Personal Reflection on Videos

Once your video is uploaded to youtube, you need to watch it and another class video by going to the youtube channel:  marciarpowell   Write your name and your partners names.

Answer the questions for BOTH videos:
What colors can you see on the sheet?
What color of shadows can you see?  Is this the same or different?

With the sound off, watch another person's video.   What does the color tell you about the story?   The mood?   Can you explain a plot with a beginning, a middle, and an end? (Answer in one or two sentences)

List a specific example in your video where there is a fuzzy-edged shadow( ____seconds)  How was it formed?

List a specific example in your video where there is a sharp-edged shadow( ____seconds)  How was it formed?

List a specific example in your video where there is a penumbra, or lighter shadow( ____seconds)  How was it formed?

List a specific example in your video where there is an umbra, or darker shadow( ____seconds)  How was it formed?

Were there any wavelengths of light you could not see in your video?   How could you tell?

Explain how you could improve your video to make the mood better through lighting or to make the quality of the shadows better.

Parts of the EM spectrum Notes and Activities

Teachers' Domain: Tour of the Electromagnetic Spectrum: Radio Waves

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE





ttp://www.pbs.org/wgbh/nova/gamma/spectrum.html



Discussion Questions

What are electromagnetic waves?

What is a photon?

Name one manufactured device or natural phenomenon that emits electromagnetic radiation in each of the following wavelengths: radio, microwave, infrared, visible light, ultraviolet, X-ray, and gamma ray.

Which type(s) of electromagnetic radiation do human bodies emit? Which type(s) can our senses detect?

List three ways that electromagnetic radiation is used to improve our everyday lives. 

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Everybody has at some time thrown a pebble into a puddle and observed the ripples spreading across the surface.  Some of us don’t stop until the puddle has been completely filled with every loose piece of debris in the vicinity.  Now let’s dive in a bit deeper into the physics.

Select the Wave Interference simulation

1)      Before you change any settings

a.       What is the shape of the pulse?

b.      How can you explain this?  Talk about crests or frequency.

Reflection:

2)      Increase the amplitude to maximum.

3)      Turn off the water and add a vertical wall (bottom right button) across the entire width of the tank.

4)      Turn on the water for just a couple of drips.

5)      Observe the wave reflection from the barrier

a.       What is the shape of the reflection?

b.      In what ways does it differ from the incident (incoming) wave?

c.       Compare this result to what you learned about reflected pulses from the wave on a spring demo?

Interference:

6)      Allow the faucet to run.  Feel free to adjust the frequency.

a.      What do you think the particularly bright and dark spots represent?

7)      Show the graph and observe the last couple of waves in front of the wall.

a.       Once again, considering the wave on a spring demo, what do these last waves on the graph remind you of?

8)      A second example of wave interference can be seen by removing the barrier and turning on a second drip

a.       Draw or describe the resulting pattern.

b.      How are the dark & light stripes similar to and different from standing waves?  (Hint:  Look at the graph again)

c.       What do you think may be happening along the gray rays?

d.      How can you test your ideas?  Hint:  Consider the purpose of the horizontal dashed line.

e.       Perform the experiment.  Was your hypothesis supported or rejected?

9)      Adjust the drip frequency, pausing a few seconds for the image to stabilize after each change.

a.       How does drip frequency relate to the number of rays?

b.      What is the range for the number of rays you can generate?

c.       Is there a pattern?

10)  Return the frequency to full and double the drip spacing.

a.       Now how many rays can you count?

Learning about Waves

Use the directions found here

to work with the Phet Application Wave on a String


When you are done,
Write down ten observations of transverse waves.
Draw a transverse wave and label the parts.

Frequency of Musical Notes

Frequencies



Speed of sound at 70 degrees = 341.5 m/s


speed = wavelength * frequency

OR

speed/frequency = wavelength

Waves on a Spring

Yesterday, you wrote several terms on the whiteboards (they are in the front of the room.) Today, write each of those terms in your blue book.


Use the website found at http://phet.colorado.edu/en/simulation/wave-on-a-string and make three observations about how these terms change as you manipulate the slide. If the lab will not allow you to do something for the terms, just write n/a in your book.

For example:

standing waves: As I change the frequency, ________________________ As I change the damping (how fast the wave dies out, ___________________

Energy and Springs

Play with the simulation found at http://phet.colorado.edu/en/simulation/mass-spring-lab and gather data to explain to me how PE changes to KE, or do the worksheet found HERE.


