The most
recent objectives, plans & activities are near the top!|
Cycle 15: Tue. 1/23 -Wed. 1/31 |
Who are "THEY" in Interstellar? Day 5: On this day with Mr. S. out, you started and completed the viewing of/questions for "Galileo was Right" as we returned to the Earth to the Moon series with the story of Apollo 15's attempt to determine the origin of the moon as field geologists. Remaining time at the end of this long day 5 class gave you the chance to complete missing 2nd MP work that is due tomorrow if you want it factored into your mid year report card! ↑3rd MP began on this day↑ Day 3: Today came our wrap-up discussion about "Interstellar" and the answering of/discussion about these questions (that you should already have had from Friday's sub), along with a series of videos that supplemented the plot and science of the story along with its black hole to help you answer those questions. Included was a re-watching of the final 24 minutes of the movie again to help you with the "ghost," "stay" and "They" questions on the sheet. Days 1-2: After continuing and completing our viewing of "Interstellar" over these 2 days, you were given these questions by Mr. S's sub on Friday to begin answering them. We will discuss them in greater detail during your class's Mon./Tue. class when they will be collected at the end. |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe the nature and composition of stars and explain how their types and life cycles are intricately tied into the potential for life on the growing numbers of planets we are discovering orbiting other stars. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society as detailed and depicted in narratives about the history of U.S. space exploration. (continued) …meet voluntarily with Mr. S (and at Mr. S's discretion) to discuss the customized creation of a "routine of habits" at home and in school that will lead to improved class attendance and the completion of more assigned work to foster classroom success. |
|
Cycle 14: Thu. 1/11 -Mon. 1/22 |
Day 5:
With our discussion of the quest in physics for a "theory
of everything" behind us, it was time to finally start the
long-awaited viewing of
"Interstellar".
These introductory notes were given to you to keep you aware
throughout the story of how it ties into our past discussions of supermassive black holes, unification and the future of humanity when we
can no longer fit/survive on Earth. Keep
yourself immersed in the story throughout as follow-up questions at its conclusion will require you to have understood its
many twists, turns and astrophysical elements! THE MOVIE WOULD CONTINUE
INTO THE 1ST TWO CLASSES OF THE NEXT CYCLE. Day 3: First on this day, you took the long awaited Socrative quiz on stars. Then today, we performed our final preparation for watching "Interstellar" with this "The Science of Interstellar" featurette and the answering of these questions to be able to truly follow the way modern physics, astrophysics and the black holes they fail to completely explain play roles like characters in the movie. Day 2: This day was simply spent continuing and completing these questions on "Black Holes - The Ultimate Abyss" with the completion of parts 1 and 2. By this day, both classes also had viewed and discussed this short feature on how a black hole was scientifically and accurately portrayed for the first time ever in the movie "Interstellar" with Dr. Kip Thorne's cooperation AND how April 2019 marked the moment when humanity finally had an image of a supermassive black hole to view after scientists figured out how to turn Earth's radio telescopes into the equivalence of one big one. Katie Bouman details how computer programmers played a part HERE in her TED talk. Day 1: Upon the completion of "Einstein's Dream" and our class effort on its accompanying worksheet, our deep dive into black holes continued with these questions on "Black Holes - The Ultimate Abyss" with parts 1 and 2 of the story began and/or completed on this day, including videos showing the simulation of Einstein's space-time fabric using lycra, the LIGO experiment and the gravity wave that was detected in 2015 by LIGO from the merge of 2 black holes more than a billions years ago. This was also the day your practice star quiz on Socrative (still room E25ATWEST) was due by midnight! TAKE ADVANTAGE OF THIS DETAILED H-R DIAGRAM as you work on it! |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe the nature and composition of stars and explain how their types and life cycles are intricately tied into the potential for life on the growing numbers of planets we are discovering orbiting other stars. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society as detailed and depicted in narratives about the history of U.S. space exploration. (continued) …meet voluntarily with Mr. S (and at Mr. S's discretion) to discuss the customized creation of a "routine of habits" at home and in school that will lead to improved class attendance and the completion of more assigned work to foster classroom success. |
|
Cycle 13: Wed. 1/3 -Wed. 1/10 |
Day 5: On this long day 5, WE
NOW BEGAN TO EXPLORE THE TOPIC OF STARS MANY OF YOU EXPRESSED BIG
INTEREST IN - BLACK HOLES - BUT, in order to truly understand the new way Einstein gave us
to look at gravity that predicted their existence, the great civil war in astrophysics that stands in
the way of attaining a "theory of everything" and how black holes are
the culprit that created (and might end) that conflict that lies at the
foundation of the "Interstellar" story (which we will
begin to watch
next week - YEAH!), we viewed
"Einstein's Dream"
and completed through a class effort
its accompanying worksheet.
