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Lesson 06

01.01.06 Do you know the continents?

Download a map of the world from the "Outline Maps" web site. Color the seven continents, each continent a different color. Be careful to put the borders of the continents in the correct place. Making sure that you also include the major oceans that are in or around each continent. Make sure you have a compass rose, equator, prime meridian, tropic of cancer, and tropic of capricorn on the map. Put some of the major countries in also. A big HINT: the map above is not exactly correct as to borders and continents.

You will be graded on the completeness of the assignment. Make sure that the continents borders are correct (hint: Europe and Asia, No. America and So. America, etc.). Make sure to be neat and legible. Use a key if it will help make the map more understandable.

***70% or higher is required to pass any assignment***
Worlds Continents: The borders are not correct in this image.Worlds Continents: The borders are not correct in this image.

01.06 More Interactions: Design an Experiment (Earth Systems)

Introduction:
You have just completed an experiment that explored the interaction between an abiotic factor (fertilizer) and a biotic factor (algae). Now your task is to design and conduct an experiment that explores the interaction between an abiotic and biotic factor of your choice. WOW! How exciting is that! You get to choose, and the world is your laboratory.

The options are limitless. All you have to do is choose an abiotic factor and a biotic factor and design an experiment that tests how they interact.

I will give you an example of an experiment that explores the relationship between the abiotic factor sunlight and biotic plants. THIS IS ONLY AN EXAMPLE. You may NOT use this experiment for this assignment. [Most of you did this experiment in second grade!]

The question might be “What is the effect of sunlight on pansies?”
01.06 pansies01.06 pansies
The hypothesis might be “If I put pansies in a dark closet then they will not grow as well as pansies put on a lighted windowsill.”

The experimental plan could be:

1. Get six pansies (a type of flowering plant) that are the same species and as close to the same size as possible.

2. Put three pansies in the closet and three pansies on the windowsill in the sunlight.

3. Water all six plants the same.

4. Visually inspect the plants once a day for 14 days.

5. Daily measure the height of each plant and count the number of healthy leaves. Record your observations on a data table.

See how easy it is? Remember, you cannot do an experiment with sunlight and plants for two reasons. One, you already know what the result will be. You did this already in second grade! Two, I have already outlined the experiment. Part of what you need to learn in this class is how to design your own experiment. You cannot learn that by doing an experiment that I have already designed! So, off you go. Be creative. Design your own experiment. But wait! Be sure to read the directions before you do anything!!!!!

01.06 Solving Multi-Step Inequalities (Math Level 1)

Solve multi-step inequalities and justify the steps involved.

Something to Ponder

What are some things you need to consider as you write expressions or equations to model real-life situations and problems?

Mathematics Vocabulary

Inequality: an expression with an inequality sign (like < , ≤ , > or ≥) instead of an equals sign

Solve linear inequalities: perform the same operation on both sides of the inequality.

Note: When {\color{Red}multiplying } or {\color{Red}dividing } both sides of an inequality by a {\color{Red}negative } number, {\color{Red}reverse } the {\color{Red}inequality } {\color{Red}symbol }.

An inequality remains unchanged if:

  • the same number is added to both sides of the inequatily
  • the same number is subtracted from both sides of the inequality
  • both sides of the inequality are multiplied or divided by a positive number

Learning these concepts

Click each mathematician image OR click the link below to launch the video to help you better understand this "mathematical language."

{\color{Red}SCROLL } {\color{Red}DOWN } {\color{Red}TO } {\color{Red}THE } {\color{Red}GUIDED } {\color{Red}PRACTICE } {\color{Red}SECTION } {\color{Red}AND } {\color{Red}WORK } {\color{Red}THROUGH } {\color{Red}THE } {\color{Red}EXAMPLES } {\color{Red}BEFORE } {\color{Red}SUBMITTING } {\color{Red}THE } {\color{Red}ASSIGNMENT!!! }

 

01.06 Solving Multi-Step Inequalities - Explanation Video Link (Math Level 1)

01.06 Solving Multi-Step Inequalities - Explanation Videos (Math Level 1)

See video


01.06 The Greek Gods and the Trojan War (English 9)

Many of the assignments in the first semester will refer to a story first told in ancient Greece: The Odyssey, by Homer. You will understand it better if you know a little about the Greek gods, especially Zeus, Poseidon, Athena, Hera, Ares, Hephaestus, Hermes and Aphrodite. If you are already familiar with the Greek gods, you might want to skim this and go on.

The Greek gods were pretty much like regular people, except that they were immortal and had supernatural powers. They were not necessarily ethical, just, merciful or kind, and could be selfish and capricious. They sometimes had temper tantrums or did things on a whim. They definitely played favorites.

Zeus: (WMC, CC, from Väsk image)Zeus: (WMC, CC, from Väsk image)
Zeus was the king of the gods, and the most powerful. He could use lightning bolts to strike people he didn't like. He also liked to sleep around, and had dozens, maybe even hundreds, of children from mortal women. (The other male gods also occasionally had children with mortal women.)
Zeus' wife, Hera, was jealous (with good cause) and did not like these children of Zeus and his mortal lovers.

Poseidon with his trident and horses (fountain sculpture): (WMC,CC, Pacogq image)Poseidon with his trident and horses (fountain sculpture): (WMC,CC, Pacogq image)
Poseidon was Zeus' brother, and god of the ocean. As well as storms at sea, he could cause earthquakes by striking the earth with the trident he carried.