Put the answers in your blue book.

Energy Everywhere

The word ENERGY has lots of contexts. That means there are many things we can talk about--like renewable energy, or energy in our home, or mechanical and chemical energy.

Take a look at the following, and write a summary paragraph about how energy is used in each one


Simple Machines (look at two different rooms, identify the 10 machines in each in your blue book, and then write a summary paragraph.

Crash Scene Complete as much as you can of Activities 1-4, and then write a summary paragraph. If you want to print a worksheet, you may.

Compound Machines Complete what you can but don't write anything but a summary in your book.


Today we focused on MECHANICAL ENERGY, divided into Potential and Kinetic energy. Write a definition for all three terms in you experienced after reading this

Vocaroo

Tape your audio overlay with Vocaroo

Toondoo assignment

By samanthap13 | View this Toon at ToonDoo | Create your own Toon

You may work in pairs of TWO or by yourself for this assignment.

Using your concept maps, you have tried to come up with connections to the following ideas. I have left these concept maps on the side table, and you may use them as long as you RETURN them at the end of the hour.

A GOOD cartoon combines humor with knowledge. Some people have the gift of humor; others have the gift of sharing information. The best cartoons for education have some of both.

Create a series of 6-10 cartoons that cover the topics assigned to you.

Day 1: Define all the words
Heat transfer

Conduction

Convection

Radiation

Weather patterns

Prevailing winds

Plate tectonics

earthquakes

volcanoes

fossils

GPS

radioactive substances

climate change

rock cycle

carbon cycle

nitrogen cycle

water cycle


Start sketching cartoons. If you get one or two done, make a ToonDoo account and start creating.

Day 2: Toondoo Workday

These will not be due on Monday, but this is the ONLY class time I can guarantee you. Use it well.

Questions? Txt me at five-six-three six-oh-eight nineteen-hundred

Climate Change and Persuasive Reasoning

Day 1:

Pick the five most persuasive arguments you see from your own sheets or the arguments of someone else.  You may use science, political, religious, or economic arguments.  Then, create a persuasive product (poster, power point, paper, ppt, video, song, etc.) that details your position and your argument.  This is due at the beginning of the class tomorrow.

 Day 2:

An argument is only persuasive if you can find evidence for it.  Throughout your arguments, look for specific EVIDENCE, listing the URL source and why you believe it is effective support for your argument. 

URL values:  a national organization focused on science, like TED, NASA, NAP, or AAAS (10 points)
A political or economic think tank's data (5 points)
A national religious organization viewpoint (5 points)
A private organization that supports a viewpoint (e.g., Pheasant's Forever) (4 points)
A blog (2 points)

VIDEO Watch:  We'll be watching the following, and writing a 1 page review of the ideas presented here, and whether or not you agree with them.

 

Cape Wind--or Not?

Wind Energy Resources

Wind Speeds
Wind Generator Calculator
GIS Maps
Google Maps
Wind Speeds
Iowa Power Lines

Building the Universe 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 (do something), use some type of computer technology (a video clip or online game), and be of high quality (meaning posters that follow recommended guidelines given in class). Usually this means a game, a 3d activity, a video or powerpoint or game online, and several posters or children's books. CREATIVITY and PRESENTATION matters.

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? What should the average consumer know about other star types?

Exhibit 3: What is important to know about our solar system? Think beyond listening them in order to the distances and sizes between them, asteroids, comets, moons, and where we have explored.

Exhibit 4: What are the characteristics of our galaxy?

Exhibit 5: How do sunspots affect life on earth OR what are the constellations?

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

Extra Credit:  Tell me about the case for intelligent life in the universe.  Are we alone........or not?

Recommended links include those we have used previously as well as the following:

Solar System

Solar system weight

Discovery Education videos

Sunspots


Spaceweather


Planets

The UNIVERSE and You.

For the last two weeks, we have been studying HOW BIG the universe is, and HOW it was made.  Today, you will be creating a personal 2-sided model on your understanding. A model can be a picture or  a concept map with explanation, or a series of statements or a story that are somehow connected. At any rate, your model is UNLIKE anyone else's, because you are a UNIQUE person.  TO start this activity, I would suggest you look around at the links, writing yourself notes and sketching ideas for at least 30 minutes.


