Videos on EM Radiation

Your instruments

Go to Flutomat to calculate the length of your pipes in centimeters

I need a reflection that details...

How many notes are in your instrument
A picture of your instrument
The materials you are using (size and material)
Your song
Your partners
Your notes (e.g., C4, D3, etc.)
Your frequencies (261.31 Hz, etc)
Your wavelengths (.8 m, etc.)
The lengths of your note pipes or strings

What are the strengths in your insttruments?  What could make your instrument better?

Friday, 12/11/09

Welcome Back!  I have a doctor's appointment today, so I won't be there.

Please sit in your assigned seats.  Elizabeth or Kelly will take attendance.  Krista or Elizabeth can get materials as needed from the supply cabinet during Block 1.

You will be focused on Activity 4 on pp 334.  Each person will be given a maximum of 4 straws for this entire activity, so do not chew on them  ;)

Take a look at the picture on p. 334.  Write down 5 observations about how the sound is being produced in your notebook, and the differences among the musician's instruments.  Discuss these as a class.

On p. 335, complete steps 1, 2, and 3.  This should take about 5 or 10 minutes.  Can you modify your instrument to make a recognizable tune?  Take 5 or 10 minutes and give it a try.  What difference do you notice between a closed tube and an open tube (your finger on the bottom vs. your finger away from the bottom of the straw)

As a class, watch the following:






AS a table, do a THOUGHT experiment for 4. and 5. on pp. 355  Use the video as your evidence.  Watching the vids and discussion should take about 10 minutes.


Next, read p. 357-358 out loud with one partner.  Pay careful attention to the diagrams.  This should take about 10 minutes.

Make a reed instrument as shown on p. 358.  Use a piece of paper and tape to make an extension tube.   What is the purpose of the wider tube at the bottom?

Physics to Go p. 359

1, 2a, 2b, 6, 7  Stretch 4, and, if there is time, try #5 in the new gym (have Krista or Kelly check to see if it is empty first.)

Sound and Light Wave: A Video

Video 1

Thursday and Friday

THURSDAY

You will be showing me your ability to use the properties of fishing line as a musical instrument.  Yeah for you! Your job is to play a piece of music from 8notes.com using at least 5 different notes.  If you do not know how to read music, you may have to go to http://www.harpinanawhinin.com/IMAGES/grand_staff.gif to find out the notes. You can play the music using the virtual keyboard, if you wish.

Grading:   Your musical masterpiece will be graded as follows:

Using at least 5 different strings:  4
Involving all group members:  3
Quality of sound (is it recognizable?):  5
Behavior while other groups are performing :  4

FRIDAY

Today you will be going to PHET to play with a ripple tank, a device to observe waves.  Copy the directions for Activity 1 and Activity 2 into an email window. Email to me at marciarpowell@gmail.com.  Answer in groups of 2-3.  GROUPS larger than 3 people WILL NOT receive points unless I have a note from the substitute teacher.

Activity 1:

A. Water Wave Simulator

First you are going to record your observations about the water wave simulator.

1. What happens to what you see as you move the frequency and amplitude sliders?
2. Now click Show graph and repeat. What do you notice with the graph of the water level? (Use terms like amplitude, crest, trough, wavelength, and frequency)
3. Now rotate your view of the water. Record your observations.
4. What happens if you add a second drip? What happens if you space them close together? Far apart?
5. Turn off the second drip but add a barrier. Record your observations. What happens as you alter the width of the slit?

B. Sound Wave Simulator

Now click on the top tab that says sound.

1. What do you see?
2. What happens when you press the particle button? What happens to the particles as you alter the frequency and amplitude? Record your observations.
3. Click show graph. What happens to the graph as frequency and amplitude are changed?
4. Click on grayscale. What happens when you rotate the view? Record your observations.
5. What happens when you turn the speaker off?
6. Turn the speaker back on after all the particles become still.
7. Turn on the sound. What happens to the sound as you vary the frequency and amplitude?
8. Put the sliders for frequency and amplitude in the middle. What happens if you add a barrier? What if you alter the barrier? What if you add two?

3. Light Wave Simulator

Now click the top tab that says “light”

1. Click “show graph” and “add detector”
2. What happens when you vary the amplitude? What happens if you put the amplitude at 0?
3. What happens to the wavelength and frequency as you change the color?
4. What can you say about the difference in colors?
5. Now add a slit. Move the slit back and forth. What happens as the slit gets closer and farther from the source? Does changing the color affect this?
6. Now set the slit width at 1050 and the barrier location at 2950. Use the target on the detector to compare the amplitudes on each side of the barrier. What happen directly behind the opening versus behind the barrier?
7. Click “Show Screen” and “Intensity Graph.” What do you think these represent and are showing?

Now take the information you have observed using this simulator and write your conclusions. How do you think altering factors like wavelength and frequency affect they way we see and hear? How does this help us understand how things like lenses and walls can alter the way we see certain lights and hear certain sounds?

Activity 2:  

Part I: Determine the speed of waves in water.

1.   Design Your Procedure – What would you do to figure out the speed of waves in water?  Describe the steps you would take and the virtual tools you would use to figure this out.  You should have a clear, step-by-step description that anyone in the class would be able to follow. (No numbers in this section, just a description.)

2.   Collect Your Data – What data did you collect using the procedure you created in #1?  How many times did you collect data to be confident in your accuracy?  The data should be clearly organized in a way that matches your procedure.

3.   Make Your Calculations – What calculations do you need to make on the data you collected?  Show the equations you use and your answer for the speed of waves in water.  Pay attention to significant digits.

4.  Check Your Results – “Doing good science” requires that a researcher’s results can be independently checked by other researchers.  Compare your answer for the speed of waves in water with that of a classmate and record both numbers. 

Why might your numbers be different? 

Should everyone get the same number or is it okay to have different numbers?

What is the percentage difference between your numbers?  Is it “significant”?

