Science for Everyone

Space Junk

2012-01-05T12:37:00.003-06:00

Lorax Reflection

2011-12-21T11:37:00.002-06:00

Throughout the video, you were presented with animated 'evidence' that you can use to answer the following questions.

What has happened to the biodiversity over the course of the video?

How does supply and demand affect the economics of this story?

What is the environmental impact on air, water, and land in the video?

What is the balance between need and want in this story?

Does this illustrate the Tragedy of the Commons, NIMBY, or both?

Why is the Lorax so unsuccessful at convincing people to change their economics? Is there something that could have been done differently?

Can you think of examples in Iowa that illustrate this event happening?

This 'fable' has been praised as having an environmental wake-up call, as well as being a 'gloom-and-doom' scenario of environmental disaster. Give three points that support each side of the argument.

Tuesday Review

2011-12-20T12:04:00.001-06:00

Each Person needs complete this survey

Your group needs to compile the presentation form

Museum Project in Concepts of Astronomy

2011-12-15T12:01:00.002-06:00

Each group member is responsible for at least one piece. If you have a group of 5, you will need to make 5 pieces.

Piece 1: Create a model of a piece of something in the galaxy (solar system), types of stars, comets, oort clouds, types of asteroids, types of planets, moon features, etc.

Piece 2: Create a graphic story or comic series that shows an astronomy concept in a fun and informative way.

Piece 3: Create a presentation that focuses on the age of the universe, the big bang theory, or the distance scale of space (space is honking big, remember)

Piece 4: Create another interactive piece for your group that focuses on a concept we have covered, such as the life cycle of a star, or fusion, or galaxies, or line spectra, or something else. Interactive could be a series of flashcards, a game, a online quiz, a series of puzzle tiles. Remember, this is meant to inform others and entertain them, not BORE them.

Put all of your artifacts in a box that is decorated appropriately.

Grading:

Individual pieces are worth 30 points for the primary creator of the piece.
Group grade is worth 30 points:

Entertainment and information value: 10
Ability to interact with the materials: 5
Understands size and/or scale of universe: 5
Understands pieces within the universe: 5
Understands the life of a star: 5

Stars, Fusion, and Plasma

2011-12-12T12:26:00.001-06:00

Find out about the following, and incorporate the definitions (and a picture) into a poster. These will be done individually, although you can collaborate on gathering the materials.

Your poster should tell me

1) How these concepts are related to stars

2) How they are related

3) How they are different for different stars

Life Cycle of a Star

2011-12-07T10:44:00.000-06:00

Life Cycles

What happens as a star moves through its life cycle? This is a journey to find out. For each step, I need to know the following

the size of the star
what it is made of
the tools we can use to study it
the balance between pressure and gravity
if fusion is happening
if burps or eruptions are happening

Benchmark on Light and Sound

2011-12-05T12:42:00.000-06:00

Discuss URL for Barbie doll shows

Light Show

2011-11-30T10:34:00.002-06:00

Student-created music

Make a video using the web cam that tells a story.   It must use a series of shadow puppets. Audio will be added to this eventually. Be thinking of the following as you do this:

What colors can you see?
What color of shadows can you see? Is this the same or different?

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 larger shadow( ____seconds) than the puppet. How was it formed?

List a specific example in your video where there is a smaller shadow( ____seconds) than the puppet. 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.

Writeup of your Instrument.

2011-11-28T11:57:00.000-06:00

Detail HOW you know that your instrument has 4 different pitches.
Is your instrument a string, percussion, or wind instrument?

How could we figure out the exact pitch (notes) you are playing? Could we gather data on this?

How did thickness or diameter affect your instrument?

What type of music are you creating? Rhythm, blues, chime, Christmas, or pop are all possibilities.

Draw a sketch of your instrument and list dimensions and materials used.

Basics of Sound Waves

2011-11-15T09:28:00.000-06:00

Notetaking: Remember, 50 points of this unit comes from notes.

I. How are sound and light waves different?

Link 1
Link 2

II. Vocabulary attached to waves

Draw a picture for each of these definitions in your notes

III. What can waves do?

Save a copy of the document found here, if you wish. You may either print this off and fill it out as part of your notes, or just copy the information that you think is important. It goes with the applet found here.

