SCIENCE 9 A / B LCDA. DIANA MONTERO
FIND NEW VOCABULARY WORDS AND REPEAT THEM ABOUT NEW TOPIC
HYDRAULIC ENERGY
Hydraulic energy is the power created by the compressive force or movement of a liquid in a confined area. It is a clean energy source, without waste products and is easy to store. Also the water stored in reservoirs situated at altitude permits the regulation of the flow of the river.
Pakistan inventor Sarfraz Ahmad Khan has been working hard to develop new hydro technologies like this hydro power invention. His latest concept features the run of river active setup of micro hydro power generation blended with basic principals of hydraulics. This concept explores the possibility of transmitting the (collective) mechanical power gained from run-of-river hydro setup by converting it into hydraulic pressure. The sum-up of hydraulic pressure will make the main generators work. The basic concept requires hydraulic systems that can help to us to gain some reasonably good mechanical advantages. The hydro-mechanics will convert the mechanical force into hydraulic pressure. The collective hydraulic pressure shall be utilized to rotate the generator shaft.
SketchUp File Download SketchUp
Why include the hydraulic system?As we know, if we produce a run-of-river micro hydro active system, the cost may be lower but on the other hand the output is not very significant. If we produce a large number of hydro rotors we will require an equivalent numbers of generators. In this concept we will collect the mechanical energy of Rotors spinning by the effect of high velocity river, into the hydraulic pressure by the help of input pistons. The hydraulic pressure gained from multiple set-ups of run of river rotors can be collected in an active hydraulic pressure chamber. By using the interchanging valves this pressure can be consecutively transferred to the output pistons. So the output piston will work to rotate the shaft of generator.
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As a result we will have large numbers of rotors to utilize the sum of their mechanical force. We will need to install only two appropriate size generators for higher output. This theme can cut the cost of many small scale generators and instead of installing a row of generators we will have to install only two generators.
What are the Ideal Locations?a. Barrages.b. High-velocity rivers with narrow width, remarkable downward slopes that are near glaciers.Note: As we know the barrages constructed for agricultural purposes do have very good pressure of water streams under the gates. As the infrastructure of barrages or gates can hold this system, so the mechanical energy of powerful stream can be converted into the electricity.
Help evaluate these hydraulic modules:I do have a number of questions in my mind like”¦
What would be the mechanical advantage?
What kind and what size of input / output pistons shall work?
What kind of fluid will be appropriate to use in hydraulic system?
What type of interchanging valves shall be used, and which types are commonly used in market?
How feasible is this concept in terms of maintenance cost factor?
Advantages:Multiple rotors can collectively and actively work to produce electricity using only two generators. The cost of generator claims at least 30 to 40% proportion of Micro Hydro setup cost. Now we can cut the cost of large number of generators required and benefit from:
Environmentally friendly power.
Multiple setups in one row.
Job creation in hilly areas.
Low cost, higher outputs.
Problem Areas:
Hydraulic components cost and maintenance.
Risk factors with regard to the enormous hydraulic pressure.
SketchUp File Download SketchUp
Working Details:For a better understanding of these 3D Models please download the following sketchup files:
Hydro Hydraulic
Hydro Hydraulic2
Output Generator
Download Google Sketchup
The 3D models illustrate how the rotors convert water into hydraulic pressure and how the sum of hydraulic pressure is used to rotate the generator shafts by using output pistons.
System Components:
Rotors working upon the basic principal of run-of-river water wheel methodology.
Input pistons (part 1 of hydraulic module)
Hydraulic pressure chamber.
Interchanging valve.
Output piston (final part of hydraulic module)
Generators.
Infrastructure for electric power stabilization and distribution to nearby grid or local populations.
Estimated power out-puts under ideal conditions:Average Width of River – 12.20 MtAverage depth of River – 2.00 MtAverage Flow of stream – 22 ˜ 25 Mt² Per SecNo water head available but the velocity can produce the effect of 1 Mt head.
As we have the assumed readings for each rotor output – the possible final output after transmission of power into mechanical to hydraulic – and respectively hydraulic into mechanical force will surely result in energy loss. Therefore the efficiency factor can be driven after some expert professionals assess the design concepts.
SketchUp File Download SketchUp
Request for analysis and conclusions:I request that professional engineers specializing in the field of hydro power and hydraulic components see the model and post their valuable comments, or rate this concept, whether is it workable idea or not. If there are any changes or up modifications required I will open to discuss all the features.
lunes, 4 de octubre de 2010
SCIENCE 8 A/B LCDA. DIANA MONTERO
Factors that Influence Weather
There are many factor that influence weather, many of which we cannot see.
The Water CycleAs the sun warms the surface of the Earth, water rises in the form of water vapor from lakes, rivers, oceans, plants, the ground, and other sources. This process is called evaporation.
Water vapor provides the moisture that forms clouds; it eventually returns to Earth in the form of precipitation, and the cycle continues.
Air MassesWhen air hovers for a while over a surface area with uniform humidity and temperature, it takes on the characteristics of the area below. For example, an air mass over the tropical Atlantic Ocean would become warm and humid; an air mass over the winter snow and ice of northern Canada would become cold and dry. These massive volumes of air often cover thousands of miles and reach to the stratosphere. Overtime, mid-latitude cyclonic storms and global wind patterns move them to locations far from their source regions.
What happens when 2 air masses meet? The cold air pushes the hot air upwards, when going up the temperature drops and the air can't hold as much water when it is warm, so the cold water molecules condense and form clouds.
Jet StreamA jet stream is the name given to the area of air above where two air masses of different temperature converge e.g. a cold front meeting a warm front. The greater the temperature difference between the air masses, the greater the air pressure difference, and the faster the wind blows in the jet stream. This river of air has wind speeds which often exceed 100 mph, and sometimes over 200 mph. Jet streams more commonly form in the winter, when there is a greater difference between the temperature of the cold continental air masses and warm oceanic air masses.
This meandering current of high-speed wind, a jet stream is usually found around five to ten miles above Earth’s surface.
It generally flows west to east, often in a non-continuous wavy fashion, with cold, Equatorward dips and warm, Poleward bulges.
Weather FrontsThe transition zone between two air masses of different humidity and temperature is called a front. Along a cold front, cold air displaces warm air; along a warm front, warm air displaces cold air. When neither air mass displaces the other, a stationary front develops. Towering clouds and intense storms may form along cold fronts,
while widespread clouds and rain, snow, sleet, or drizzle may accompany warm fronts.