Part II: Investigate ripple patterns.

5.   Play With The Ripple Tank – Observe the different ripple patterns you get with changes to the waves and the ripple tank.  For example:

See what happens with one faucet vs two faucets.

Turn the faucets on and off.

Change the frequency and amplitude of the drops.

Add a barrier with one slit or two slits and move the barrier left and right.

Change the width and spacing of the slits in the barrier.

Projectiles in Action

Today, we will be taking a look at the ideas behind projectile motion by using a simulation

Before you start, your group should Tweet the following to me (include names as needed). Tweets MUST BE SENT during the first 20 minutes of class.

a) What role does friction play in the parabola created by different objects?

b) How does mass affect the path of the projectile?

c) As I aim a projectile with different angles, do I get different results?

d) When is gravity acting on a projectile?

PLAY WITH THE SIMULATION FOR AT LEAST FIVE MINUTES BEFORE PROCEEDING.

What Do You Think?

One day after school you are enjoying a can of soda. After it’s empty you decide to toss it in the trashcan. What variables determine whether or not you make the shot? Write out a definition for each of the terms you think of? Include at least 6.

Prediction Table

Complete the table below by listing what YOU THINK are the variables involved in projectile motion and describe what YOU THINK their effect will be on the flight path.

Variable       |Predicted Effect of Variable On Motion of Projectile

==================================================

Design a Test:

You’ve heard the claim that a bullet shot horizontally will strike the ground at the same time as a bullet dropped from the same height. Use the PhET simulation to test this theory.

1. Describe IN DETAIL what you did to the variables on the simulation to test the theory:

2. Record your findings (time of flight, distances, angles, etc):

3. Did you prove or disprove the claim?

4. At this point , for how many of the initial four tweeted ideas have you found out the answers? Explain here.

5. Go and use the simulation to find out the answers to any of the unanswered Tweets. Explain how you know you are correct.

Hand in the data you collected from this lab. Now, answer the following questions in your book, using the simulation as needed.

p 44, 1, 2, 3

p 46, 13-14

p 56, 1, 3

p. 57,6

Universe Quiz

Click here

Lab to be done in the room.

Directions:
1.    Open the Forces 1D simulation on the PhET website (http://phet.colorado.edu).
2.    Click the “Graph Acceleration” button towards the bottom of the webpage.
3.    Turn friction in toolbar to “Off”.
4.    In the Applied Force box on the left of the screen enter “100”.
5.    First choose the refrigerator as your object. Click “Go”.
6.    Click “pause” after 4 seconds.
7.    Observe the acceleration graph and record the acceleration measurement shown on the graph.
8.    Change object to the crate. Repeat steps 5 - 7 for the remaining objects.

Copy this table in your Notes:

Object

Mass of Object (kg)

Acceleration (m/s2)

Observations of  acceleration

Objects to be used include the Refrigerator, File cabinet, Sleepy dog, Textbook

Questions to answered and handed in:
1.  What is the graph telling you?
2.  Which object has the most inertia?
3.  Does friction stay the same over all the objects?
4.  What happens if the object moves at a constant speed?



   



       

Using the factors that affect motion and the word list you developed yesterday; write a conclusion that describes the relationship between mass and acceleration.

Answers

1. Explain how sunspots affect the Earth's communication, sky, and weather.  Sunspots seem to correlate with weather, but we don't know exactly WHY.  When sunspots erupt, giving off solar flares, it causes northern lights and can interrupt communication. 
2. List 5 pieces in the life cyle of our sun.  Stellar nursery/protostar/main sequence/red giant/planetary nebula/white dwarf.
   
3. How fast does light travel?
   
   

   the speed of light = 299 792 458 m / s

   
   
4. List 2 rocky and 2 gaseous planets in our solar system. Rocky: Earth and Mars Gaseous: Uranus, Jupiter
   
5. Where do you find each part of the galaxy:  arm, bulge, black hole, our solar system?  arms:  outer part, bulge:  center of the galaxy, black hole:  center of bulge, our solar system, 30000 LY out from the center on an arm
   
6. Compare the big bang and the birth of our universe. Big bang happened and Universe formed.  They are different names for the same thing.
   
7. Compare our star and a blue giant...how long will each live?  Blue giants are much more massive and live shorter lives than our star.
   
8. What kind of stars supernova?  Blue Giants, which means BIG ONES.
   
9. If a star is 75 light years away, what does that mean?  It takes 75 years for the light to travel from the star to Earth, or the light you see from that star tonight is 75 years old.
   
10. How many star are there in our galaxy?  100 million or so
    
11. Explain three things that happened in the first sec. of the big bang.  Gravity split off, protons, neutrons, and electrons formed, the universe inflated, it got light
    
12. Sunspots often come in pairs, which allow magnetic fields to flow between them.  What can happen if a sunspot becomes unstable?  It gives off a solar flare.
    
13. When light reaches us from the sun, how old is it?  almost 9 minutes old
    
14. Where do sunspots occur? the sun surface
    
15. what are the dying phases of the sun as it goes beyond main sequence?  red giant, planetary nebula, white dward
    
16. Is fusion like a campfire, where fuel simply burns?  Explain.  No, campfires simply change the arrangement of atoms, where fusion in the sun melts hydrogen atoms into helium
    
17. What is an AU, and how big is it?  the distance between the sun and the earth, or 93 million miles
    
18. When did stars start to form in our universe after the Big Bang?  about 3 million years after
    
19. What does our sun burn for energy? hydrogen
    
20. Compare a solar system to a galaxy  a solar system is a speck in comparison to a galaxy, as the solar system's sun is only one of millions in a galaxy
    
21. Compare a rocky solar system planet to a gas solar system planet.  Rocky planets have a crust and an iron core.  Gas planets are bigger in diameter, but are mostly made of atmosphere
    
22. analyze the size of the solar system  Our solar system is about 80 AU across if you consider Pluto's orbit, or 150 AU across if you consider the Kuiper Belt.
    
