the lines usually indicate
similar classes of information: topographic contours (brown); lakes, streams,
irrigation ditches, and other hydrographic features (blue); land grids and
important roads (red); and other roads and trails, railroads, boundaries, and
other cultural features (black). At one time, purple was used as a revision
color to show all feature changes. Currently, purple is not used in our
revision program, but purple features are still present on many existing maps.
Various point symbols are used to depict features such as buildings,
campgrounds, springs, water tanks, mines, survey control points, and wells.
Names of places and features are shown in a color corresponding to the type of
feature. Many features are identified by labels, such as
"Substation" or "Golf
Course."
Topographic contours are shown in brown by lines of different widths. Each
contour is a line of equal elevation; therefore, contours never cross. They
show the general shape of the terrain. To help the user determine elevations,
index contours are wider. Elevation values are printed in several places along
these lines. The narrower intermediate and supplementary contours found
between the index contours help to show more details of the land surface
shape. Contours that are very close together represent steep slopes. Widely
spaced contours or an absence of contours means that the ground slope is
relatively level. The elevation difference between adjacent contour lines,
called the contour interval, is selected to best show the general shape of the
terrain. A map of a relatively flat area may have a contour interval of 10
feet or less. Maps in mountainous areas may have contour intervals of 100 feet
or more. The contour interval is printed in the margin of each U.S. Geological
Survey (USGS) map.
Bathymetric contours are shown in blue or black, depending on their location.
They show the shape and slope of the ocean bottom surface. The bathymetric
contour interval may vary on each map and is explained in the map margin.
|| ↑ Top ||
For more information about topographic maps produced by the USGS, please call:
1-888-ASK-USGS or visit us at ask.usgs.gov/
|| ↑ Top ||
Any use of trade, product, or firm names is for descriptive purposes only and
does not imply endorsement by the U.S. Government. This document has undergone
official review and approval for publications established by the National
Mapping Discipline, U.S. Geological Survey. Some figures have been modified or
added to improve the scientific visualization of information.
| Top | Main Table of Contents | Geography Publications | Eastern Region
Geography | Geography Home |
U.S. Department of the Interior U.S. Geological Survey 509 National
Center, Reston, VA 20192, USA
URL: http:// erg.usgs.gov /isb/pubs/booklets/symbols/index.html Page
Maintainer: USGS Eastern Region PSC 4
Page Contact Information: Web Administrator
Last modified: 13:35:26 Thu 28 Apr 2005 USGS Privacy Policy and Disclaimers
Accessibility
Which elements do I need to study?
Fill in the blanks with the correct name or symbol
Element Symbol Atomic Number
1 Sodium
2 Li
3 Hydrogen
4 Ca
5 Chromium
6 Fe
7 Lead
8 Au
9 Potassium
10 O
11 Nitrogen
12 Cl
13 Phosphorus
14 B
15 Helium
16 Ne
17 Fluorine
18 C
19 Magnesium
20 Al
21 Silicon
22 Ni
23 Copper
24 S
25 Silver
26 Zn
27 Tin
28 Hg
29 Bromine
30 U
31 Argon
32 Ba
33 Beryllium
34 Cs
35 Iodine
36 Pt
37 Tungsten
38 Co
39 Manganese
40 Ti
weather vocabulary for quiz
Word Bank:
weather, volume, density, humidity, dew point,
conduction, transpiration, barometer, psychrometer, climate,
relative humidity, fronts, stratus, evaporation, saturation,
condensation, convection, radiation, nimbus, anemometer,
jet streams, Coriolus effect, temperature, cumulus, cirrus
element trading card directions & example
Element Card Assignment Due Friday September 24, 2010
Option A:
Choose an element ex. Iron- Felix Ferrum
Research the properties of that element- ex.lustrous, metallic, grayish tinge,
conducts heat & electricity, forms positive ions, soft, ductile, & malleable
Think about its name/family/uses-
Choose a theme- sports, magic, pokemon, American idol, superhero
Create a trading card including:
Important numbers-ex. atomic # 26, period 4, mass- 55.845
Family references- ex. transition metal group
Reacts with & why- ex. if oxygen is on your playing field, iron rusts
creating ferric oxide (Fe2O3). This corrosion of iron causes iron to lose
battle points.
Common uses- ex. iron is the cheapest, & most abundant, useful, and
important of all metals. Iron has been known since prehistoric times, is even
found in the Bibles book of Genesis. When combined with carbon, it becomes a
steel alloy
powers
pictures
Criteria:
o colorful
o 3 x 5 index card size (both sides) going in the vertical direction
o typed not hand-written, can include cut & pastes, drawings
Option B:
Think about yourself as an element, see my example
Include:
Important numbers-ex. atomic # 26, period 4, mass- 55.845, What is your
atomic number and how does that number relate to you?