El Niño and La Nina
El Nino is caused by the periodic shift in wind speed and direction in the tropical eastern Pacific which leads to changes in sea Surface temperatures. In what scientists call El Niño events, prevailing easterly winds weaken or give way to westerly winds, and the normal upwelling process, which brings cool, nutrient-rich waters up from lower levels of the ocean, stops.
This causes sea surface temperatures to rise, providing an unfavorable habitat for many sea animals and fish. The warmer ocean conditions can also lead to more rainfall and floods along the west coast of the Americas. A stronger easterly wind flow, on the other hand, can increase upwelling and make the sea surface temperatures even colder, producing La Nina. Both phenomena can have far-reaching weather effects. For example, strong El Niño events often result in a weak Atlantic Ocean hurricane season; La Nina events can spell drought, even for normally dry California.
Factors that Influence Climate
There are lots of factors that influence our climate
Elevation or Altitude effect climate Normally, climatic conditions become colder as altitude increases. “Life zones” on a high mountain reflect the changes, plants at the base are the same as those in surrounding countryside, but no trees at all can grow above the timberline. Snow crowns the highest elevations.
Prevailing global wind patternsThere are 3 major wind patterns found in the Northern Hemisphere and also 3 in the Southern Hemisphere. These are average conditions and do not essentially reveal conditions on a particular day. As seasons change, the wind patterns shift north or south. So does the intertropical convergence zone, which moves back and forth across the Equator. Sailors called this zone the doldrums because its winds are normally weak.
Latitude and angles of the suns raysAs the Earth circles the sun, the tilt of its axis causes changes in the angle of which sun’s rays contact the earth and hence changes the daylight hours at different latitudes. Polar regions experience the greatest variation, with long periods of limited or no sunlight in winter and up to 24 hours of daylight in the summer.
TopographyThe Topography of an area can greatly influence our climate. Mountain ranges are natural barriers to air movement. In California, winds off the Pacific ocean carry moisture-laden air toward the coast. The Coastal Range allows for some condensation and light precipitation. Inland, the taller Sierra Nevada range rings more significant precipitation in the air. On the western slopes of the Sierra Nevada, sinking air warms from compression, clouds evaporate, and dry conditions prevail.
Effects of GeographyThe position of a town, city or place and its distance from mountains and substantial areas of water help determine its prevailing wind patterns and what types of air masses affect it. Coastal areas may enjoy refreshing breezes in summer, when cooler ocean air moves ashore. Places south and east of the Great Lakes can expect “lake effect” snow in winter, when cold air travels over relatively warmer waters.
In spring and summer, people in Tornado Alley in the central United States watch for thunderstorms, these storms are caused where three types of air masses frequently converge: cold and dry from the north, warm and dry from the southwest, and warm and moist from the Gulf of Mexico - these colliding air masses often generate tornado storms.
Surface of the EarthJust look at any globe or a world map showing land cover, and you will see another important factor which has a influence on climate: the surface of the Earth. The amount of sunlight that is absorbed or reflected by the surface determines how much atmospheric heating occurs. Darker areas, such as heavily vegetated regions, tend to be good absorbers; lighter areas, such as snow and ice-covered regions, tend to be good reflectors. The ocean absorbs and loses heat more slowly than land. Its waters gradually release heat into the atmosphere, which then distributes heat around the globe.
Climate change over timeCold and warm periods punctuate Earth’s long history. Some were fairly short; others spanned hundreds of thousands of years. In some cold periods, glaciers grew and spread over large regions. In subsequent warm periods, the ice retreated. Each period profoundly affected plant and animal life. The most recent cool period, often called the “Little Ice Age,” ended in western Europe around 1850.
Since the turn of the 20th century, temperatures have been rising steadily throughout the world. But it is not yet clear how much of this global warming is due to natural causes and how much derives from human activities, such as the burning of fossil fuels and the clearing of forests.
Effects of Climate Change
How will climate change effect us, there are many factors that will be affected by climate change including rising sea levels, drought and loss of agricultural land.
Increasing temperatures caused by climate change will make the water of the oceans expand; ice melting in the Antarctic and Greenland will also contribute to the sea level. Sea levels could rise by as much as 25 to 50 cm, by 2100. Greater sea levels will threaten the low-lying coastal areas such as the Netherlands and Bangladesh, millions of areas of land will be at danger from flooding; causing people to leave their homes. Low lying areas in cities will be hugely affected by the rising sea.
Changes in weather will affect many crops grown around world. Crops such as wheat and rice grow well in high temperatures, while plants such as maize and sugarcane prefer cooler climates. Changes in rainfall patterns will also affect how well plants and crops grow. The effect of a change in the weather on plant growth may lead to some countries not having enough food. Brazil, parts of Africa, south-east Asia and China will be affected the most and many people could be affected by hunger.
All across the world, there is a big demand for water and in many regions, such as the central and eastern Africa there is not enough water for the people. Changes in the climate will change the weather patterns and will bring more rain in some countries, but others will have less rain, generally dry areas will become drier and wet areas could become wetter.
As climate change takes place, our daily weather and normal temperatures will change, the homes of plants and animals will be affected all over the world. Polar bears and seals are a good example of animals that will be affected by climate change, they will have to find new land for hunting and living, if the ice in the Arctic melts, but the fact is more real that these species could become extinct.
Climate changes will affect everyone, but some populations will be at greater risk. Countries whose coastal regions have a large population, such as Egypt and China, may have to move whole populations inland to avoid flooding. The effect on people will depend on how well we can adapt to the changes and how much we can do to reduce climate change
Factors that Influence Weather
There are many factor that influence weather, many of which we cannot see.
The Water CycleAs the sun warms the surface of the Earth, water rises in the form of water vapor from lakes, rivers, oceans, plants, the ground, and other sources. This process is called evaporation.
Water vapor provides the moisture that forms clouds; it eventually returns to Earth in the form of precipitation, and the cycle continues.
Air MassesWhen air hovers for a while over a surface area with uniform humidity and temperature, it takes on the characteristics of the area below. For example, an air mass over the tropical Atlantic Ocean would become warm and humid; an air mass over the winter snow and ice of northern Canada would become cold and dry. These massive volumes of air often cover thousands of miles and reach to the stratosphere. Overtime, mid-latitude cyclonic storms and global wind patterns move them to locations far from their source regions.
What happens when 2 air masses meet? The cold air pushes the hot air upwards, when going up the temperature drops and the air can't hold as much water when it is warm, so the cold water molecules condense and form clouds.