23. Why are stars different colors?  They have different surface temperatures
    
24. List the rocky planets. Mercury, Venus, Earth, Mars
    
25. How many galaxies are there?  millions and millions
    
26. When did the big bang happen? 13-20 billion years ago
    
27. How many different types of stars are there?  lots, but we mostly classify them by mass
    
28. What ahppens to the earth when the sun gets sunspots. We can get northern lights or communication disruptions
    
29. How many different elements is the solar system made of? all the ones on the periodic table
    
30. When we scaled the solar system, what planet was the biggest, and how did it compare to the Sun? Jupiter, and only about 1/10th the size
    
31. When we scaled the solar system, if the Sun was the size of a basketball, how far away would Pluto be?  more than 1/2 mile away
    
32. Do you believe in aliens? Explain.  
33. Even if aliens do exist, would it be easy to communicate with them?  Explain. No, because the closest Galaxy is thousands of light years away.. communication would be highly delayed
    
34. What is a Maunder diagram, and why does it matter? It is a butterfly looking diagram that shows the cycle of where the sunspots were on the sun
    
35. When is our next solar maximum likely to be? 11 years from the last one, or 2011 or 2012
    
36. What is a butterfly diagram? see Maunder Diagram
    
37. What does a spiral galaxy look like from a) the top and b) the side:  a) from top it looks like  starfish, b) from the side it looks a bit like a wide-brimmed hat
    
38. How many AU wide is the solar system (including the Kuiper belt) 80 to 150
    
39. A light year is a measure of what? Distance 
40. The universe is (expanding, collapsing,or staying the same)
    Expanding
    

Review Questions for Unit 7

1. Explain how sunspots affect the Earth's communication, sky, and weather.
2. List 5 pieces in the life cyle of our sun.
3. How fast does light travel?
4. List 2 rocky and 2 gaseous planets in our solar system.
5. Where do you find each part of the galaxy:  arm, bulge, black hole, our solar system?
6. Compare the big bang and the birth of our universe.
7. Compare our star and a blue giant...how long will each live?
8. What kind of stars supernova?
9. If a star is 75 light years away, what does that mean?
10. How many star are there in our galaxy?
11. Explain three things that happened in the first sec. of the big bang.
12. Sunspots often come in pairs, which allow magnetic fields to flow between them.  What can happen if a sunspot becomes unstable?
13. When light reaches us from the sun, how old is it?
14. Where do sunspots occur?
15. what are the dying phases of the sun as it goes beyond main sequence?
16. Is fusion like a campfire, where fuel simply burns?  Explain.
17. What is an AU, and how big is it?
18. When did stars start to form in our universe after the Big Bang?
19. What does our sun burn for energy?
20. Compare a solar system to a galaxy
21. Compare a rocky solar system planet to a gas solar system planet.
22. analyze the size of the solar system
23. Why are stars different colors?
24. List the rocky planets.
25. How many galaxies are there?
26. When did the big bang happen?
27. How many different types of stars are there?
28. What ahppens to the earth when the sun gets sunspots.
29. How many different elements is the solar system made of?
30. When we scaled the solar system, what planet was the biggest, and how did it compare to the Sun?
31. When we scaled the solar system, if the Sun was the size of a basketball, how far away would Pluto be?
32. Do you believe in aliens? Explain.
33. Even if aliens do exist, would it be easy to communicate with them?  Explain.
34. What is a Maunder diagram, and why does it matter?
35. When is our next solar maximum likely to be?
36. What is a butterfly diagram?
37. What does a spiral galaxy look like from a) the top and b) the side
38. How many AU wide is the solar system (including the Kuiper belt)
39. A light year is a measure of what?
40. The universe is (expanding, collapsing,or staying the same)
    

Build you own Museum BM

To complete your unit on space, create a series of museum exhibits that occupy a space that is 6 x 8 sq ft.  The exhibits must contain some interactivity, use some type of computer technology, and be of high quality (meaning posters that follow recommended guidelines given in class)

Exhibit 1:  How BIG is space?  Include a comparison to other known objects in the solar system or the universe.

Exhibit 2:  What is the lifecycle of a sun-type star?

Exhibit 3:  What should the average consumer know about other star types?

Exhibit 4:  What is our the characteristics of our galaxy?

Exhibit 5:  How do sunspots affect life on earth?

Exhibit 6:  How can we explain the birth of the universe, and what analogies will make it meaningful?

What is the Big Bang?

Click Here

Life Cycle of Stars

Your goal is to find out about the life cycle of our star, the Sun. Along the way, you will encounter HR diagrams, comparisons to our own life cycle, and stars that make our own Sun seem like a weenie. When you get done, I will expect a product (a flip book or another idea of your own choosing) that shows me what you have learned.

Life Cycle

Chandra Life Cycle


Questions that must be answered:

a) what is the life cycle of our star, and what does each step MEAN?
b) what is a supernova?
c) will our sun become a black hole? What is a black hole?
d) how does mass affect the life cycle of a star?
e) where does the matter in a stellar nursery come from?

Sun Video

Discovery Streaming Video

Spaceweather

1.  How did the Sun form?
2.  What is a sunspot?
3.  How does the Sun affect the earth?
4.  What type of energy does the Sun put out?

Did You Know?? Just to think about

Scaling the Solar System

Build a Solar System

How Big is the Solar System?