Family references- ex. transition metal group - What properties would you
have & why? Your properties should correspond with properties indicated by
your atomic number
Reacts with & why- ex. You are a noble gas and dont react with others.
Common uses- ex.
powers personify characteristics of your element
pictures
Rubric:
follows criteria- 4
includes references to properties of elements-8
creativity-4
Kl
Kleiner
153
Properties: organizes by color coding- structured like nonmetals,
flexible/malleable like gold
metal
Reacts with: explodes when students say :Wait what?
Uses: teaches adolescents science , coke & pepsi, 8th grade team leader
Interesting Facts: would like to live in Washington D.C. someday
Pictures:
Powers: competitive in games like ping pong, Wii,
chemistry ch. 2 styudy guide
Chemistry Ch. 2
Study Guide
Section 1 Inside an Atom
An atom consists of a nucleus surrounded by electrons.
Protons (positively charged) and neutrons (no charge) comprise the nucleus.
Protons and neutrons have approximately the same mass and have nearly all
the mass of the atom.
Electrons (negatively charged) and have relatively little mass.
Electrons exist in clouds surrounding the nucleus which provide most of
the volume of the atom.
The first four electron clouds can hold up to the following number of
electrons: 2, 8, 8, 18.
Valence electrons are the number of electrons in an atoms outermost cloud.
Electron Dot Diagrams are diagrams that show the number of valence electrons
of an atom.
Section 2 Periodic Table
Atomic number is the number of protons in the atom.
Atoms are arranged in the Periodic Table by increasing atomic number.
Columns are also called Groups or Families.
Rows are also called Periods.
Each Family has its own characteristics which are based on the number of
valence electrons.
Group 18 is also known as Noble Gases. They are inactive since their
valence electron clouds are full.
Group 17 is also known as the Halogen group. They are very reactive.
Group 1 is also known as the Alkali metals group. They are highly reactive.
Group 2 is the Alkaline Earth Metals. They are reactive.
Groups 3-12 are Transition Metals. They are not especially reactive.
Section 3 Ionic Bonds
Ions are atoms or groups of atoms that are electrically charged.
An Ionic bond is the attraction between two oppositely charged ions.
When an atom loses an electron it becomes a positive ion.
When an atom gains an electron it becomes a negative ion.
Polyatomic ions are composed of many atoms.
NaCl is an example of a molecule with an ionic bond.
Ionic bonds are stronger than covalent (molecular) bonds.
Ionic bonds have crystal shapes, high melting points, and are good
conductors of electricity.
Section 4 Covalent Bonds
In covalent bonds, both atoms attract shared electrons at the same time.
Water (H2O) is an example of a molecule with a covalent (single) bond.
When two pairs of electrons are shared, it is called a double bond.
Carbon dioxide is an example of a molecule with double bonds.
A covalent bond in which electrons are shared unequally is polar.
Water (H2O) is a polar molecule, while carbon dioxide (CO2) is non-polar.
Covalent bonds are weaker than onic bonds.
Due to the weaker bonds, covalent molecules have lower melting and boiling
points than ionic molecules.
Covalent molecules are poor conductors of electricity, and actually are good
insulators.
earthquake & volcano study guide
Earthquake & Volcano Study Guide
Key Terms:
Liquification, anticline aftershock epicenter, p waves, s waves, surface
waves, seismic waves, tsunamis richter scale, tension, compression,
shearing, focus, stress, crater, vent, hotspot, lava, ash, arc, subduction
zone, divergent boundaries, mid-ocean ridges, transform boundaries, magma,
geothermal, caldera,
ring of fire
Prevention, Safety during & after an earthquake/ volcano
Which areas experience the most quakes/eruptions & why
Signs a quake or eruption might occur
What causes them to occur?
How are they measured?
Different types of volcanoes
******How do earthquakes & volcanoes relate to the concepts of plate tectonics
studies last chapter?
IDU requirements checklist
Title Page
___ Name of the Paper (Don�t underline it! No fancy covers, please!)
___ Your name
___ Date
___ Both teachers� names and class periods
Abstract (This is a tight, one-paragraph version of the paper; contains its
most important points.)
___ Header (�Abstract: Title of Paper�)
___ Thesis statement is the first sentence, and is underlined.
___ Single-spaced paragraph summarizes your research (Include the main idea
from each body
paragraph, and other key ideas.)