Hephaestus, another brother, was god of the forge, volcanoes and fire. He usually minded his own business and left mortals alone. He was married to Aphrodite, goddess of beauty and love, who was a flirt and an airhead.

A third brother, Ares, was god of war. He was short-tempered, cruel, impulsive and a bit of a coward and bully.

Hades, also brother to Zeus, was god of the underworld - where people went after death. He had a three-headed dog named Cerberus.

Athena: (WMC, CC, G.dallorto image)Athena: (WMC, CC, G.dallorto image)
Athena was Zeus' daughter, and goddess of wisdom, useful crafts and war. She was suppposed to have sprung full-grown from Zeus' head. Of all the gods, Athena was the one most likely to be reasonable and just. The city of Athens was named in her honor. In The Odyssey, Athena helps Odysseus because she likes his intelligence and courage.

Hermes was the messenger god, and could fly because he had winged sandals. He could be mischievious, but was usually good-humored.

Other important gods included Artemis (goddess of the hunt), Apollo (god of the sun), Dionysius (god of wine), Demeter (goddess of the earth & harvest), and Hestia (goddess of the hearth & home).

The Trojan War

Helen was the most beautiful woman in the world, and when she reached marriageable age, young men came from all around in hopes of becoming her husband.
One man who came courting Helen was Odysseus, who was already known for his intelligence and common sense. Odysseus could see that any man who married Helen would probably be attacked and killed by others who wanted to steal her, so he convinced all the men there to make a treaty of sorts - they all agreed that they would help defend whichever man Helen married.

Helen married Menelaus of Sparta, all the others went home, and everything went well for several years. Odysseus went home to Ithaca and fell in love with Penelope. They married and had a son, Telemachus.

Problems started with the gods. Athena, Hera and Aphrodite were tricked into an argument about who was the most beautiful, and Zeus named Paris, a good-looking young man, to be the judge.
Each of the goddesses tried to bribe him, and Aphrodite, who promised him the most beautiful woman in the world as wife, won the contest. She helped Paris to steal Helen from Menelaus.

Paris took Helen to Troy, and Menelaus called upon all the men who had once promised to help defend him.

These Greeks laid siege to Troy for ten years. Many famous battles and heroes had a part in the war, but in the end the Greeks won by a trick planned by Odysseus:
The Trojan horse: (WMC, public domain)The Trojan horse: (WMC, public domain)
The Greeks pretended to leave, but left a large, hollow wooden horse behind. Odysseus and a few soldiers hid inside the wooden horse, which the Trojans dragged into the city during their premature celebration. That night, the men snuck out of the horse and opened the city gates to let in the whole Greek army, who had come back under cover of darkness. The Greeks sacked Troy, Helen (no longer under Aphrodite's spell) went home with Menelaus, and all the Greeks started home.

The story of The Odyssey tells Odysseus' adventures on his journey home, which takes years.

01.06 Aging, Death and Dying (Health II)

Standard 1, Objective 2d: Apply stress management techniques.

As a young person, you probably have not yet had any reason to think about your own old age or death. You might not even have experienced the death of a close loved one. If your grandparents are alive and nearby, you probably have witnessed at least a few of the problems of aging. In any case, you know that all of us will die eventually, and most of us will grow old. In our culture, we try to remain young as long as possible, and tend to avoid thinking about aging or death. Although staying active and healthy is certainly a good thing, sometimes avoiding a subject just makes it even more of a scary bogeyman in the dark closet. More than likely, you will someday have to cope with issues relating to your parents' aging, and then your own. Some important questions about aging and death are best addressed before the issues arise. Will there be enough money to support you when you can no longer work? If you were badly injured or had a serious heart attack or stroke, would you want to be kept on life support indefinitely even if there seemed to be no hope of recovery? How long would you want to be kept on life support? Would you want (for yourself or an elderly loved one) a 'do not resuscitate' order? Would you want your organs, or a loved one's organs, donated? Should people who are terminally ill have the right to doctor-assisted suicide? When our pets are suffering or very infirm, and we can't 'cure' the problem, we often consider it kind to euthanize them. Should the same be true for people? Should a person dying or in extreme pain be hospitalized, or should 'hospice' care be available at home? If a terminally ill patient is in such great pain that only dangerously high doses of painkillers can keep them comfortable, should we risk giving such high doses of drugs? Read the 'required' links below. You may find the 'supplemental' links useful for your next assignment.

01.06 Basic Vocabulary for Parts of Speech & Usage review (English 9)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Louis Sergent, determined that he will finish high school and not work in the coal mines, does his homework, 1946, Kentucky.: Russell Lee image, NARA, public domainLouis Sergent, determined that he will finish high school and not work in the coal mines, does his homework, 1946, Kentucky.: Russell Lee image, NARA, public domain


Earlier in your school career, you have probably learned about parts of speech (nouns, verbs, adjectives, adverbs, etc), clauses, and phrases. If you are not 100% sure about any of these, use the links below and/or the attachments to review; you will need to understand them to be able to work on some of the more advanced writing we will work on in this class. Mastering the use of various phrases and clauses will help you express your ideas as clearly as possible. As you read more complex works, you will sometimes find it easier to follow long, complicated sentences if you are able to break them down into their constituent parts.

For more help, do the Parts of Speech interactive lesson (from SAS). Then, try the other links.
To access the SAS lessons:
English: Word Classes, 942
To open this resource in SAS® Curriculum Pathways®:

1. Go to: http://www.sascurriculumpathways.com/login
2. Enter the student user name: farm9the
3. In the Quick Launch box, enter: 942