Answer, Block 3 Questions

Carbon dioxide is made by : cats breathing, plants photosynthesizing, bikes moving, coal sitting in a pile.
Water vapor condenses into: lightning, rain, grass, clouds
Evaporation is when: rain falls from the sky, water turns into a gas, gas turns into clouds, all of the above
When carbon is used and resused it is called: the nitrogen cycle, the carbon cycle, the water cycle, global warming
Reusing paper is: climate change, greenhouse effect, an impact on the carbon footprint, more effective than cloth bags
The nitrogen cycle has to deal with the transfer of: water vapor, decay of organism and their absorption by plants, formation of oxygen and photosynthesis
The heat of the sun causes water vapor to: bubble, evaporate, move more slowly
Which is not a fertilizer in the nitrogen cycle: animal waste, photosynthesis, decay products, anhydrous ammonia
Which will have the biggest effect on decreasing your carbon footprint: driving, using plastic bags instead of paper, keeping a tv with a remote, carpooling
When water vapor falls to the ground, it is called: evaporation, condensation, precipitation, greenhouse effect
When farmers fertilize their fields, they are impacting which cycle: nitrogen, carbon, water, global warming
Respiration happens in which cycle: nitrogen, carbon, water, global warming
Lightning affects what cycle by transferring a product to a different sink: water, carbon, tree,nitrogen
What cycle is NOT affected when we breathe? water, carbon, nitrogen
Animal waste is able to be used as: compost, fertilizer, fuel, all of the above
List 3 ways carbon is released into the air from other sinks. breathing out (respiration) from living things, burning fossil fuels, leaching out of water that gets too hot
What is the biggest producer of CO2 into the air in the carbon cycle? ducks,grass, people,power plants
How does global warming affect you? temperature extremes, how much CO2 in the air, a rise in the ocean, not at all, all of the above if it gets hot enough
Why can sunlight get in but not get back out of the earth's atmosphere with the greenhouse effect? the waves are shorter on the way back out to space, the waves are longer on the way back out to space, the waves get trapped in carbon sinks in the water
If CO2 levels rise over time on data collection station, is this evidence for global warming? WHy or Why not? This is pretty conclusive evidence for the greenhouse effect. If there is a correlation between the greenhouse effect and the global climate change, we should be seeing bigger hurricanes, stronger tornados and extremes in winters,summers, and water events like floods.

Answer, Block 1 Questions

Does global warming exist? Why or why not? You can argue this both ways, depending on your belief in the accuracy of the data.
What are 3 things you can do to reduce your carbon footprint? Walk instead of drive, grow a garden, switch to fluorescent lightbulbs, compost. The possibilities are endless

List 3 types of carbon sinks. The ocean, limestone, unburned fossil fuels, plants
What is an example of a transfer mechanism? Burning, eating a plant, heating a carbon dioxide sink
What is climate change? An effect on the world around us that results in temperature extremes that are either cold or hot.
Draw a picture of the greenhouse effect. Show short waves coming into the earth from the Sun, being reflected as longer waves, and not being able to get through the CO2 in the atmosphere
What is the major greenhouse gas? CO2
Which cycle is most important? Without a balance of all the cycle, we die.
What cycle is affected by decay of organisms? nitrogen cycle
What is an advantage of driving a hybrid car? you reduce your CO2 emissions
Fossil fuels affect the _________ cycle the most. carbon
Can you stop climate change? Explain Climate change is most affected by the carbon cycle, so you need to radically stop CO2 emissions
List three nitrogen sinks. dead plants, soil, growing plants, which take up fertilizer
Who contributes most to the nitrogen cycle wastes? waste products, such as manure, are produced by living people and animals.

Questions for Quiz, Block 3 Ideas

1. Carbon dioxide is made by :  cats breathing, plants photosynthesizing, bikes moving, coal sitting in a pile.
2. Water vapor condenses into:  lightning, rain, grass, clouds
3. Evaporation is when:  rain falls from the sky, water turns into a gas, gas turns into clouds, all of the above
4. When carbon is used and resused it is called:  the nitrogen cycle, the carbon cycle, the water cycle, global warming
5. Reusing paper is:  climate change, greenhouse effect, an impact on the carbon footprint, more effective than cloth bags
6. The nitrogen cycle has to deal with the transfer of:   water vapor, decay of organism and their absorption by plants, formation of oxygen and photosynthesis
7. The heat of the sun causes water vapor to:  bubble, evaporate, move more slowly
8. Which is not a fertilizer in the nitrogen cycle:  animal waste,  photosynthesis, decay products, anhydrous ammonia
9. Which will have the biggest effect on decreasing your carbon footprint:  driving, using plastic bags instead of paper, keeping a tv with a remote, carpooling
10. When water vapor falls to the ground, it is called:  evaporation, condensation, precipitation, greenhouse effect
11. When farmers fertilize their fields, they are impacting which cycle:  nitrogen, carbon, water, global warming
12. Respiration happens in which cycle:  nitrogen, carbon, water, global warming
13. Lightning affects what cycle by transferring a product to a different sink:  water, carbon, tree,nitrogen
14. What cycle is NOT affected when we breathe?   water, carbon, nitrogen
15. Animal waste is able to be used as:  compost, fertilizer, fuel, all of the above
16. List 3 ways carbon is released into the air from other sinks.
17. What is the biggest producer of CO2 into the air in the carbon cycle?  ducks,grass, people,power plants
18. How does global warming affect you?  temperature extremes, how much CO2 in the air, a rise in the ocean, not at all, all of the above if it gets hot enough
19. Why can sunlight get in but not get back out of the earth's atmosphere with the greenhouse effect?  the waves are shorter on the way back out to space, the waves are longer on the way back out to space, the waves get trapped in carbon sinks in the water
20. If CO2 levels rise over time on data collection station, is this evidence for global warming?  WHy or Why not?

Questions for the Quiz, Block 1 Ideas

1. Does global warming exist?  Why or why not?
2. What are 3 things you can do to reduce your carbon footprint?
3. List 3 types of carbon sinks.
4. What is an example of a transfer mechanism?
5. What is climate change?
6. Draw a picture of the greenhouse effect.
7. What is the major greenhouse gas?
8. Which cycle is most important?
9. What cycle is affected by decay of organisms?
10. What is an advantage of driving a hybrid car?
11. Fossil fuels affect the _________ cycle the most.
12. Can you stop climate change?  Explain
13. List three nitrogen sinks.
14. Who contributes most to the nitrogen cycle wastes?