Jet StreamA jet stream is the name given to the area of air above where two air masses of different temperature converge e.g. a cold front meeting a warm front. The greater the temperature difference between the air masses, the greater the air pressure difference, and the faster the wind blows in the jet stream. This river of air has wind speeds which often exceed 100 mph, and sometimes over 200 mph. Jet streams more commonly form in the winter, when there is a greater difference between the temperature of the cold continental air masses and warm oceanic air masses.
This meandering current of high-speed wind, a jet stream is usually found around five to ten miles above Earth’s surface.
It generally flows west to east, often in a non-continuous wavy fashion, with cold, Equatorward dips and warm, Poleward bulges.
Weather FrontsThe transition zone between two air masses of different humidity and temperature is called a front. Along a cold front, cold air displaces warm air; along a warm front, warm air displaces cold air. When neither air mass displaces the other, a stationary front develops. Towering clouds and intense storms may form along cold fronts,
while widespread clouds and rain, snow, sleet, or drizzle may accompany warm fronts.
El Niño and La Nina
El Nino is caused by the periodic shift in wind speed and direction in the tropical eastern Pacific which leads to changes in sea Surface temperatures. In what scientists call El Niño events, prevailing easterly winds weaken or give way to westerly winds, and the normal upwelling process, which brings cool, nutrient-rich waters up from lower levels of the ocean, stops.
This causes sea surface temperatures to rise, providing an unfavorable habitat for many sea animals and fish. The warmer ocean conditions can also lead to more rainfall and floods along the west coast of the Americas. A stronger easterly wind flow, on the other hand, can increase upwelling and make the sea surface temperatures even colder, producing La Nina. Both phenomena can have far-reaching weather effects. For example, strong El Niño events often result in a weak Atlantic Ocean hurricane season; La Nina events can spell drought, even for normally dry California.
Factors that Influence Climate
There are lots of factors that influence our climate
Elevation or Altitude effect climate Normally, climatic conditions become colder as altitude increases. “Life zones” on a high mountain reflect the changes, plants at the base are the same as those in surrounding countryside, but no trees at all can grow above the timberline. Snow crowns the highest elevations.
Prevailing global wind patternsThere are 3 major wind patterns found in the Northern Hemisphere and also 3 in the Southern Hemisphere. These are average conditions and do not essentially reveal conditions on a particular day. As seasons change, the wind patterns shift north or south. So does the intertropical convergence zone, which moves back and forth across the Equator. Sailors called this zone the doldrums because its winds are normally weak.
Latitude and angles of the suns raysAs the Earth circles the sun, the tilt of its axis causes changes in the angle of which sun’s rays contact the earth and hence changes the daylight hours at different latitudes. Polar regions experience the greatest variation, with long periods of limited or no sunlight in winter and up to 24 hours of daylight in the summer.
TopographyThe Topography of an area can greatly influence our climate. Mountain ranges are natural barriers to air movement. In California, winds off the Pacific ocean carry moisture-laden air toward the coast. The Coastal Range allows for some condensation and light precipitation. Inland, the taller Sierra Nevada range rings more significant precipitation in the air. On the western slopes of the Sierra Nevada, sinking air warms from compression, clouds evaporate, and dry conditions prevail.
Effects of GeographyThe position of a town, city or place and its distance from mountains and substantial areas of water help determine its prevailing wind patterns and what types of air masses affect it. Coastal areas may enjoy refreshing breezes in summer, when cooler ocean air moves ashore. Places south and east of the Great Lakes can expect “lake effect” snow in winter, when cold air travels over relatively warmer waters.
In spring and summer, people in Tornado Alley in the central United States watch for thunderstorms, these storms are caused where three types of air masses frequently converge: cold and dry from the north, warm and dry from the southwest, and warm and moist from the Gulf of Mexico - these colliding air masses often generate tornado storms.
Surface of the EarthJust look at any globe or a world map showing land cover, and you will see another important factor which has a influence on climate: the surface of the Earth. The amount of sunlight that is absorbed or reflected by the surface determines how much atmospheric heating occurs. Darker areas, such as heavily vegetated regions, tend to be good absorbers; lighter areas, such as snow and ice-covered regions, tend to be good reflectors. The ocean absorbs and loses heat more slowly than land. Its waters gradually release heat into the atmosphere, which then distributes heat around the globe.
Climate change over timeCold and warm periods punctuate Earth’s long history. Some were fairly short; others spanned hundreds of thousands of years. In some cold periods, glaciers grew and spread over large regions. In subsequent warm periods, the ice retreated. Each period profoundly affected plant and animal life. The most recent cool period, often called the “Little Ice Age,” ended in western Europe around 1850.
Since the turn of the 20th century, temperatures have been rising steadily throughout the world. But it is not yet clear how much of this global warming is due to natural causes and how much derives from human activities, such as the burning of fossil fuels and the clearing of forests.
Effects of Climate Change
How will climate change effect us, there are many factors that will be affected by climate change including rising sea levels, drought and loss of agricultural land.
Increasing temperatures caused by climate change will make the water of the oceans expand; ice melting in the Antarctic and Greenland will also contribute to the sea level. Sea levels could rise by as much as 25 to 50 cm, by 2100. Greater sea levels will threaten the low-lying coastal areas such as the Netherlands and Bangladesh, millions of areas of land will be at danger from flooding; causing people to leave their homes. Low lying areas in cities will be hugely affected by the rising sea.
Changes in weather will affect many crops grown around world. Crops such as wheat and rice grow well in high temperatures, while plants such as maize and sugarcane prefer cooler climates. Changes in rainfall patterns will also affect how well plants and crops grow. The effect of a change in the weather on plant growth may lead to some countries not having enough food. Brazil, parts of Africa, south-east Asia and China will be affected the most and many people could be affected by hunger.
All across the world, there is a big demand for water and in many regions, such as the central and eastern Africa there is not enough water for the people. Changes in the climate will change the weather patterns and will bring more rain in some countries, but others will have less rain, generally dry areas will become drier and wet areas could become wetter.
As climate change takes place, our daily weather and normal temperatures will change, the homes of plants and animals will be affected all over the world. Polar bears and seals are a good example of animals that will be affected by climate change, they will have to find new land for hunting and living, if the ice in the Arctic melts, but the fact is more real that these species could become extinct.
