Term+1+Schedule

Students gather process and present information that outlines the sequence of events that led to the formation of the Solar System Resource [|Origin of the Solar System pdf] [|Nebular Theory You Tube] [|Building Planets at PSI]
 * Term 1 Schedule **
 * Week || Syllabus Content || Task/ Activity/ Experiment || Homework / Resources ||
 * 1 || No Students || NA || NA ||
 * 2 || Introduction A 5000 Million Year Journey || * Students are given a selection of events from the history of the Solar System and Earth. Students are to sort the events into chronological order and construct a time line. || Finish Timeline Resource [|Timeline Activity] ||
 * 3 || The solar system has evolved from a ball of gases released from a supernova explosion || * Students look at ways to explain the existence of matter in the universe using current scientific ideas ([|spectroscopy]), and describe the process of accretion of such matter to form stars and planets identify a sequence of events described by scientists to outline the formation of the solar system
 * <span style="font-family: Arial,Helvetica,sans-serif;">Quote of the week "Science is the only self-correcting human institution, but it is also a process that progresses only by showing itself to be wrong."---Astronomer Allan Sandage. || <span style="font-family: Arial,Helvetica,sans-serif;">Homework Assignment due Monday 14th Feb

<span style="font-family: Arial,Helvetica,sans-serif;">[|Gravity simulator] - Make your own proto disc and solar system || <span style="font-family: Arial,Helvetica,sans-serif;">ASSESSMENT TASK 1 handed out due 5/3/2012 <span style="font-family: Arial,Helvetica,sans-serif;">[|Different layers of the earth] - Interactive activity || <span style="font-family: Arial,Helvetica,sans-serif;">students gather and process second-hand information about both ancient Archaea and present day Archaea that live near fumaroles and submarine vents known as black smokers. [|Early development of the atmosphere] animation <span style="font-family: Arial,Helvetica,sans-serif;">[|Late development of Earths atmosphere], interactive site || <span style="font-family: Arial,Helvetica,sans-serif;">(Monday 5th March 2012) <span style="font-family: Arial,Helvetica,sans-serif;">**ASSESSMENT TASK 1 DUE!** (Monday 5th March) || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">gather and process information from secondary sources and use available evidence to analyse differences in the composition of the oceans before and after the evolution of photosynthesis. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|How the Earth made us Fire] part 2 You Tube ||  || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">geological records suggests that there have been climatic variations over Earth’s history || * <span style="font-family: Arial,Helvetica,sans-serif;">identify data, process and analyse information from secondary sources and use available evidence to assess claims of a relationship between changing carbon dioxide concentrations and changes in average global temperatures [|The Greenhouse Effect], animation || [|using ice cores to study past environments] Great site on [|climate change and Carbon Dioxide levels] [|Lecture on Climate Change] Columbia University. This is a bit slow at times but covers all the relevant areas and is very up to date. [|The Greenhouse Effect] animation [|NASA site on Climate Change] Amazing site on [|climate change and environmental issues] __Homework__ <span style="border-collapse: separate; font-family: Arial,Helvetica,sans-serif;">gather, process and analyse information from secondary sources on the varying climate of the Earth since the end of the Cretaceous, sixty million years ago ||  || David Attenbourough [|The Truth About Climat Change]You tube video. <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; cursor: pointer; font-family: Arial,Helvetica,sans-serif; padding-right: 10px;">[|NASA short video on the importance of phytoplankton] [|Biological Impacts of Climate Change]: Interesting report on climate change ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">Evolution of planet Earth || * <span style="font-family: Arial,Helvetica,sans-serif;">Video on how scientists have tried to work out the age of the earth.
 * <span style="font-family: Arial,Helvetica,sans-serif;">explain the role of gravity in the formation of the Earth
 * <span style="font-family: Arial,Helvetica,sans-serif;">describe the relationship between the density of Earth materials and the layered structure of the Earth
 * <span style="font-family: Arial,Helvetica,sans-serif;">(students perform a first-hand investigation to measure the density of a selection of earth materials representative of core, mantle and crust). || <span style="font-family: Arial,Helvetica,sans-serif;">Electromagnetic Spectrum Powerpoint
 * <span style="font-family: Arial,Helvetica,sans-serif;">5 ||  || * <span style="font-family: Arial,Helvetica,sans-serif;">Students make a scaled diagram of the internal layering system of the earth
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students describe the composition of the early (pre-oxygen) atmosphere and compare it with the composition of the present atmosphere || <span style="font-family: Arial,Helvetica,sans-serif;">[|Urey-Miller Experiment] Students are to visit this site and evaluate the experiment. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">6 || <span style="font-family: Arial,Helvetica,sans-serif;">Living cells originated at a time when the atmosphere and environments were different to those presently found on earth || * <span style="font-family: Arial,Helvetica,sans-serif;">Students summarise the experiments of Urey and Miller. (How amino acids may have originated on earth)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students outline the evidence that indicates how the first cellular organisms (Archaea) may have developed and describe their mode of respiration (anaerobic fermentation).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students perform a first-hand investigation to demonstrate fermentation of sugar by yeast and use an appropriate chemical test to identify the produced gas as carbon dioxide.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students explain how the existence of Archaea near fumaroles and submarine vents can be used to support ideas on early development of life || <span style="font-family: Arial,Helvetica,sans-serif;">Homework due Monday 14th March
 * <span style="font-family: Arial,Helvetica,sans-serif;">7 || <span style="font-family: Arial,Helvetica,sans-serif;">The evolution of photosynthesis shifted the balance of gases in the atmosphere. production of oxygen? removal of carbon dioxide? removal of methane? || **<span style="font-family: Arial,Helvetica,sans-serif;">ASSESSMENT TASK 1 DUE! **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students discuss the impact of photolysis on the composition of the early (pre- oxygen) atmosphere.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students identify photosynthetic bacteria (Stromatolites) as the first organisms to release oxygen into the environment.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students discuss the roles of precipitation and photosynthesis in the removal of carbon dioxide from the early atmosphere.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students explain that reactions between oxygen and other elements would readily occur producing oxide minerals and thus moderate the release of oxygen into the oceans and atmosphere.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students perform a first-hand investigation to gather information about the conditions under which iron reacts with oxygen to form iron oxides (rusting experiment). || <span style="font-family: Arial,Helvetica,sans-serif;">[|NASA short video on the importance of phytoplankton]
 * <span style="font-family: Arial,Helvetica,sans-serif;">8 ||  || * <span style="font-family: Arial,Helvetica,sans-serif;">Students describe the forms in which carbon is now ‘locked up’ in the lithosphere and biosphere (Carbon dioxide cycle page 20) Carbon Cycle
 * <span style="font-family: Arial,Helvetica,sans-serif;">outline the links between the concentration of atmospheric carbon dioxide and average global temperature over geological time. || __<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Homework __
 * 9 || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">The evidence provided by
 * 10 || Climate Change || * <span style="font-family: Arial,Helvetica,sans-serif;">identify that evidence from marine and lake sediments, ice cores and sea level changes suggests average global temperatures have decreased over the last sixty million years.
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Sea level rise]
 * [|Deep ocean sediment sampling]
 * Students revise the Greenhouse Effect
 * Students identify the key greenhouse gases || Homework due Thurs 31.3.11
 * 11 ||  ||   ||   ||   ||