Wednesday, 10/14

For the first half of the period, work on finishing your Benchmarks. You will not be able to upload them until tomorrow.

The second half will have you watching three in series of 5 YouTube Video. I am interested in observations, not a vocabulary soup....As you watch the video, try to figure out the processes involved in forming the Sun, and the planets. For each video, you need to write at least 5 statements about the content (you can write more if you want). These are your notes and should be done as a group at the end of each video.

Video 1: The Sun




Video 2: The Inner Planets


Video 3: The Solar System

Click here

Monday, October 12

Today, we will be working on your videos and writeups.  HAND IN YOUR CYCLE POSTERS SO LUCAS can take pictures of them....

Step 1:  Make your video, using a FLIP (Elizabeth will get from the media center 1st hour) or your camera. Make sure you state your FIRST name and your topic at the beginning.

Step 2:  For any of the bulleted items in the post below that were NOT covered in the video, write a sentence or two of summary on how you are affected in your life by the item listed.

Step 3:  Your video must state an opinion on whether or not you believe global warming is occurring.

Step 4:  Your video must state an opinion on whether or not you believe climate change is occuring.

Step 5:  By Friday, the video must be uploaded to YouTube.  I have an account if you do not have one.

Tweet questions.

Public Service Announcement--Global Warming BM

You wll be creating a commercial to post on Ireport or YouTube.  This will regard YOU, the earth, the biogeochemical cycles, and global climate change.  A public service announcement is a way to inform people about a given topic in a short period of time.

Your PSA or that accompanying written report must address the following:

• Your role in the earth system (some of your choices)
• Your role in the water cycle
• Your role in the nitrogen cycle
• Your role in the carbon cycle
• How you would be affected by the greenhouse effect
• How the cycles can affect climate change
• How the earth can change with global climate change
• Data collected by scientists on each cycle
• How you generate your carbon footprint
• How you can reduce the size of your carbon footprint

You must talk about sinks, transfer of materials from sink to sink, energy, temperature, global footprint and the terms/data found in the cycles.

This is due on Tuesday, 11/14.

BM: Your Carbon Journey

Think of 20 lifestyle choices you want, including

1. your desired living location
2. your desired country
   
3. type of vehicle
4. where you get your food
5. what you eat
   
6. heating/cooling systems
7. type of home
8. where you work
9. amount of garbage you produce
10. number of children you want
11. 11-20 are choices you design.

For each choice, label which geochemical cycle are MOST affected by the decision, and why.

Word UP! Unit Game

We have talked about a lot of things this unit:

sinks
transfer
water cycle
carbon cycle
nitrogen cycle
global climate change
greenhouse effect
opinions
facts
lifestyle
carbon footprint.

Today, you need to take all of these ideas and expand on them by making a product that shows me your understanding of how the ideas are interrelated. This could be a puppet show, video, game, song, or something else.. You will have today to create this product, and we will share on Tuesday.

Geochemical Cycles, Monday

Each person must complete TWO or THREE of the following, and print the summary at the end. Each table needs to divide up the quizzes so that there will be at least two samples of each per table. Doing these quizzes should take you about 15 minutes.

Carbon #1
Carbon #2
Carbon #3
Carbon #4

Now, we need to find out about the Carbon cycle. Print off one copy of each of the following documents and bring back to your table. Read and share the information with one another, underlining the top facts in the article (underline no more than 5 sentences). As a table, highlight with a yellow marker anything your group decides is an OPINION, and not supported by evidence.

Article 1
Article 2
Article 3
Article 4
Article 5
Article 6

Take a look at your group's carbon footprint data, and personally decide the FIVE most important things that you can do at this point to reduce your carbon footprint. Each person should make a poster that has these FIVE things listed, as well as graphics to support your choices.

Hand in the group readings and the posters at the end of the hour. Paperclip the material for each table.
Questions: Tweet me, please!

Alternative Energy Quiz

Click here

Vocabulary review on Alternative Energy QUIZ MOVED TO THURSDAY

Passive Solar: using solar energy with thermal mass to heat housing without extra mechanical devices

Active Solar: using solar energy collected through a panel to generate electricity

Wind Energy: Harnessing the power of convective heat transfer to power a device to create electricity or energy

Insulation: Materials designed to prevent heat loss.

Turbine: A device that is designed to convert energy from one form to another.

Furling: The down slope of a curve when the windmill no longer functions as well as it should because the speed is too great.

Thermal mass: materials designed to warm up from the sun's radiation, and then to cool into the air when the sun is not present

Multiple Pane Windows: Windows that protect against heat loss because of an air space between the glass layers.

Annual Cost factor: the amount of money saved by using appropriate insulation. Click here

Alternative Energy: Any type of energy that does not take fossil fuels, and minimizes the impact on the environment

Heat Loss: Locations in a home where the energy loss can be found

Radiant Heat transfer: moving heat from one location to another without touching.

You Decide

Your parents, impressed with your new-found knowledge in the area of alternative energy, want to know which technology would be best for your home and your budget.

1. Based on your classroom knowledge, define passive solar, active solar, and wind energy. Draw a sketch to accompany each definition.

2. Draw a sketch of your home, noting where the windows are in relationship to N, S, E, or W.

3. List three pieces of evidence for the technology you choose. This is based on work done in class.

4. Find the cost of the technology you choose. This is based on Internet research. At least 3 URLs must be listed, along with the cost at each website.

Finally, check out EcoGeek to find two additional pieces of evidence that support your idea. Make certain you reference the title of the blog post, or the URL where you found the information.

This is due on MONDAY, 9/28, at the beginning of class.

Solar Ovens: passive solar technology

Your goal is to design, with ONE partner, the best solar cooker for here in Iowa.  You may modify one of the following designs:

Pizza box cooker


Open Box cooker


CD cooker

Pringles can cooker

Pop bottle cooker

Remember, these designs are only starting points.  You can add insulation, reflective foil, or black paint to make things better.  You will have 60 minutes in class on Tuesday to design these.  Ovens are due at the start of class on Thursday.  You will heat a) a thermometer and b) a marshmallow OR b) water to test their effectiveness.