Climate changes will affect everyone, but some populations will be at greater risk. Countries whose coastal regions have a large population, such as Egypt and China, may have to move whole populations inland to avoid flooding. The effect on people will depend on how well we can adapt to the changes and how much we can do to reduce climate change
miércoles, 25 de agosto de 2010
UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL
THEMES FOR THE FIRST TEST / SECOND TERM
LCDA. DIANA MONTERO READING 8 A / B
UNIT 3 COPS AND ROBBERS
LESSON 6 UNUSUAL OCCUPATIONS
· THINK ABOUT IT
· VOCABULARY SKILLS: SUFFIXES
· PREDICTING: YOU´RE WHAT ? A CLOWN
· UNDERSTANDING THE TEXT
· READING SKILLS: IDENTIFYING THE TOPIC
LESSON 7 LIFE ON DEATH ROW
· THINK ABOUT IT
· VOCABULARY SKILLS: GUESSING MEANONG FROM THE CONTEXT
· PREDICTING: PERSONALK DIARY OF DAN CALDWELL
· UNDERSTANDING THE TEXT
· READING SKILLS: UNDERSTANDING THE MAIN IDEA
· WORD REVIEW: SYNONYMS
READING 9 A / B
UNIT 3 MUSIC
LESSON 6 THAT´S OUR CUSTOM
· THINK ABOUT IT
· VOCABULARY SKILLS: ANTONYMS
· PREDICTING: THE PROBLEM WITH GRANDPA
· UNDERSTANDING THE TEXT
· READING SKILLS: INFERRING MEANING
LESSON 7 MUSICAL MEMORIES
· THINK ABOUT IT
· VOCABULARY SKILLS: RECOGNIZING PARTS OF SPEECH
· PREDICTING: THANK YOU FOR THE MUSIC
· UNDERSTANDING THE TEXT
· READING SKILLS: UNDERSTANDING THE MAIN IDEA
· WORD REVIEW: USE THE WORDS IN THE BOX TO COMPLETE THIS TEXT
READING 10 A / B
UNIT 3 MYSTERIOUS OF WORLD
LESSON 6 YOUTH CULTURE
· THINK ABOUT IT
· VOCABULARY SKILLS: CONNECTING WORDS
· PREDICTING: GLOBAL YOUTH SERVICE
· UNDERSTANDING THE TEXT
· READING SKILLS: IDENTIFY TEXT ORGANIZATION
· WORD REVIEW : SYNONYMS
LESSON 7 PYRAMIDS AND MUMMY´S CURSE´S CURSE
· THINK ABOUT IT
· VOCABULARY SKILLS: WORDS WITH DIFFERENT MEANING
· PREDICTING: THE MUMMY´S CURSE
· UNDERSTANDING THE TEXT
· READING SKILLS: INFERRING MEANING
· WORD REVIEW: USE THE WORDS IN THE BOX TO COMPLETE THIS TEXT
UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL
THEMES FOR THE FIRST TEST / SECOND TERM
SCIENCE 8 A / B LCDA. DIANA MONTERO
UNIT 2 THE SOIL AND ITS FEATURES
LESSON 7 ANIMAL CELLS AND TISSUES
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
o UNIT 3 WATER A MEAN OF LIFE
LESSON 1 BIODIVERSITY IN MARINE ENVIRONMENT
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
VOCABULARY
SCIENCE 9 A / B
UNIT 1 THE EARTH A PLANET WITH LIFE
LESSON 7 DIVRSITY OF FLORA AND FAUNA ON GALAPAGOS ISLAND
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
o UNIT 3 WATER A MEAN OF LIFE
LESSON 1 WATER IN DESERT
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
THEMES FOR THE FIRST TEST / SECOND TERM
LCDA. DIANA MONTERO READING 8 A / B
UNIT 3 COPS AND ROBBERS
LESSON 6 UNUSUAL OCCUPATIONS
· THINK ABOUT IT
· VOCABULARY SKILLS: SUFFIXES
· PREDICTING: YOU´RE WHAT ? A CLOWN
· UNDERSTANDING THE TEXT
· READING SKILLS: IDENTIFYING THE TOPIC
LESSON 7 LIFE ON DEATH ROW
· THINK ABOUT IT
· VOCABULARY SKILLS: GUESSING MEANONG FROM THE CONTEXT
· PREDICTING: PERSONALK DIARY OF DAN CALDWELL
· UNDERSTANDING THE TEXT
· READING SKILLS: UNDERSTANDING THE MAIN IDEA
· WORD REVIEW: SYNONYMS
READING 9 A / B
UNIT 3 MUSIC
LESSON 6 THAT´S OUR CUSTOM
· THINK ABOUT IT
· VOCABULARY SKILLS: ANTONYMS
· PREDICTING: THE PROBLEM WITH GRANDPA
· UNDERSTANDING THE TEXT
· READING SKILLS: INFERRING MEANING
LESSON 7 MUSICAL MEMORIES
· THINK ABOUT IT
· VOCABULARY SKILLS: RECOGNIZING PARTS OF SPEECH
· PREDICTING: THANK YOU FOR THE MUSIC
· UNDERSTANDING THE TEXT
· READING SKILLS: UNDERSTANDING THE MAIN IDEA
· WORD REVIEW: USE THE WORDS IN THE BOX TO COMPLETE THIS TEXT
READING 10 A / B
UNIT 3 MYSTERIOUS OF WORLD
LESSON 6 YOUTH CULTURE
· THINK ABOUT IT
· VOCABULARY SKILLS: CONNECTING WORDS
· PREDICTING: GLOBAL YOUTH SERVICE
· UNDERSTANDING THE TEXT
· READING SKILLS: IDENTIFY TEXT ORGANIZATION
· WORD REVIEW : SYNONYMS
LESSON 7 PYRAMIDS AND MUMMY´S CURSE´S CURSE
· THINK ABOUT IT
· VOCABULARY SKILLS: WORDS WITH DIFFERENT MEANING
· PREDICTING: THE MUMMY´S CURSE
· UNDERSTANDING THE TEXT
· READING SKILLS: INFERRING MEANING
· WORD REVIEW: USE THE WORDS IN THE BOX TO COMPLETE THIS TEXT
UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL
THEMES FOR THE FIRST TEST / SECOND TERM
SCIENCE 8 A / B LCDA. DIANA MONTERO
UNIT 2 THE SOIL AND ITS FEATURES
LESSON 7 ANIMAL CELLS AND TISSUES
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
o UNIT 3 WATER A MEAN OF LIFE
LESSON 1 BIODIVERSITY IN MARINE ENVIRONMENT
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
VOCABULARY
SCIENCE 9 A / B
UNIT 1 THE EARTH A PLANET WITH LIFE
LESSON 7 DIVRSITY OF FLORA AND FAUNA ON GALAPAGOS ISLAND
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
o UNIT 3 WATER A MEAN OF LIFE
LESSON 1 WATER IN DESERT
WORD MAPS
ANSWER THESE QUESTIONS
TRUE OR FALSE SENTENCES
READ AND CORRECT THE MISTAKES
miércoles, 18 de agosto de 2010
READING EXERCISE 9 A / B LCDA. DIANA MONTERO
LESSON 7 MUSICAL MEMORIES
Jingles
A jingle is a short phrase that a.____________ you of a company`s name or its product
Nike`s “ Just do it “ and Toyota`s” Drive you dreams” are jingles.