Click to Run

Thursday, 11/10/11

2011-11-09T23:05:00.001-06:00

Hints on writing a script

Go to resource iowa if you need hints. By Friday, you should have a simple script ready to go. This script should entertain and inform me, and help me to understand the terms you defined.

Monday, 11/7

2011-11-07T11:49:00.000-06:00

Task 1: p. 84 (individually)

Mu of Shoe, pp. 86-88

Newton's 3rd law, balanced and unbalanced forces

2011-11-01T11:56:00.001-05:00

Task 1: Complete p. 68-70. Then complete the questions found here.

Task 2: Watch the following

and then this

Then, describe what is happening in terms of potential energy, kinetic energy, and work To do this, make a series of 5 separate pictures and describe what is happening in each.

Task 3: Gather the data on #3-6 on pp. 74-76

Newton's Second Law.

2011-10-27T12:09:00.000-05:00

Newton's second law tells us about how mass and weight are related.

Click on Tab 4

Go through 'The Laws of Motion' and 'Forces in Action'

When you are done, Go to Tab 2 and click on the Gravity Rules Forum Discussion.

Online Course

2011-10-26T11:50:00.000-05:00

Go to http://resourceiowa.org

Login with your gmail account.

Click on Keystone/AEA1, then West Delaware, then Mrs. Marcia Powell.

You will get into a screen that has a class that is

Science - Forces and Motion_AEA 1_WDELA_PS_Forces_Powel

This course requires an enrollment key, which can be provided by Mrs. Powell.

##Understanding Newton's Second Law##

Inertia

2011-10-25T13:02:00.002-05:00

Quiz

Basics of Forces

2011-10-24T12:23:00.000-05:00

http://www.physicsclassroom.com/class/newtlaws/u2l2a.cfm

http://www.physicsclassroom.com/Class/newtlaws/u2l1a.cfm#first
http://www.physicsclassroom.com/Class/newtlaws/u2l1d.cfm

Tuesday, 10/18/11

2011-10-18T09:18:00.000-05:00

Today is a workday.

If you don't know what to do with the pop, try some of these.

*measure the pH of the pop
*shake it for a few minutes, and measure the pH again
*compare the pH of cold and warm pop
*measure the pH of the pop, add water, and watch if the pH changes.
*filter the pop and measure pH
*filter the pop through soil and measure pH changes
* try to measure a volume difference in the pop

Models for Today

2011-10-17T09:24:00.000-05:00

Carbon Sequestration Model

What happens to carbon dioxide trapped in the water or in the soil? You will need to design a lab to try to find out. Materials for the lab will include balloons (upon request), pH paper to test the acidity. You can try to measure the temperature of different pops and determine the mass of CO2, you can measure the acidity of different pop, you can do something else. But you must come up with a model that allows us to understand how carbon dioxide (found in the pop) can be contained in the soil or affect the acidity of your liquid.

**You will turn in a lab procedure and a video for this model**

Geochemical Cycles

We will use a poster for our model. Create a poster that details the carbon cycle, with arrows, and include the role of humans in the cycle. Now use a second color of ink and draw the nitrogen cycle on this system. Finally, use a third color of ink and highlight the water cycle.

Use this model to answer the following questions by drawing in a FOURTH item, a hog confinement farm. Then draw on the model as needed or explain these questions on the back.

A: How will the hog confinement farm affect the nitrogen cycle. Draw in arrows to connect your farm to the nitrogen, water, and carbon cycles

B: Show how the hog farm could use its materials to produce energy.

C: Hog confinement farms are required to have manure management plans. Why? How can this affect the water cycle? Think of phosphorous and local creeks and rivers.

Planning for Change

2011-10-14T12:08:00.002-05:00

Whether we have climate change or not is a futile argument, because people basically argue statistics.