Solar Cars--Active solar cell technology

Please answer the following questions on the blog:

1.  What were the problems with using solar cells alone to power a vehicle?
2.  Why does gear ratio matter?
3.  How do angles affect the performance of your vehicle?  Specifically, what angles are you talking about?
4.  Which do you believe to be more effective alternative energy:  active solar or passive solar?  Why?

WIND ENERGY VIDEOS

Group Wind Notes

Here is the compilation of everything you came up with about WIND ENERGY

Pros

• Great source of energy
• Saves fossil fuels
• Little noise
• Modern wind turbines are far less harmful to wildlife
• Saves money
• Creates jobs
• Natural Resource
• Doesn’t emit harmful emissions
• Clean energy
• “Green”
• Can be used day or night
• Receive significant federal subsidies
• Used for pumping water, grinding grain, sawing, and pushing a sailboat

Cons

• Costs a lot of money
• Needs a large amount of wind
• Takes lots of space
• Kills birds
• Drag of blades
• Few people know much about wind energy
• Turbines are huge
• Vulnerable to weather
• No power plant is reliable 100% of the time

Design

• Short in the blades
• Flat towards middle
• Small number of blades
• Lighter materials
• Thin blades
• Angle of blades
• Smooth surface
• Blades are smaller at end for less drag
• 50-90 meters tall
• 3 blades
• Efficient blades
• Want less drag
• 2 basic designs- vertical – egg beater or horizontal axis
• Backed up by a generator
• Small tip
• Tower is made of steel
• Blades are made of fiberglass with polyester or wood epoxy

Other

• Shorten blades
• Changing the pitch
• Less blades
• Lighter materials
• Smooth surfaces
• Wildlife problems

Energy Effect

• Power many houses

• Saves many needed resources
• Lowers energy cost
• No air or water pollution
• No greenhouse gases
• 1 turbine could supply 1400 houses in 1 hour
• 100% reliable
• Wind energy is converted form of solar energy
• Fed into electric power lines and delivered to customers
• 1 megawatt of wind
• Transforms kinetic energy of the wind into mechanical or electrical energy harnessed for practical use
• Wind energy requires production tax credit (ptc) to achieve economics
• Wind energy is unpredictable
• Wind energy is more expensive than conventional energy

Equipment Problems

• Creates drag if not made right
• Time consuming to make blades
• Build up of junk on the blades
• If something breaks someone would have to go up high to fix it
• Long time to fix them
• Very expensive
• More power than electricity

Puzzle Piece Notes on Wind

AWEA
Iowa Energy Center
Wind Myths
Wind Blade Design

Wind Energy

Click here for maps

FRIDAY ASSIGNMENT

I had a family emergency overnight, so I will not be in.  Ask PT if you want more information.  Here is your assignment.


Step 1:  Answer the blog post on SPF using your gmail account.  If it doesn't work, handwrite it and hand in.

Step 2:  Use a scissors and carefully cut southern windows and eastern windows on your shoe box house.

Step 3:  Place a wall that is 1 to 2 cm thick into place using manila folders and the insulation you brought.  Tape is on the file cabinet....

Step 4.  Make Double Pane Windows by placing Saran Wrap over the window openings.

Step 5:  Place a thermometer inside your house so you can track the temperature through the window wrap.  *Hint:  The lid should open and shut, for easy access.

Step 6:  Place a heat lamp 80 cm away from your house, as shown in the diagram  Track the warming rate for 5 minutes and then the cooling rate for 5 minutes.

Congratulate yourself, and keep those houses on top of the cabinets on the east wall.  Put your names on them. We will be using them next week!

SPF Protection lab

Based on what we did yesterday, what do you think is the purpose of SPF suncreen?  What mistaken ideas (misconceptions) might people have about sunscreen effectiveness?  What did you observe in your lab that might help change their minds?

Passive Solar Models

Energy Savers

Connections to Heat Transfer

Windows matter

 Insulation 

How big?

Building Solar

Earth Science Quiz

Click here

BM 5: Plate Tectonics

Create a series of 4-6 coloring pages that will indicate your knowledge of the following concepts. The pages are designed for 3-5 graders. Terms that are not used in the book will be defined on a final vocabulary review sheet.

Heat Transfer

Convection

Conduction

Radiation

Plate tectonics

Radioactive evidence

Fossil evidence

Seafloor spreading

Ring of Fire

Earthquakes

Volcanoes

Plate boundaries

Sedimentary rock

Igneous rock

Metamorphic rock

Prevailing winds

Layers of the earth

Alfred Wegener


THINGS to REMEMBER

Cartoons are meant to be line drawings. They should be drawn in one color of ink (a Sharpie marker works great for this). You may create them using a paint tool in powerpoint or by hand. You may not simply use clipart, although you may print something and trace.

Grading Rubric

10	7-9	3-6	0-2
Use of vocabulary concepts (x2)	All concepts correctly illustrated or defined	One or two minor concept mistakes	Four or more concepts missing	More than half of the concepts missing
Examples are relevant to young children (x1)	All examples are relevant	Minor mistakes in examples	Examples are haphazard or unclear	Examples don’t make sense to young children
Composition of coloring page(x1)	Drawings are original composition and not smudged. Drawings include a statement that explains the coloring page in language kids can understand	Drawings look like they were ‘borrowed’ from someone else. Drawings include statements that are unclear or hard for kids to understand.	Drawings are smudged and look like they are not original. Statements are unclear or missing.	Drawings are messy or indecipherable. Statements are unclear
Concepts covered (x2)	Coloring pages cover 10 or more concepts correctly. A vocabulary page is included	Coloring pages cover 7-9 concepts correctly. A vocabulary page is included	Coloring pages cover 4-6 concepts corectly. A vocabulary page is included.	Coloring pages do not cover concepts correctly, OR a vocabulary page is NOT included.