Often, a jingle has a b._________________ to make it easier to 1939, when Pepsi made the first radio jingle.
Coca-Cola.” Today, both companies pay top international f.______________ millions of dollars to g._______________ and sing their jingles. Clearly, they h.________________ that the right jingle will help people remember to buy their drinks!
LESSON 7 MUSICAL MEMORIES
Jingles
A jingle is a short phrase that a.____________ you of a company`s name or its product
Nike`s “ Just do it “ and Toyota`s” Drive you dreams” are jingles.
Often, a jingle has a b._________________ to make it easier to 1939, when Pepsi made the first radio jingle.
Coca-Cola.” Today, both companies pay top international f.______________ millions of dollars to g._______________ and sing their jingles. Clearly, they h.________________ that the right jingle will help people remember to buy their drinks!
martes, 10 de agosto de 2010
READING EXERCISE 10 A / B LCDA. DIANA MONTERO
LESSON 7 PYRAMIDS AND THE MUMMY´S CURSE
0.02 / 144.75 / 2.3 / 2550 / 2.5 / 229
1.- COMPLETE THE SENTENCES WITH THE CORRECT NUMBER
A. THE GREAT PYRAMID WAS BUILT AROUND THE YEAR …………………..B. C
B. IT IS MADE OF ABOUT ……………..MILLION LIMMESTONE BLOCKS
C. THE AVERAGE WEIGHT OF EACH BLOCK IS ………………………TONS, ALTHOUGH SOME BLOCKS WEIGH SEVENTY TONS.
D. ORIGINALLY ……………………METERS HIGH, IT WAS THE TALLEST STRUCTURE ON ESRTH FOR OVER 430 YEARS
E. EACH SIDE IS ……………..METERS, AND THE SHAPE AND ANGELS ARE MOST PERFECT
2.- VOCABULARY SKILLS: WORDS WITH DIFFERENT MEANING
A.- CENTRAL 1. ESSENTIAL 2.- MIDDLE
B.- DUTY 1. OBLIGATION 2.- PREVIOUS
C.- MEANS 1.- INCOME 2.- TAX
D.- BODY 1.- CORPSE 2.- ORGANIZATION
E.-METHOD 1.- TECHNIQUE 2.- MODE
F.- DRAG 1.- PULL 2.- GO SLOWLY
G.- BLOCK 1.- GROUP OF BUILDINGS 2.- LARGE PIECE OF STONE
LESSON 7 PYRAMIDS AND THE MUMMY´S CURSE
0.02 / 144.75 / 2.3 / 2550 / 2.5 / 229
1.- COMPLETE THE SENTENCES WITH THE CORRECT NUMBER
A. THE GREAT PYRAMID WAS BUILT AROUND THE YEAR …………………..B. C
B. IT IS MADE OF ABOUT ……………..MILLION LIMMESTONE BLOCKS
C. THE AVERAGE WEIGHT OF EACH BLOCK IS ………………………TONS, ALTHOUGH SOME BLOCKS WEIGH SEVENTY TONS.
D. ORIGINALLY ……………………METERS HIGH, IT WAS THE TALLEST STRUCTURE ON ESRTH FOR OVER 430 YEARS
E. EACH SIDE IS ……………..METERS, AND THE SHAPE AND ANGELS ARE MOST PERFECT
2.- VOCABULARY SKILLS: WORDS WITH DIFFERENT MEANING
A.- CENTRAL 1. ESSENTIAL 2.- MIDDLE
B.- DUTY 1. OBLIGATION 2.- PREVIOUS
C.- MEANS 1.- INCOME 2.- TAX
D.- BODY 1.- CORPSE 2.- ORGANIZATION
E.-METHOD 1.- TECHNIQUE 2.- MODE
F.- DRAG 1.- PULL 2.- GO SLOWLY
G.- BLOCK 1.- GROUP OF BUILDINGS 2.- LARGE PIECE OF STONE
READING EXERCISES FOR 8 A /B LCDA DIANA MONTERO
LESSON 5 UNUSUAL OCCUPATIONS
THINK ABOUT IT
1.- WHICH YOUR PARTNER, MATCH EACH JOB WITH A DESCRIPTION
a. Video game developer helps people plan special celebrations
b. Greeting card writer sits and watches a live TV show
c. Party organizer thinks of messages of cards
d. Movie stunt person gives people cards in a casino
e. Blackjack dealer designs fun computer games
f. Seat filler takes part in dangerous action movie scenes
ADD ONE OF THE FOLLOWING SUFFIXING TO EACH WORD. THEN WRITE THE PART OF SPEECH
Able – ful – ly – ment – ness – or – ation – ing – y – ly – ful – ors – ance – ment
a.- respect …………… ………………… e.- excite …….. …………………
b.- different ………….. ……………….. f.- tired ……… …………………
c.- fashion …………… ………………… g.- use ………. …………………
d.- visit ……………… ………………… h.- inform …… ………………….
i.- normal ……………. ………………… j.- health …….. ………………….
k.- interest ………….. ………………….. l.- visit ………. ………………….
m.- excite …………… …………………...n.- perfom …….. …………………
BEFORE YOU READ, GUESS T (true) OR F (false) FOR EACH THESE STATEMENTS
a.- ………… Clowns have to travel a lot as part of their job
b.- ………… They are busy twelve months a year
c.- ………… They wear funny clothes and make people laugh
d.- ………… It´s hard work to be a clown
e.- ………… They have to practice
LESSON 5 UNUSUAL OCCUPATIONS
THINK ABOUT IT
1.- WHICH YOUR PARTNER, MATCH EACH JOB WITH A DESCRIPTION
a. Video game developer helps people plan special celebrations
b. Greeting card writer sits and watches a live TV show
c. Party organizer thinks of messages of cards
d. Movie stunt person gives people cards in a casino
e. Blackjack dealer designs fun computer games
f. Seat filler takes part in dangerous action movie scenes
ADD ONE OF THE FOLLOWING SUFFIXING TO EACH WORD. THEN WRITE THE PART OF SPEECH
Able – ful – ly – ment – ness – or – ation – ing – y – ly – ful – ors – ance – ment
a.- respect …………… ………………… e.- excite …….. …………………
b.- different ………….. ……………….. f.- tired ……… …………………
c.- fashion …………… ………………… g.- use ………. …………………
d.- visit ……………… ………………… h.- inform …… ………………….