You also had a practice star quiz assigned today on
Socrative
(still room E25ATWEST) that I must see completed by you on
Tuesday by midnight! TAKE ADVANTAGE OF
THIS DETAILED H-R DIAGRAM as you work on it! Day 3: This was simply the day we started and/or completed the showing of "How the Universe Works - Extreme Stars," accompanied by these questions that you needed to answer which were collected at the end of this class. This was also the last day to turn in your H-R diagram graphing activity and its follow up questions for them to be considered on time. Day 2: After first finishing up our "Sisters of the Sun" video and questions, Mr. S. gave a thorough introduction to the nature of the life cycles of stars (both big and small) with these notes for your reading pleasure (and as a future open note quiz resource!) and this graphical representation of small/average and huge star lives to join the related H-R diagram you took notes on as the 2 main resources you now have on the key concepts you need to understand about stars. Our discussion about the lives of stars then marched right along with the showing of "How the Universe Works - Extreme Stars," accompanied by these questions that you needed to answer with the completion of the video by the end of your next class. Day 1: After you were given 20 more minutes of work time for this H-R diagram graphing activity and its follow up questions that are due on Tuesday, we discussed and took notes on the main points H-R diagrams reveal about stars and their life cycles. We then began to answer these questions on the Cosmos episode entitled "Sisters of the Sun", a story of how our understanding of stars and their composition originated largely from 3 brilliant women who were outside and unwelcomed by the male-dominated astrophysical community of the early 20th century (ironically, just as the House of Representatives welcomed a record number of women to its floor last year, exactly 100 years after women were first granted the right to vote). |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe the nature and composition of stars and explain how their types and life cycles are intricately tied into the potential for life on the growing numbers of planets we are discovering orbiting other stars. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society as detailed and depicted in narratives about the history of U.S. space exploration. (continued) …meet voluntarily with Mr. S (and at Mr. S's discretion) to discuss the customized creation of a "routine of habits" at home and in school that will lead to improved class attendance and the completion of more assigned work to foster classroom success. |
|
Cycle 12: Mon. 12/18 -Tue. 1/2 |
Day 5:
Today, we first brought our work in the Solar System to an end by
taking notes on a speculated technological future among its
planets by
viewing "The Wanderers"
to identify how humanity might one day spread among its planets to enjoy
living and recreating on them. Then with the
New Year, we officially got started on our star unit with this
H-R diagram graphing activity and its follow up questions as we
began to learn about the nature, composition and life cycles of stars
(like and unlike our life-supporting sun) and their crucial role in determining whether they could foster life on
the exosolar planets we are discovering that are orbiting them. A little more time will be given in class on Monday to complete this activity. Enjoy your holiday break!  Days 2-3: Once your class finished up "2010," we immediately jumped into watching "Apollo 13," the story of history's great "successful failure" in engineering, while answering these questions to carry us to the holidays. Day 1: This day was used for the continued viewing of "2010," the fictional "what if" story of one of Jupiter's moons possibly hosting life (and a related fictional initial encounter with other ET life), while answering these questions on it. (Class E was able to finish it on Tuesday since it was their LB added day.) |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe the nature and composition of stars and explain how their types and life cycles are intricately tied into the potential for life on the growing numbers of planets we are discovering orbiting other stars. ■ ...describe the nature and composition of Jupiter, Saturn and their important moons in the context whether they have one or more of the conditions and necessary ingredients that are needed for life to exist. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society as detailed and depicted in narratives about the history of U.S. space exploration. (continued) …meet voluntarily with Mr. S (and at Mr. S's discretion) to discuss the customized creation of a "routine of habits" at home and in school that will lead to improved class attendance and the completion of more assigned work to foster classroom success. |
|
Cycle 11: Fri. 12/8 -Fri. 12/15 |
Day 5:
This long day 5 first saw us complete
these
questions on 4 Jovian and Saturnian moons of interest that have one or
more of the necessary ingredients for life,
with you deciding in the end which should receive
one of NASA's upcoming AI probes to definitively look for life there.