This is due on Thursday, September 3.

Sample Quiz

Sample Quiz

Sci.SI1.5: Students will model heat transfer mechanisms as a rationale for weather and plate movement on the earth.



Students will:
Sci.SI1.5.1: Contrast convection, conduction, and radiation inside the earth, in its water and weather patterns, and from the sun.
Sci.SI1.5.2: Examine the prevailing winds at different locations on earth, and discuss the movement of weather systems.
Sci.SI1.5.3 Model plate tectonics, earthquakes, and volcanos.
Sci.SI1.5.4: Analyze fossils and other technologies for tracking plate movement

Big Ideas #2, Unit 5

The earth is made of layers, including a core, inner core, mantle, and crust.

There are three types of heat transfer: convection, conduction, and radiation. Each is important to the earth. Convection happens with gases and fluids.

Properties of earth materials mean that they heat and cool at different rates, even if they receive equal amounts of radiant energy.

Convection currents move magma inside the mantle.

Radiation and convection currents move weather systems.

Uneven rates of heating and cooling create currents, or winds.

The ring of fire has many volcanoes, and a great deal of earthquake activity.

Not all plate boundaries have earthquakes and volcanoes. And, sometimes, earthquakes are caused by other factors than plates.

People live in many places around the world in spite of natural hazards, including weather, ground shakes, volcanoes, tornadoes, and floods.

Claim vs. Evidence

Make a claim related to wind about a) hurricanes, b) Alaskan weather systems c) Iowa rainstorms. Then, brainstorm a list of weather tools that could be used to help you gather specific evidence to support your claim.

Rewrite the definition of prevailing winds from this Infoplease article in such a way that a fifth grader could understand it. Use a diagram and concepts learned in this unit to support your ideas.

Finally,

Why would anyone live in an area where an earthquake was possible?  Explain your thoughts in two to three sentences.  Then, go to here and look at the earthquake data.  What surprises you the most?

Big Ideas #1, Unit 5

Plate tectonics is a claim by Wegener that the Earth's continents fit together like puzzle pieces. He did not live to see his theory accepted.

Acceptable evidence includes fossil connections, radioactive dating, and seafloor spreading.

Seafloor spreading was discovered as a by-product of World War II. On either side of a sea floor spread is a symmetrical rock band made of basalt. In this band, we can see that on a somewhat regular basis, the north and south pole change places.

There are three main rock types: sedimentary, igneous, and metamorphic.

Rocks are made of minerals

Fossils are a living thing that turns into rock over time by being covered with sediment and water. This means that fossils are found in sedimentary rock.

Igneous rock is found mainly as a result of volcanoes. Obsidian and basalt are common igneous rocks.

A visual picture of this event:



The earth will probably not end in 2012.

Welcome to the 2009 School Year!

I am looking forward to having the opportunity to teach all of you this year, and to learn with you about the world of science.

Murder Mystery Story

HR DIAGRAMS


Life Cycles of Stars

The Effects of Mass on Life Cycle


As you go through the timeline, jot down ideas of how stars evolve. Include facts such as mass, color, elements, and the type of death they undergo. You will be writing a murder mystery story on one of the stellar characters you encounter. Story should be 1-2 pages, typed.

Hubble Deep Field

Go to the Hubble Galaxy Hunt activity. Take the time you need to explore, but when you are done, I need you to write a 4-6 paragraph reflection on your impressions, including data, statistics, and size factors. Do this on your blog. I will know it is the right post because I want you to link the image that is found here as a picture on your blog.

Origins of the Universe

Watch the video segments found at http://www.pbs.org/wgbh/nova/origins/program-3114.html as a class on the video projector.

As you do that, you need to answer the following Questions

After Segment 1:

What is the difference between the steady state theory and the big bang theory?
What did Robert Wilson and Arnio Penzias do?
How did Robert Wilson feel when compared to Einstein?
What do we call the radiation they discovered?

After Segment 2:

What is COBE and what does it study?

After Segment 3:

How is CBI different than WMAP?
What problems did the astronomers have with the equipment?
What successes did they have?

After Segment 4:

What will happen to the blotchy dense microwave parts shown in the videos?


After Segment 5:

Why can't you make an element higher than iron in a star?
How do we get the elements that are heavier than that one?
Why do we say humans are made of stardust?

After Segment 6:

How do light waves tell us about the properties of elements?
Is their life out there?


When you get done, the teacher will go to the Origins website to take a look at the History of the Universe and the History of Life timeline. How do the timelines match up or differ?? Discuss this as a class. Then, go to the Alien arguments that are pro and con. You will be asked to defend your ideas on life in the universe and the age of the universe later.

Science Videoes to Watch

Planetary Models and Information

Today, you will be researching a part of the solar system as we think about the size of the solar system.  Assignments are as follows:

Emily P and Kaity:  Jupiter
Jack and Cole:  Mars and Mercury
Travis:  Earth
Austin and Brett:  Venus and the Heliopause
Emily McWilliams and Thomas:  Saturn and Uranus
Stacie and Kayla:  Comets and the Oort Cloud
Stephen and Sara:  Asteroids and Meteors
David and Mike:  Pluto and the Kuiper Belt
Hannah:  Neptune


You need to find the following information, using http://www.nineplanets.org as your first source (you can use other sites, too, but check here first).

How big is it, atmosphere, space missions, if it has volcanos, if it has a molten core, what things can hit it, temperature, if humans can live on it, what type of moons it has, how long it takes to go around the sun, if we can see it with the naked eye, how far it is from the sun (in miles).  Put your information together in a poster.

Now, answer the following questions: 

What was the most surprising thing you found out today?
What did we find out in the space missions, and why does it matter?
How would you explain how far away this object is to someone using an analogy (that's a tough one--try looking here for a hint)
Will we ever travel beyond our solar system?  Why do you think so?