i.- normal ……………. ………………… j.- health …….. ………………….
k.- interest ………….. ………………….. l.- visit ………. ………………….
m.- excite …………… …………………...n.- perfom …….. …………………
BEFORE YOU READ, GUESS T (true) OR F (false) FOR EACH THESE STATEMENTS
a.- ………… Clowns have to travel a lot as part of their job
b.- ………… They are busy twelve months a year
c.- ………… They wear funny clothes and make people laugh
d.- ………… It´s hard work to be a clown
e.- ………… They have to practice
lunes, 9 de agosto de 2010
SCIENCE HOMEWORK FOR 8TH A / B
SCIENCE HOMEWORK 8 A / B LCDA. DIANA MONTERO
To find water underground,
The water level in the hole is the same as the level of the ocean. Of course, the water level here changes by the minute due to the movement of the tides, and as the tide goes up and down, the water level in the hole moves, too. Just as with this hole, the level of the water table is affected by other environmental conditions.
In a way, this hole is like a dug well used to access ground water, albeit saline in this case. But, if this was freshwater, people could grab a bucket an supply themselves with the water they need to live their daily lives. You know that at the beach if you took a bucket and tried to empty this hole, it would refill immediately because the sand is so permeable that water flows easily through it, meaning our "well" is very "high-yielding" (too bad the water is saline). To access freshwater, people have to drill wells deep enough to tap into an aquifer. The well might have to be dozens or thousands of feet deep. But the concept is the same as our well at the beach—access the water in the saturated zone where the voids in the rock are full of water.
Pumping can affect the level of the water table
In an aquifer, the soil and rock is saturated with water. If the aquifer is shallow enough and permeable enough to allow water to move through it at a rapid-enough rate, then people can drill wells into it and withdraw water. The level of the water table can naturally change over time due to changes in weather cycles and precipitation patterns, stream flow and geologic changes, and even human-induced changes, such as the increase in impervious surfaces, such as roads and paved areas, on the landscape.
The pumping of wells can have a great deal of influence on water levels below ground, especially in the vicinity of the well, as this diagram shows. If water is withdrawn from the ground at a faster rate that it is replenished by precipitation infiltration and seepage from streams, then the water table can become lower, resulting in a "cone of depression" around the well. Depending on geologic and hydrologic conditions of the aquifer, the impact on the level of the water table can be short-lived or last for decades, and the water level can fall a small amount or many hundreds of feet. Excessive pumping can lower the water table so much that the wells no longer supply water—they can "go dry."
Groundwater and global water distribution
Groundwater occurs only close to the Earth's surface. There must be space between the rock particles for ground water to occur, and the Earth's material becomes denser with more depth. Essentially, the weight of the rocks above condense the rocks below and squeeze out the open pore spaces deeper in the Earth. That is why ground water can only be found within a few miles of the Earth's surface.
Water in aquifers below the oceans is generally saline, while the water below the land surfaces (where freshwater, which fell as precipitation, infiltrates into the ground) is generally freshwater. There is a stable transition zone that separates saline water and freshwater below ground. It is fortunate for us that the relatively shallow aquifers that people tap with wells contain freshwater, since if we tried to irrigate corn fields with saline water I suspect the stalks would refuse to grow.
SCIENCE HOMEWORK FOR 9TH A / B
SCIENCE HOMEWORK 9 A / B LCDA. DIANA MONTERO
THE DARKEST PLACE IN THE OCEAN: APHOTIC AREA
DIPOSKAN OLEH ROSMANA A.P. SUNDAY, FEBRUARY 7, 2010
2/3 parts of our world are covered with oceans. But, our's knowledge about the oceans isn't much, especcially about the aphotic area at the depth of the ocean.
Aphotic areas are an extreme area, because it has an extreme water pressure, pH, and there is almost no light. It depth are more than 200 meters, that's why there isn't any light in this area (sunshine can reach the depth only around 200 meters, these areas called as photic areas).
the scientists founds, the aphotic areas have a few floras and faunas that can adapted for these extreme conditions, most of them are carnivorous organisms because these kind of areas almost have no plants. In this area, the plant's role as the producents are replaced by bacteries. This bacteries use some kind ofsulfide particles that burst from some craters into the water. this particles will be transformed by the bacteries with kemosynthetsis. This anabolism process will create many particles that used by the filter-feeder animal as their food.
Many faunas in this area have a weird and unic form like the lanturn fish that has a part of his head which transform into a rod for fishing-liked, this part can be glowed and used like a bait to catch some prey. Most of the faunas that lived in afotic areas can glows, because they have some fluorecent subtances in their body.
The aphotic areas have many food chains which mostly carnivorous. The recidue from the food chains like organics waste will be eaten by the deposit-feeders which mostly from echinoderm phyllum. these organism are the cleaners of the ocean because they make the decompose process faster.