Then through at least Tuesday's day 1,
we began viewing "2010," the fictional "what if" story of one of
Jupiter's moons possibly hosting life (and a related fictional initial encounter
with other ET life), while answering these
questions on it. Day 3: Today, we moved onto the "exotic solar system" beyond Mars, begun with these questions on 4 Jovian and Saturnian moons of interest that have one or more of the necessary ingredients for life as detailed in Part 2 of the "Finding Life Beyond Earth" NOVA program (ONLY VIEW 52:06 to 1:27.04 if you need to view this due to absence). A small portion of your day 5 Friday class would be needed to finish this story. Day 2: This class (an LB added one for class B) was used by both classes to begin and/or finish work on this computer-based activity on asteroids, comets and the planet impacts they can cause. TELL YOUR BROWSER IT'S OK TO ENABLE THE FLASH PLUGIN! Day 1: Today, we simply completed the the viewing/questions for "Deep Impact". For class E that had its LB added day today, work was begun on this computer-based activity on asteroids, comets and the planet impacts they can cause. TELL YOUR BROWSER IT'S OK TO ENABLE THE FLASH PLUGIN! |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe the nature and composition of Jupiter, Saturn and their important moons in the context whether they have one or more of the conditions and necessary ingredients that are needed for life to exist. ■ ...describe and explain the importance of understanding the composition and nature of NEO (Near Earth Orbiting) objects like asteroids and comets for the sake of understanding the threat they might pose to mankind and how they might have played a part in life's origin on Earth. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society as detailed and depicted in narratives about the history of U.S. space exploration. (continued) …meet voluntarily with Mr. S (and at Mr. S's discretion) to discuss the customized creation of a "routine of habits" at home and in school that will lead to improved class attendance and the completion of more assigned work to foster classroom success. |
|
Cycle 10: Thu. 11/30 -Thu. 12/7 |
Day 5:
Today, we first viewed
this video on the
ESA's Rosetta Mission and
this one on what
the mission ended up discovering about comets
to write down 5 things you learned about comets
from them before then spending
the rest of class on
the viewing/questions for "Deep Impact", a movie
inspired by and released 4 years after S-L 9 (much like "Mission to
Mars" was after the discovery of the Martian meteorite we discussed).
It
will continue
through Monday.
Hopefully, I received your
Mars Take Home Quiz
electronically by last night! Days 2-3: After we finished the story of Apollo 12, this "Space Rocks" video from the ESA and this "Below the Belt" animation of Eros and its close encounters with Earth began our discussion about the asteroids and comets flying around the SS from its earliest days. We then started and completed the viewing of/note-taking for "Fireballs from Space" to learn more about each type of space rock threatening us. When the video was completed on Tue./Wed., time was given to complete this Mars Take Home Quiz that MUST be done electronically and is due on Wednesday by midnight! Day 1: Mr. S. appropriately showed the story of Apollo 12 called "That's All There Is" when 3 best friends went to the moon together. There was no question sheet to complete for this story which would stretch into your Monday 12/2 class. Don't forget about this Mars Take Home Quiz that MUST be done electronically and is due on Wednesday! |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe and explain the importance of understanding the composition and nature of NEO (Near Earth Orbiting) objects like asteroids and comets for the sake of understanding the threat they might pose to mankind and how they might have played a part in life's origin on Earth. (continued) ■ ...describe and explain the roots of our past and current fascination with Mars and the role it could one day play in space exploration milestones, human colonization and permanent habitation. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society. (continued) …meet voluntarily with Mr. S (and at Mr. S's discretion) to discuss the customized creation of a "routine of habits" at home and in school that will lead to improved class attendance and the completion of more assigned work to foster classroom success. |
|
Cycle 9: Mon. 11/20 -Wed. 11/29 |
Day 5/6:
Today, we learned about
Elon Musk and
SpaceX, the new kid on the block in aerospace, that wants to eventually
take astronauts to Mars. Videos of his rockets' amazing ability
to land on launch pads and barges (found in abundance on the
SpaceX YouTube page)
then demonstrated their potential reusability and how much cheaper space
exploration may soon become.
