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Proving an Ecosystem’s Health Through Succession
Students engage in viewing day three of ecosystem changes in lab groups to determine if the ecosystem is healthy or unhealthy based on scientific data and factors.
Students will work in small collaborative groups to demonstrate the rotation of the Earth as it revolves around the Sun which creates a day and night cycle.
Stages of Ecological Succession
Students will collaborate on a electronic slideshow presentation and observe, record, and describe the role of ecological succession including both primary and secondary succession.
Glaciologist in Action (Lab)
Students participate in a hands-on lab in which glacier (ice) effects on the Earth’s surface is demonstrated.
Students will work in small groups of two to three on a structured challenge around circuits which includes requirements such as including using a switch or a conductor. They will then use that knowledge to work on a collaborative challenge to solve a relevant problem related to elephant poaching. Students will create a containment system that will have an alarm system, a lighting system, and a way to pass through. Finally, they will review the other projects and discuss similarities and differences in the design.
Communication in Space
Students will work in cooperative groups to create an accurate arrangement of mirrors that work together to relay a laser beam from a Mars space station to Earth’s Mission Control, which will model utilizing satellites in space for communication, an accommodation necessary for manned space exploration.
Prokaryotic and Eukaryotic Cells
Students will categorize cells as prokaryotic or eukaryotic by identifying the presence or lack of a nucleus.
Does it have Potential?
Students will work with partners to investigate how mass, potential energy, and kinetic energy act on objects dropped from varying heights.
Mendelian Genetics Using Monohybrids
Students will work collaboratively through a fictitious, real-world scenario to determine the probability of each breeding pair of dogs producing offspring with the desired trait for a fictitious client.
Properties: Extensive and Intensive
Given descriptions or illustrations of properties, students will determine whether the property is chemical or physical, and if it is physical, if it is intensive or extensive.
Periodic Table Families
Given descriptions or specific element groups, students will use a Periodic Table to relate properties of chemical families to position on the table.
Solids, Liquids, and Gases
Given descriptions, scenarios, or illustrations, students will distinguish between the compressibility, structure, shape, and volume of solids, liquids, and gases.
Given descriptions, scenarios, or illustrations of properties, students will distinguish between pure substances and mixtures.
Atomic Theory: Electromagnetic Spectrum
Given a diagram of the electromagnetic spectrum, students will relate the frequency to type of wave produced.
Given descriptions or illustrations, students will use the light and energy formula to solve for frequency, wavelength, or energy.
Average Atomic Mass
Given descriptions, scenarios, or diagrams, students will calculate the average atomic mass by weighted average.
Given illustrations, diagrams, or descriptions, students will identify alpha, beta, or gamma radiation.
Periodic Table Trends
Given descriptions, scenarios, or groups/series of elements, students will use the Periodic Table to relate the size of the atomic radii, electronegativity, and ionization energy of elements to their position on the chart. Students will need to be familiar with the trends of the Periodic Table.
Nuclear Chemistry: Radioactive Decay
Given illustrations, symbols, or descriptions, students will balance nuclear equations.
Fusion and Fission
Given diagrams, illustrations, symbols, or descriptions, student will distinguish between nuclear fusion and nuclear fission.