The Characteristic of Aphotic Areas:
- sunlight can't reach this area caused by it's depthness that more than 200 meters
- there's only a few floras in this area
- almost all of the creatures in this area are carnivorous
- many animals in this area have some weirds and unics form
- in this area, the water pressure may make a submarine crush
domingo, 1 de agosto de 2010
SCIENCE HOMEWORK FOR 8TH A / B
SCIENCE HOMEWORK 8 A/B LCDA:DIANA MONTERO
| WATER IN DESERTS Deserts are fantastic places to explore and make great destinations for hikers, backpackers, mountain bikers and horseback riders who have a yearning for solitude and wild natural beauty. But deserts are what they are because of their scarcity of water, and this lack of easily available drinking water makes desert travel both difficult and dangerous. Those who would travel off the beaten path in desert regions are, of course, well-advised to carry all the drinking water they plan to need for their excursion, but the unexpected can always happen, so it pays to have some knowledge of how to locate water in the event you run out, or get lost or injured and have to outstay your available supply. Most people simply assume there is no water to be found at all in the desert, but in truth, there are only a few extreme deserts in the world that are totally devoid of water. These are places like Death Valley and parts of the Sahara where there is absolutely no vegetation and little if any life. In most other desert and arid mountain regions, there is quite a bit of life, though species are limited and all are well-adapted to surviving in conditions of extreme drought. These deserts all receive some rainfall or snow, though it may be months between such events and there may not be any readily available surface water such as lakes or streams. In such deserts, one way to find water is to dig for it. Water often seeps just beneath the surface, where it is retained by underlying layers of rock and cannot evaporate since it is not exposed to the sun. The key to finding such hidden reservoirs of water is to know where to dig. Dry washes are often located in ravines or hollows between hills or in the bottoms of canyons in mountainous deserts. These washes are streambeds in times of rare rains and can become raging torrents in a flash flood. Water is often found by digging in such dry stream beds. You can make an educated guess as to where to dig by looking for signs of moisture, such as damp sand. If conditions are too dry for this to occur, look for areas along the streambed with the most vegetation and dig adjacent to this greenery. Chances are you’ll find moisture within a couple of feet of the surface if there is much plant life nearby. Water often collects beneath the surface in areas of the streambed where there are sharp bends. Dig near the outside of such bends if there is no indicating greenery anywhere to be found. If you do find water by digging like this, it may not be in large quantities. When you dig down and find wet sand or gravel, keep scooping out this material until water gradually seeps into the hole. If there is not enough water to dip out and drink in a conventional way, you can sponge it up with a shirt or other article of clothing and squeeze it out into your mouth. Another way to get water in the desert with this sponging method is to use cloth like this to mop up dew early in the morning. If there is any vegetation at all, there will usually be dew on it before sunrise, and you can collect surprisingly large quantities by mopping it up and squeezing out the cloth. Some desert vegetation such as certain species of cactus contains a lot of water. The barrel cactus is one example. If you can cut open some of these larger cacti to get to the pulpy inside, you can suck the water out them. Water can also be found in natural rock pockets that are common in arid mountains and hills. Sometimes these natural pools can contain a large quantity of easily obtained surface water. Before drinking such water look for signs of mineral poisoning by checking for signs of animals using the water. If you see lizard, rodent or other animal tracks leading to and from the pool, but don’t see any remains of small animals nearby, chances are the water is okay to drink. The most important thing to remember if you are stranded in a desert without water is to not give up. Don’t die of thirst when salvation may be just beneath your feet or nearby in a hidden rock grotto. If there are animals and plants living in the desert in which you are lost, then there is surely water if you know how to find it. |
SCIENCE HOMEWORK FOR 9TH A / B
Biodiversity in the marine environment. 2/08/2010
The marine environment has received much less attention than its terrestrial counterpart in the area of biodiversity. This is surprizing considering that marineevolution has a 2.7 billion year head start over terrestrial environments. This lack of attention probably results from the relatively limited accessibility of the ocean as well as its vast nature (i.e. covers approximately 70% of the earth's surface). Moreover, the previous train of thought depicted the marine environment as an area of low biodiversity and thus, research focused on land. Although an extensive amount of important biodiversity information has been addressed on land, the need for more research in the marine realm is great.
There exists a wealth of biodiversity in marine environments as a consequence of millions of years of evolutionary history. All except one of the presently described phyla (33; Norse, 1993) occur in the ocean while only about half that occur on land. Consequently, marine organisms display a much larger phyletic diversity than those on land (Ray, 1988). Furthermore, 15 phyla are exclusively marine! Ocean creatures contain a diversity of survival strategies not found on land and therefore, they may exhibit a higher functional diversity. Therefore, it is possible that the marine environment has not only a high phyletic diversity but also a great functional diversity. Further research is necessary to better the understanding of how diverse the marine environment actually is.
sábado, 10 de julio de 2010
SCIENCE HOMEWORK FOR 8TH A / B
SCIENCE EXERCISES FOR 8 A/B LCDA. DIANA MONTERO
Typical Desert Food Chains
Typical Desert Food Pyramid
4th Trophic Level:
Tertiary Consumers
Carnivores
These are high level consumers, carnivores that will eat other carnivores.
3rd Trophic Level:
Secondary Consumers
Small Carnivores
The predators are the secondary consumers.
snakes, insect-eating lizards, and tarantualas.. In the harsher desert environments, they are the top predators.
2nd Trophic Level:
Primary Consumers
Herbivores
These animals are usually small and eat little. Many are insects, or reptiles Including:
Ants and other insects, rats and mice, some reptiles the largest of which are the tortoise and chuckwalla.
1st Trophic Level:
Primary Producers
Plants
These are plants that make food through photosynthesis. Limited by the availability of water,.
Including:
Trees, shrubs, cactus, wildflowers, grasses
Secondary Consumers - Small Predators
Tertiary Consumers - Large Predators
THEMES FOR THE EXAM / FIRST TERM
UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL
THEMES FOR THE FIRST TERM
LCDA. DIANA MONTERO READING 8 A / B
UNIT 1 SPORTS
LESSON 1 THE BEAUTIFUL GAME
· THINK ABOUT IT
· VOCABULARY SKILLS: WORD GROUPS
· PREDICTING: PELE
· UNDERSTANDING THE TEXT
· READING SKILLS: SEPARATING FACT AND OPINION
LESSON 2 THE SCIENCE OF SPORTS
· THINK ABOUT IT
· VOCABULARY SKILLS: USING A DICTIONARY
· PREDICTING: SCIENCE IN SPORTS
· UNDERSTANDING THE TEXT
· READING SKILLS: IDENTIFY COHESION
LESSON 3 SCIENCE INTO SPORTS
· THINK ABOUT IT
· VOCABULARY SKILLS: WORD GROUPS
· PREDICTING: SPRING MAN
· UNDERSTANDING THE TEXT
· READING SKILLS: SEPARATING FACT AND OPINION
UNIT 2 PEOPLE AT WORK
LESSON 4 WORK AROUND THE WORLD
· THINK ABOUT IT
· VOCABULARY SKILLS: SYNONYMS / ANTONYMS
· PREDICTING: WORK AROUND THE WORLD
· UNDERSTANDING THE TEXT
·
LESSON 5 A JOB AT ANY PRICE ?