SIDE 1:  Tell me about our star, our solar system, our local galaxy, and the local galaxy cluster.  In some way, represent the following

• stellar life cycle
• terrestrials
• gas planets
• asteroid belt
• Kuiper belt
• powers of 10
• life
• gravity
• orbit
• Milky way galaxy
• black hole
• spiral arms

SIDE 2:  This model is a V.  At the point of the V, place the words Big Bang.  At the top of the V, put "about 14 billion years"  Then, using the diagram above, and the links below, fill out the V scape to show your understanding of:

• energy
• pieces smaller than atoms
• fusion
• galaxies
• size of the universe
• local galaxies
• stars
• chemical elements
• speed using the Doppler effect
• supernovas
• dust clouds (nebulas)

Please give any mini-marshmallows that you brought to Melyssa.  Melyssa will label them and put them in the wooden back cupboard and we will use them for tomorrow.

Hand these models in at the end of the hour.

LINKS:

Supernovas

Local Universe

Doppler Effect

Powers of TEN


History of the Universe

Planet Quest

Galaxy Zoo

Wind Energy Case Study

This is your chance.  Based on the characteristics identified yesterday from the Cape Wind Project, you now have a chance to locate a wind farm somewhere in the WDCCSD district.

Your possible evidence includes:

Wind Maps   (You need to examine and put into table format)


Wind Calculator  You need to decide on a specific turbine between 800 kW and 2000 kW and test it for at least 4 locations at a height someplace between 150 ft and 200 ft.  Show the data collected in a table format.


CREATE a poster that details the best location, in your opinion, based on the data and the factors presented in class.  Attach your data sheets and group information to the back.

Bear Creek Wind Farm

Watch the movie clips found here on April 19.

Tomorrow we will be finishing the solar ovens.  Someday this week, we will try them out.  We also will be working on wind energy.

Solar Energy

Today, your goal is to take notes about PASSIVE and ACTIVE solar energy.  As you go, think carefully.  Tomorrow you will be bringing materials to class to build a solar device.  You will be able to either use a solar cell (you can get one at Walmart by disassembling one of the solar yard stakes for about $3)  to make a motor move or build a solar oven.  I will provide paint and glue.  YOU need to provide everything else.


ACTIVE SOLAR CELLS  
When you get done with this post, write a 2-4 sentence summary about what a solar cell is and does.


PASSIVE SOLAR

Solar Cooking

What would you use for a cover, a reflector, and insulation?  Work with one or two people to generate a list of solar oven materials you need,and read the following.


What happens when solar energy strikes an object?
Here are three possibilities: it may be transmitted through the object, the object may reflect the
solar energy, or the object may absorb it. Most objects do all three, but some are better at each
than others.
It is useful knowledge to understand how different materials transmit, reflect and absorb solar
radiation. For instance, in the case of a solar cell, it is important to coat the surface with a
material that is a poor reflector—we want as much light as possible to enter the cell.
Accordingly, creating comfortable, well-lit homes, schools, and offices requires an
understanding of which building materials transmit, reflect, and absorb solar radiation. (After
experiencing this lesson you may even begin to select the color and texture of new clothing
purchases depending on the strength of sunlight during the seasons!) For your solar cooker,
choosing materials based on their ability to transmit, reflect and absorb is important and may
make a big difference in your cooking success.

Did this reading change your ideas?

What properties of transmission, reflection, and absorption of light would you look for in the
materials used to build a solar cooker? (For example, should your cover be a better transmitter,
reflector or absorber?) Make a materials list for the three (3) parts of your solar cooker and
explain your reasons for choosing them.


Cover (Glazing)

Insulation

Reflector

Hand in your sheets from yesterday to Melissa.  See you Friday!

Footprints you leave on the Earth

Nitrogen

Carbon

Here's the Question:  If it's not a big deal, will you make changes even if you don't believe it?

The Perils of Climate Change Opinion

Today, you will be asked to take a look at the issue of climate change.  To do this, you will need to find two print resources and two media resources on each side of the debate.  In addition, you must watch at least ONE clip from Al Gore's Inconvenient Truth and ONE clip from an opponent of global change.  As you do this, you will need to keep track of a) the arguments and b) the quality of the resource being used.  Some of the places below may help you in your search (they are not highlighted as links because I want you to be purposeful in your searching....copy or paste these into the browser, as desired.


