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Project 5 - Knock Us Out!

posted Feb 14, 2013, 10:54 AM by Michael Reilly   [ updated Mar 1, 2013, 9:26 AM ]
When you're in a group, it's a matter of joined forces, compromise, and you can't fully show your stuff.  Now it's time!

You will be working individually on the subject of your choice, either Language Arts or Science, and the choice of your expression!  In other words, knock us out with your brilliance!

You must use the current science or language arts topic.  You could also do neither, just some cool tech thing, IF your average in BOTH Science and Language Arts is at least an 87.  

Doing a project in a subject does help to reinforce that subject, so it's a great way for anyone to help their more challenging subject.  But, if you are doing great, and you want to have a good time showing off your "mad skills", go for it!

Share your ideas with us, let's make the coolest thing ever!


Here are the general dates:
  • Thursday, Feb. 14: Project Kickoff
  • Each Monday, a plan for the week on a planning website listing a reflection on a previous week as well as your plan for the following week.  Consider which Tech AKS you are going to address!!
  • Other tests and info will be posted here shortly.
  • LA- Quiz every Thursday and Friday over portions of the play we have read.
  • Romeo and Juliet Test- Thursday, March 7th and Friday, March 8th (study guides are in the CDAT9 shared drived under "Haddock")
  • LA County Interim- Monday, March 18
  • Wednesday, March 20 Project Due
Science AKS-
Chemistry-
Solutions-

14) analyze properties that describe solutions and the behavior of acids and bases (GPS, HSGT) (SCCH_B2005-14)

14a) explain solubility in terms of substances involved (i.e., solute, solvent) and the process of dissolving a solute by observing factors that affect the rate at which a solute dissolves in a specific solvent

14a1)  demonstrate that solubility is related to temperature by constructing a solubility curve

14a2) express concentrations in molarity,

14a3) prepare and properly label solutions of specified molar concentration

14a4) relate molality to colligative properties (GPS)
 
Acids and Bases-

14b) compare, contrast and evaluate the nature and behavior of acids and bases in terms of Arrhenius, Bronsted-Lowry Acids/Bases

14b1) compare, contrast and evaluate strong vs. weak acids/bases in terms of percent dissociation and conductivity

14b2) compare, contrast and evaluate the nature of acids and bases in terms of  Hydronium ion concentration and pH

14b3) compare, contrast and evaluate the nature and behavior of acids and bases in terms of acid-base neutralization

 
 
 
    14c) classify common substances as acid, base or neutral based on chemical properties
 
Biology Evolution-

12) evaluate the role of natural selection in the development of the theory of evolution (GPS, HSGT)

12a) trace the history of the theory (GPS)

12b) explain the history in terms of biodiversity, ancestry, and the rates of evolution (GPS)

12c) explain how fossil and biochemical evidence support the theory (GPS)

12d) relate natural selection to changes in species populations over time (GPS)

12e) examine modern evidence of micro-evolution as exhibited in biological resistance (pesticide and antibiotic resistance) (GPS)

 

 

Language Arts:

- cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text (CCGPS) (LA09_A2012-1/ELACC9-10

-determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the

text (CCGPS) (LA09_A2012-2/ELACC9-10RL2)

-analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the

course of a text, interact with other characters, and advance the plot or develop the theme (CCGPS)

(LA09_A2012-3/ELACC9-10RL3)

-determine the meaning of words and phrases as they are used in the text, including figurative and

connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,

how the language evokes a sense of time and place; how it sets a formal or informal tone) (CCGPS)

(LA09_A2012-4/ELACC9-10RL4)

-analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel

plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise

(CCGPS) (LA09_A2012-5/ELACC9-10RL5)

-analyze a particular point of view or cultural experience reflected in a work of literature from outside the

United States, drawing on a wide reading of world literature (CCGPS) (LA09_A2012-6/ELACC9-10RL6)

-analyze the representation of a subject or a key scene in two different artistic mediums, including what is

emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape

with the Fall of Icarus) (CCGPS) (LA09_A2012-7/ELACC9-10RL7)

-analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare

treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

(CCGPS) (LA09_A2012-8/ELACC9-10RL9)

-read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity

band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 9 (CCGPS)

(LA09_A2012-9/ELACC9-10RL10)

 

 

 

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