· THINK ABOUT IT
· VOCABULARY SKILLS: SYNONYMS
· PREDICTING: READER´S LETTER
· UNDERSTANDING THE TEXT
· READING SKILLS: SKIMMING
UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL
THEMES FOR THE FIRST TERM
READING 9 A / B
UNIT 1 EDUCATION
LESSON 1 STUDENT DAYS
· THINK ABOUT IT
· VOCABULARY SKILLS: WORD GROUPS
· PREDICTING: LOWOOD SCHOOL
· UNDERSTANDING THE TEXT
· READING SKILLS: SKIMMING
LESSON 2 STUDYING ABROAD
· THINK ABOUT IT
· VOCABULARY SKILLS: GUESSING MEANING FROM THE CONTEXT
· PREDICTING:
· UNDERSTANDING THE TEXT
· READING SKILLS: IDENTIFY TEXT ORGANIZATION
LESSON3 ALTERNATIVE EDUCATION
· THINK ABOUT IT
· VOCABULARY SKILLS: IDENTIFY THE TOPIC
· PREDICTING: HERTFORD HOUSE
· UNDERSTANDING THE TEXT
· READING SKILLS:
UNIT 2 FAMILY AFFAIRS
LESSON 4 TALKING THROUGH PROBLEMS
· THINK ABOUT IT
· VOCABULARY SKILLS: ANTONYMS / SYNONYMS
· PREDICTING: 30-SECONDS CHAT WITH DAD
· UNDERSTANDING THE TEXT
·
LESSON 5 LOVE AROUND THE WORLD
· THINK ABOUT IT
· VOCABULARY SKILLS: USING DICTIONARY
· PREDICTING: THE LETTER
· UNDERSTANDING THE TEXT
· READING SKILLS: SELECTING
UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL
THEMES FOR THE FIRST TERM
READING 10 A / B
UNIT 1 LIFE WITH THE INTERNET
LESSON 1 CHAT ROOM-ROMANCE
· THINK ABOUT IT
· VOCABULARY SKILLS: PREFIXES
· PREDICTING: LOVE ON LINE PERSONALS
· UNDERSTANDING THE TEXT
· READING SKILLS: IDENTIFY TEXT ORGANIZATION
LESSON 2 CONNECTING PEOPLE
· THINK ABOUT IT
· VOCABULARY SKILLS: USING DICTIONARY
· PREDICTING: SEARCH FOR A STRANGER
· UNDERSTANDING THE TEXT
· READING SKILLS: INFERRING MEANING
LESSON 3 THE INTERNET AND SOCIETY
· THINK ABOUT IT
· VOCABULARY SKILLS: SYNONYMS / ANTONYMS
· PREDICTING: THE PROS AND CONS OF INTERNET LIFE
· UNDERSTANDING THE TEXT
· READING SKILLS: SEPARATING FACT AND OPINION
UNIT 2 YOUTH CULTURE
LESSON 4 FINDING AN IDENTITY
· THINK ABOUT IT
· VOCABULARY SKILLS: GUESSING MEANING FROM THE CONTEXT
· PREDICTING: GROWING PAIN
· UNDERSTANDING THE TEXT
·
LESSON 5 KIDS, MOVIES AND VIDEO GAMES
· THINK ABOUT IT
· VOCABULARY SKILLS:
· PREDICTING: ONLY A GAME
· UNDERSTANDING THE TEXT
· READING SKILLS: SCANING
UNIT EDUCATIVE ALBOHISPANO HIGH SCHOOL
THEMES FOR THE FIRST TERM
SCIENCE 8 A / B LCDA. DIANA MONTERO
UNIT 1 THE EARTH A PLANET WITH LIFE
LESSON 1 : TECTONIC PLATES: OCEANIC AND CONTINENTAL PLATES
- Vocabulary
- Answer the questions
- Write true or false sentences
LESSON 2 . INFLUENCE OF TECTONIC PLATES ABOUT THE MODIFICATION OF ECUADORIAN RELIEF
· Complete the sentences
· Write true or false sentences
· Vocabulary
LESSON 3 : DESERTED ZONES FROM LITORAL AND INTER-ANDEAN REGION AND FROM THE ATHROPIC DESOLATION ZONES
· Read and correct the mistakes
· Complete the word map
· Answer the questions
LESSON 4: ALTERNATIVE ENERGY. EOLIC ENERGY
· Vocabulary
· Answer the questions
· Choose the correct answer
UNIT 2 THE SOIL AND IT´S FEATURES
LESSON 1: FORMATION OF DIFFERENT KINDS OF DESERTED SOILS
- Vocabulary
- Match with the correct answer
- Choose the correct answer
- Read and correct the mistakes
LESSON 2: PHYSICAL FACTORS THAT ESTABLISH CONDITIONS ON LIVING DESERTS, AND LITORAL AND INTERANDINE REGIONS
- Vocabulary
- Complete the statements
- Write true or false sentences
LESSON 3: DIVERSITY OF FLORA IN DESERTS AND IN DESOLATION ZONES IN ECUADOR
- Vocabulary
- Complete the table about Diversity of flora on desert soils
LESSON 4 : DIVERSITY OF FAUNA IN THE DESERTS AND IN DESOLATION ZONES IN ECUADOR
- Vocabulary
- Complete the table about Diversity of Fauna on desert soils
LESSON 5: FOOD WEB IN DESERTS
· Answer the questions
· Complete pyramid of desert food chain
THEMES FOR THE FIRST TERM
SCIENCE 9 A / B
UNIT 1 THE EARTH A PLANET WITH LIFE
LESSON 1 : THEORIES ABOUT THE ORIGIN OF THE UNIVERSE, CREATIONISM AND BIG BANG
UNIT 1 THE EARTH A PLANET WITH LIFE
LESSON 1: THEORIES ABOUT THE ORIGIN OF THE UNIVERSE, CREATIONISM, AND BIG BANG
- Vocabulary
- Answer the questions
- Write true or false sentences
LESSON 2: THEORIES OBOUT THE OIGING OF LIFE
· Complete the sentences
· Write true or false sentences
LESSON 3: GALAPAGOS´S ISLANDS: RELATION OF THE RELIEF THAT THE ISLANDS PRESENT WITH TH ADAPTATION DEVELOPED BY THE ENDEMIC FLORA AND FAUNA
· Read and correct the mistakes
· Complete the word map
· Answer the questions
LESSON 4:VOLCANIC ORIGIN OF GALAPAGOS ISLANDS´S
· Match with the correct answers
· Answer the questions
· Choose the correct answer
UNIT 2 THE SOILS AND ITS FEATURES
LESSON 1 : CHARACTERISTICS OF VOLCANIC SOILS
- Vocabulary
- Match with the correct answer
- Choose the correct answer
- Read and correct the mistakes
LESSON 2 : PHYSICAL FACTORS THAT ESTABLISH CONDITIONS IN THE ISLAND´S LIFE
- Vocabulary
- Complete the statements
- Write true or false sentences
LESSON 3: CELL: PROKARIOTIC AND EUKARIOTIC
- Vocabulary
- Complete the sentences
- Write true or false sentences
LESSON 4: VEGETABLES CELLS AND TISSUES
- Answer the questions
- Fill in the blanks
LESSON 5 : FLORA AND FAUNA IN DANGER BY ENVIRONMENTAL DETERIIRATION AND ENTROPIC
- Complete the table about the flora and fauna in danger
- Vocabulary
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