Keep track of your URLs as you go

blogs.denverpost.com/eletters/2010/03/24/in-defense-of-climate-science-and-scientists-2-letters
mediamatters.org/research/200911230052
www.chevron.com/globalissues/climatechange/?gclid=COaxn8TH1qACFQwhDQodd1j5ug
www.epa.gov/methane
www.eso.org/sci/libraries/lisa3/beckmanj.html
www.foxnews.com/opinion/2009/11/24/john-lott-climate-change-emails-copenhagen
www.globalwarminghoax.com/news.php
www.gsfc.nasa.gov/topstory/20011207iceage.html
www.pbs.org/now/science/climatedebate.html
www.sciencedaily.com/releases/2008/05/080528140255.htm
www.theatlanticwire.com/features/view/feature/Glenn-Beck-Climate-Change-Believer-821
www.youtube.com/watch?v=c_e92-1C2K0

How energy transfer affects weather

Jet Stream

Microclimate

Jet Stream 2


Water effects


Air is matter

Consequences of Plate Tectonics (earthquakes are scary)

Throughout this unit, we are collecting information to write a story that tells kids about the geology of the earth.  As we have seen in the last 6 months, earthquakes can be really scary, although not always deadly.  Your goal today is to find out all you can about plate tectonics, earthquakes, and fault lines.

Learn about the types of faults (we will discuss this on Wednesday, and watch it in class again):



Watch the animations at http://www.wwnorton.com/college/geo/egeo/animations/ch2.htm#3  For each of the 11 animations, write the name of the topic, and a one sentence explanation

 We want to keep track of earthquakes and use seismology tools to measure this.  Look for patterns and find out where earthquakes are happening at http://neic.usgs.gov/neis/qed/

Find particulars at Exploratorium

•   What is seismology?
•   What are P and S waves?
•   How can we build buildings that can withstand an earthquake?
•   What is retrofitting?
•   Why are there so many sites for live eye tracking?

IF YOU DO THIS CORRECTLY, it will take all block.  There's lots to discover, think about, and discuss with a partner.  When you get done, you should have 2-4 pages of notes, sketches, and ideas.  When we get it done, we'll need to go on to our next step:  talking with kids.

Tweet any questions to me; quiz is postponed until Wednesday.

Vegetable Instruments

Willow whistle

Ocarina from the Inside Out

Hand Ocarina

February 1

Run the Double Elimination Tournament on the mousetrap cars. You can print the bracket sheet here

Try to use the Flip Video to capture some of the excitement for me!  When you get done, you need to do the writeups in your blue book.  It should take about a half an hour to write up your project.  Make sure you have a picture of your machine with your name on it on the Kodak camera.

Then, turn the page in your blue book.  Think of your favorite sport.  Where do you find examples of Newton's laws, inertia, balanced force, unbalanced force, friction, and center of balance in your sport?

Twitter Quiz #1

You must answer the following quiz with your Twitter account by Monday night. Time will be provided in class to do this, but some of you are missing a twitter account or have not followed MAPOWELL. You must get a twitter account.

1. Which of the following has no inertia?

A. An object that is at rest
B. An object that is in motion
C. An object that is changing motion because of a force (N1Law)
D. An object with no mass

2. The difference between mass and weight is that:

A. Weight does not include the acceleration of gravity and Mass does
B. Mass does not include the acceleration of gravity and Weight does

3. Why does the force of gravity not suck you to the center of the earth?

A. Because you are balancing the force of gravity
B. Because you are not balancing the force of gravity

4. Which object has the most inertia when it hits a wall (but, of course, recovers immediately)?

A. A sparrow flying
B. A bug flying
C. An ant crawling

5. Which object has the most inertia?

A. A VW Beetle hitting a fence at 10 mph
B. A truck in neutral
C. A bullet shot out of a rifle

Light Show writeup

1. Explain your story, and the point of your video. Were you emphasizing the figures, the shadows, the background, or a combination?

2. What type(s) of electromagnetic radiation did you use in your video? What is the speed of this(these) radiation types?

3. Is the radiation all one wavelength? Explain.

4. Where do you see evidence of an umbra in your video? A penumbra? Compare the two.

5. How did you place the lights in your video? What type of effect were you aiming to achieve?

6. If I want to light a play for a villain, with big red and black colored shadows, draw a diagram of how you woul put the lights. Indicate where they would be on the top, bottom,or sides of the stage.

7. How can I make a colored purple shadow?

8. How can I make a sharp shadow with no penumbra?

9. How do shadows from the sun change throughout the day?

10. Suggest 4 improvements for your light show.