Science Classroom Connection

Students will have an opportunity to learn about the different types of stars, their life stages, and relate them to Hertzsprung-Russell (H-R) diagram. Here, students will explore how the H-R diagram shows the relationship between the star’s surface temperature and its absolute magnitude. Finally, this section will culminates in the explanation process of how stars can become supernovas, followed by either a neutron star that may become a pulsar (a spinning neutron), or, at times, a black hole.

Students may use the following attachments on the stars’ life cycle as a means of preparation for our upcoming test next week, that will be based upon Chapter 2, Sections 1, 2, and 3 as well as our study of the moon pages 110-114.

Chapter 2, Section 2 The Life Cycle of Stars Study Guide Page 1

Chapter 2, Section 2 The Life Cycle of Stars Study Guide Page 2

Chapter 2, Section 2 The Life Cycle of Stars Reinforcement

Students will have an opportunity to learn about the different types of galaxies, their content, and their characteristics. Moreover, students will understand the reason behind looking at distant galaxies which reveals what young galaxies looked like at one time in the history of the universe.

Furthermore, students are highly recommended to print out, complete, and study the attachments below to be better prepared for our future test on astronomy.

Chapter 2, Section 3, Galaxies A Double Journal Page 1

Chapter 2, Section 3, Galaxies A Double Journal Page 2

Chapter 2, Section 3, Galaxies A Study Guide Page 1

Chapter 2, Section 3, Galaxies A Study Guide Page 2

Students will have an opportunity to reinforce a few phases of the moon, along with the eclipses that we have learned, as well as the winter and summer solstices with the autumnal and spring equinoxes. Students will research each variable and write down key ideas about each, along with its image or symbol. The key purpose of this mini-project is to reiterate what students have learned, since these variables are expected to be a component of the NWEA test prior to the 15th of this month.

Students will have an opportunity to learn about stars in terms of their colors, compositions, and magnitudes. The latter will be based upon the apparent brightness and absolute brightness. Moreover, we will identify how astronomers measure the distance to the stars, and distinguish between apparent and actual motion of stars.

Students feel free to print, complete, and study the attachment on stars.

Stars Study Guide

Students are expected to complete their graphic organizers on our small solar bodies by the end of the period on Thursday. Each term or concept must focus on its explanation, a meaningful sentence, its relationship to other variables in space, and a symbol or example to represent each term or concept below:

1. solar eclipse
2. lunar eclipse
3. asteroid
4. meteor
5. comet
6. meteorite
7. gas giant
8. terrestrial planet
9. retrograde rotation
10. prograde rotation
11. astronomical unit
12. solar system
13. light year
14. revolution
15. satellite
16. annular eclipse
17. Doppler effect
18. redshift/blueshift

Students will have an opportunity to learn about the Earth’s moon in terms of its formation, phases, and its role during the solar eclipse and lunar eclipse. Students are advised to reinforce our class discussion by re-reading their Cornell notes, as well as the teacher’s PowerPoint notes, and practice on the study guide that is attached below.

Chapter 4, Section 4 Moon(s)

Students feel free to open the PDF attachment to flip through the several pages for the answers of the review questions on pages 124-125 that the students answered in class on the Promethean board on Friday, as a chapter review! For the multiple choice answers, here they are:

Multiple Choice Answers for questions #5-11:

5)B         6)B         7)C         8)D         9)A         10)A       11)D

Environmental Science Chapter 5 Review

Please read the flyer below from the City of Dearborn regarding a “Free Smoke Alarm & Installation.”

Free Smoke Alarm & Installation

Students who are scheduled to head on the DC trip on Wednesday Through Friday, here is the assignments that the remaining students will be participating in:

Wednesday: Using your textbook and class notes complete and turn in the data table on alternative energy resources. Use the attachment below to print and complete it or create your own in a similar fashion.

Alternative Resources Energy Forms Data table

Thursday: Students will work on our standard chapter review pages 124-125 (1 through 27, that includes the concept map #16). Students that are on the trip are highly advised to complete these two pages as a means of a review in your notebook, as it makes a good study guide for our chapter test on Friday.

Friday: Chapter 5 Test: Energy Resources

Note that if you are heading on the DC trip, you will be tested in class on Tuesday, not Monday upon your return!

What to study? What to study? What to study?

1) Students are very highly recommended to study their classroom notes from our PowerPoint presentation, as well as any created notes through their strategy of choice for all sections.

2) Students are to study the key concepts and ideas in the chapter that were selectively reinforced by the creation of the Frayer models (if any).

3) Students are to study any bellwork that was done in class, the end of each section review, because there are a series of reinforcement review questions to help them determine how well they understand the ideas and concepts in that section. Go over ALL of them in each section, as well as the chapter review that we normally complete on the day before the test.

4) Students are to check the iblog for any previous and pertinent attachments that are related to the chapter only, dating back to March 28, 2017 (Set Two), since the classroom teacher has informed the students that they are responsible for any posting and to stay up-to-date on the iblog postings.