Outline
___ Title of paper (Don�t underline it!)
___ Correct outline format (I., A., 1., a., etc. with proper indentations)
___ Written in words and phrases (no sentences or detailed wxplanations!)
___ Lists your main ideas and supporting ideas in the order in which they
appear in your paper
Body of the Paper
___ 1� margin on TOP, SIDES, and BOTTOM
___ Double spaced
___ Equivalent of 12 NY font
___ Legible font!
___ No extra space between paragraphs
___ Numbers on pages 2-5 (Never number the first page of the body of the paper)
___ Three parenthetical citations
___ Underlined thesis statement in first paragraph
Bibliography (Follow stylebook format precisely!)
___ Don�t number your entries!
___ Use �Hanging indent�
___ Alphabetize entries by the first word of each entry
___ Single space each entry (Okay to skip a space between entries, if biblio
fits on one page)
Appendix (This is where you include �attachments� like pictures, primary
sources, etc.)
___ Label it, �APPENDIX� (A, B, C, etc. if you�re including more than one)
___ Photocopy of a primary source (One is required for social studies, but
not for LA)
___ Caption identifying what it is, in detail, and why it qualifies as a
primary source
Make Two Copies (one for LA ; and one for social studies; attach rubrics to each)
Form
___ It�s 3-D (not just a poster)
___ It�s the size of an average desktop (or smaller)
___ It�s interactive ~ should show, not tell (involves the viewer)
Readability
___ Your Name and Project Title are easy to see
___ Abstract is easy to read, summarizes your paper, relates your project to
your topic
Content
___ Furthers the understanding of your research and how it fits into the era
___ Links to more than one discipline
Diagram of Paper
IDU due dates
2009 EXPLORATION TO ENLIGHTENMENT: THE POWER OF IDEAS
This is an interdisciplinary research project on the great discoveries, new
ideas, technology,
inventions, artistic achievements, and social changes that made Europe a
dynamic place between
1450 and 1800 C.E. The topics span three or more subjects, including math,
literature, science,
history, music, and art. You�ll research and collect your information, using
the methods you�ve
learned in language arts, to write a formal research paper. You�re also
required to produce a �hands
on� or 3-D component to demonstrate your topic to your classmates.
Dates: What�s due? Which Teacher? Explanation
March 31 (Tue) Project introduced Soc St Teachers Read the project description
and study the
list of possible topics
April 6 (Mon) Preference Sheet w/parent signature Homeroom Teachers BY 8:05!
Parents
understand the project; you make thoughtful topic choices
April 7-15 Find and read at least five sources Social Studies Must include
one primary source.
Two MUST be print sources.
April 15 (Wed) Sources due
Source cards due Sources -S St
Cards- L A Bring in your ACTUAL sources ~ the book, printout, and/or photocopy.
Cards contain the bibliographical info.
April 16-May 7 (That�s 21 days) Work on note taking/note cards due on Thur
5/7 Language Arts
Social Studies LA teachers will tell you how they want these done. BOTH LA
and SS teachers want
to see them.
May 11 (Mon) Outline due Social Studies Essential for an organized paper!
May 11 (Mon) 3-D Project Proposal Science Outline and/or diagram your hands-on
~ to be sure
you�re on the right track
May 21 (Thur) Your rough draft Language Arts Get feedback to make the paper better
May 29 (Fri) Two copies of your research paper Social Studies
Language Arts Social studies will grade for content
Language Arts will grade for format
June 9 (Wed)
�Hands on� Project Graded by Science teacher A clear model, visual, sample,
demonstration,
or other show-and tell to use as your �hands-on� piece
June 9 (Wed) Project Day Sheet Math Do both sides~ learn from peers!
What are the requirements of the paper?
Get great information. PARAPHRASE as you write your notes. Create an outline
that organizes your
information in a logical and thorough way. Come up with a great thesis.
Follow the outline, and
write a five-page paper. Include all the extra pieces that are on the
checklist of requirements.
How much information do I need?
At least five sources containing information in language YOU can understand.
Two of them must be
print sources. You must include one primary source, which can be from either
a print or electronic
source. You will need A LOT of information about the topic, persons involved,
and the �historical
context.� (What else was going on then that related to your subject?).
Imagine that your goal is to
explain this whole subject in plain English to a seventh grader, and let that
be your guide.
How will I be graded?
Grades for Language Arts will be based on format, style and note taking.
Grades for World History will be based on research, organizing, and paper content.
Grades for Science will be based on your hands-on project.
Grades for Math will be based on your �Project Day� assignment.
chem ch. 3 study guide
Name: Color:
Chemistry Chapter 3 Vocabulary
Suspension
Solution
Solvent
Solute
Dilute
Concentrated
Solubility
Saturated
Unsaturated
A solute�s effect on boiling and freezing points
Acids (and their properties)
Corrosive
Indicator
Bases (and their properties)
Hydrogen ion
Hydroxide ion
pH scale
neutralization
Intro Unit Word Bank
mass, volume, density, weight
element, solution, compound, mixture
viscosity, fluid, temperature, pressure