Climate Change and YOUR life

Today, we are trying to apply what we have learned.  Go through the game on climate change here

Then, you get a turn as a leader dealing with climate change.  That game is located here.

Then, try a final calculation on climate change by going here. 

When you get done, write a 1 1/2 to 2 page reflection on climate change and personal responsibility.  Hand into your teacher before you leave today.

Day 3 Dream House

Today, you need to draw the carbon cycle, the nitrogen cycle, and the water cycle and look for interactions between them. Draw the carbon cycle in RED, the nitrogen cycle in GREEN, and the water cycle in BLUE. Draw connections in BLACK (You may need to borrow markers from Mrs. Naughton). Now, look at your house location. Mark with a * any reservoirs that you see in or around your dream house. Then, come up with a way to add two reservoirs in your home design. Explain how this would impact your life.

Find out what you can about the geology of your area. What does the ground you live on look like? Draw a picture of how the ground looks below the surface, and explain why you think that is so. Here is an example of Iowa geology :

The Dream House--Day 2

Now that you have your temperature information, let's find out about your housing costs.

Use the windows site to compare the cost for heating and cooling for double-pane vs. triple-pane windows. Which will you put in your house as windows need to be replaced? Assume double pane windows are 150 each and triple pane are 250 each. Explain, in detail, your reasoning (Show math)

Now, draw a picture of the carbon cycle, the water cycle, and the nitrogen cycle, and how they interact with one another. The carbon cycle words should be in one color, the water cycle in a second, and the nitrogen in a third color.

The House of Your Dreams--Day 1

USE YOUR NOTEBOOK.
Think about where you want to live as an adult. Write a location down and tell me why you want to live there. Tell me the size of your family, in detail.



Now, pick one of the following careers. For the purpose of this exercise, it must be one of these:

a) financial advisor
b) teacher
c) construction worker
d) energy lineman worker
e) boat captain
f) day care worker
g) cable repairman

Go to http://online.onetcenter.org/ and find out job information, including a median salary, for this job. Print it out and DON"T LOSE IT. You will need it for the rest of this project.

You find out that a job move is in your future. You need to move within 30 miles of one of the following.

a) Fargo, ND
b) San Francisco, CA
c) Galveston, TX
d) St. Louis, MO
e) Omaha, NE
f) Honolulu, HI
g) Raleigh, NC
h) Colorado Springs, CO

Research to find out if hurricanes, tornadoes, floods, earthquakes, volcanos, fires, rainstorms, blizzards, or any other natural disaster can affect your new home.

Decide on a house. You need to go to http://www.realtor.com/ and find a house. Print out the primary page you need.

Water usage: Go to the calculator and find out how much water your family will use by doing the quizzes at http://www.tampagov.net/dept_water/information_resources/Saving_water/Water_use_calculator.asp and http://ga.water.usgs.gov/edu/sq3.html Explain, to the best of your knowledge, the differences between the quizzes.

Energy usage: We need to find out about the average climate in your chosen city. Find out the temperature month-by-month, and the amount of precipitation that falls.

Learning About Cycles

Today, we are looking at various cycles

The Nitrogen Cycle

The Carbon Cycle or The Carbon Cycle2

The Water Cycle and Water Treatment Cycle

You should be playing the games for at least 30 minutes.

When you get done, you will need a three sheets of typing paper.  Fold each sheet into four sections.  Label the sections:  nitrogen, carbon, water, and global warming

On the first sheet, write RESERVOIRS.  You need to identify at least 5 storage places for carbon, nitrogen, and water...although there are more in each.  In the global warming segment, you will need to comment on how these storage sites affect climate change.

On the second sheet, write TRANSFER MECHANISMS.  This is how the cycle item moves from one location to another.  Again, identify at least 5 ways that things move in each cycle.  In the global warming section, identify if there is any heat transfer (conduction, convection, or radiation) in the processes that could lead to climate change.

On the third sheet, write HUMAN LIFESTYLE.  Some of the cycles have more of a direct impact on people than others.  Write down effects on human beings in each cycle.  DO NOT fill in the global warming segment.

Hand in the three sheets, with your name on each sheet, at the end of the class.

If you get done early, study for your test.

Your Personal Footprint on the Planet

Take a look at your carbon footprint by going to do the tests here and here.  When you get done, make a poster detailing THREE changes you can make in the next month.

Wind and Solar Energy

How likely is a wind farm in Delaware County? Give 3 reasons for your answer. Then, tell me what you know about wind energy. Resources that might help you are found at AWEA

Puppet Show reflection

• Tell me WHY the shadows are the shape they are in your video clip. 

• Explain how you got colored shadows, where there is an umbra, and where there is a penumbra.

• Why did you choose to have the shadows be the size they are, and how could you have made them bigger? 

• How did the colors you used set the mood for the music you will use?

• How could the shadow show be modified to make the shadows as small as possible?

Science of Color

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=42

http://www.learner.org/teacherslab/science/light/color/shadows/index.html


How can you make colored shadows for your puppet show?

What mood does color give you in your presentation?

How do you combine colored shadows and the size of the shadow for maximum effect?

Straw Flutes

Today, you will explore the possibilities of instruments with straws. First, try to make a reed instrument with a straw. To do that, use a straw and cut it like this.

Or check out this link


Next, try to make a musical flute using straws of different lengths using the sample picture






















A slide flute can be made using straws, also.






You can also make flutes with test tubes by adjusting the amount of water in each tube. Use the test tubes in the sink to the left of the microwave, and wash them (with soap!) when you are done.

The goal, of course, is to make a flute that can play a beautiful tune. When you get a flute that does this, make a 10-20 second video of your piece using the camera on my desk (batteries are on the microwave)

Here are two examples:





WHEN YOU ARE DONE, DO 6 of the Physics to Go questions at the end of Lesson 4.