You used a half sheet to
answer these 2 questions
today as your only related classwork.
Don't forget about
this
Mars Take Home Quiz that MUST be
done electronically and is due on Wednesday, Dec. 4! Days 1-3: After we completed our viewing of "Mission to Mars" and this note-taking on it on Tuesday, we then discussed this Mars Take Home Quiz that MUST be done electronically in Google or Word document form (no handwritten papers accepted!) and is due on Wednesday, Dec. 4. We then started our viewing of "The Martian" with the completion of these questions to add to our ongoing discussion about the technology and engineering needed to pull off a journey by humans to Mars since the movie used real elements of NASA's updated plans for the trip throughout its plot. We viewed the movie and worked on its questions through day 3. |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe and explain the roots of our past and current fascination with Mars and the role it could one day play in space exploration milestones, human colonization and permanent habitation. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society. (continued) |
|
Cycle 8: Wed. 11/8 -Fri. 11/17 |
Day 5/6:
After Mr. S. suggested you get out or at least
work to remember our
class effort on
this "The Search
for Life on Mars" sheet (which you then kept out as a
resource), we began to view the movie
"Mission to Mars" from 2000 to perform this
note-taking on it
as you identified how it specifically exploited Mars' history, legends,
exploration and science in its plot.
Viewing of and
note-taking on the movie continued at least through Tuesday's day 1 class. Day 3: With the completion of Zubrin's "Mars Underground" story, we then answered the 4 questions on this sheet while watching astrophysicist Dr. Lucianne Walkowicz's TED talk where she expressed great concerns that obsessing over Mars as a backup home for humanity might be a VERY BIG MISTAKE. On this day, we also viewed Neil deGrasse Tyson's 7th visit to the Colbert Report where he discussed how our nation needs to move on from low Earth orbit to bigger, better and more substantial goals (like Mars). This inspirational video accompanying his related testimony to Congress combined with his Colbert appearance led to you identifying the 2 main reasons for why humans need to be sent to Mars (or somewhere!) on the back of your "Mars Underground" sheet which was then collected. Days 1-2: After first completing our viewing of viewing/answering of questions about "Mare Tranquilitatis" (Apollo 11), we moved on to the big question when it comes to Mars - should we go? We discussed this with the help of Dr. Robert Zubrin's passionate "yes!" answer to the question with his "Mars Underground" story and efforts and these questions about it. Class B finished up the "MU" video and its sheet on Tuesday while the E class would need part of its Wednesday class. |
| ↑NJCCCS: 5.1(A-I), 5.2(B,E), 5.3(A,B), 5.4(B-E), 5.5(B,H,I), 5.6(A-K), 5.8(B), 5.9(E-G), 5.11(A-E), 5.20(A,B,D), 5.21(A,B), 5.22(A-C), 5.23(A,B), 5.25(A-C) ↑Bloom's: K, C, An, Ap, S, E |
↑This week's student
learning objectives (all start with "Students will
be able to..."): ■ ...describe and explain the roots of our past and current fascination with Mars and the role it could one day play in space exploration milestones, human colonization and permanent habitation. (continued) ■ ...qualitatively describe the basic, complex relationship between science, technology and our society. (continued) |