A more effective use of time is to think about planning for emergencies. This can take many forms. You will focus on FOUR of the following plans. Next week, we will build models of the plan of some type. You MUST do the planning for the two choices marked with a **

Planning Idea

Making personal life changes

Carbon Footprint Calculator

Carbon sequestration**

Sequestration..why

More Efficient Machines

Fuel Economy

Water Purification

Weather Monitoring

Noaa funding

Results of Budget

Cycles**

Carbon

Nitrogen

Water

Climate Change and Extreme Weather

2011-10-13T11:54:00.001-05:00

Content Reading

Extremes
Read page 2 of this story

Make a T-chart and read ONE of the three opposite pairs of data found here

My Evidence for Climate Change

2011-10-12T11:55:00.008-05:00

Average Temperature
Ice Cores
Project350
Simulator
The Methane Problem
CO2 Trends

Group 1 evidence
Group 2 evidence
Group 3 evidence
Group 4 evidence
Group 5 evidence
Group 6 evidence
Group 7 evidence
Group 8 evidence

Wind Blade Design

2011-10-04T11:45:00.000-05:00

Wind Power Infor

2011-10-03T11:55:00.000-05:00

Click here

Thursday and Friday, 9/29 and 9/30

2011-09-29T00:11:00.000-05:00

Your goal is to decide, as a table team, whether Cape Wind is a good plan or not. You must gather evidence on one of the following opinions.

Point of View #1:
Many people believe that wind holds great promise as a viable source of alternative energy, and believe that it can be a central component of efforts to sharply reduce use of fossil fuels. They envision extensive build-out of windfarms - especially in areas like the midwest, off the Atlantic coastline, and in mountainous areas of the northeastern United States. Some people even talk about wind as being a primary transportation energy, powering electric trains and cars runnning on rechargable batteries. Many states provide subsidies and have developed other policies to promote wind development. Likewise, many energy companies that once focused on fossil fuels are now turning to wind.

Point of View #2:
Other people are more skeptical, pointing to the intermittent nature of wind, the relatively small output of turbines, and environmental problems including habitat fragmentation and mortality of birds and bats. Many people simply don't want to see wind towers when they look out upon mountainous landscapes and seashores. Some also complain about noise, light flicker, and potential dangers from ice throw and leaking lubricants. Companies proposing to develop windfarms routinely run into resistance by local residents seeking to stop the development of "industrial wind" in their areas. Over time, the opponents have become better organized and many websites have been created to oppose specific wind projects.
(http://klemow.wilkes.edu/Wind.Webquest.html)

Task
Use YouTube to gather at least three viewpoints about the Cape Wind project. Document each YouTube URL.
Find a website that is PRO the Cape Wind Development and one that is AGAINST the Cape Wind Development. Again, Document the URLS

Decide on two of the following roles:

Construction Worker
Estate Owner and Lawyer
Estate Cook
Real Estate Developer
Boat Rental Owner
Local Coffee Barista

Using the information available from above, try to answer the questions from the point of view of the jobs you picked.

Is the wind energy an economic benefit to the area?
Will the wind energy project hurt the local wildlife?
Will the wind project affect my job in a positive or negative way?
Will the wind energy project hurt my visual point of view?
If we don't build this project, will my job suffer?
Will this make my electricity cheaper?

Wind Power Basics

2011-09-26T11:43:00.002-05:00

Task 1: What do you know about Wind Power Poster?

Wind Power1

Wind Power2

Wind Energy and Heat Transfer

Task 2: What is the best place in the West Delaware District to build a wind farm (you need to gather data from two different sites and compare)

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

Task 3: Cape Wind: To Build or Not to Build

Active Solar Energy

2011-09-21T10:36:00.000-05:00

The Role of Insulation

2011-09-16T12:05:00.003-05:00

Task 1: Finding out about insulation

What does insulation do for us?
http://www.energysavers.gov/your_home/insulation_airsealing/index.cfm/mytopic=11510

http://rehabadvisor.pathnet.org/sp.asp?id=10783

How much insulation should an Iowa dwelling have?
http://www.ornl.gov/sci/roofs+walls/insulation/ins_16.html

What can be used for insulation?
http://www.rockwool.com/energy+efficiency/the+role+of+insulation

What about windows?

http://windows.lbl.gov/pub/selectingwindows/selectingwindows.html
http://www.energysavers.gov/your_home/windows_doors_skylights/index.cfm/mytopic=13480

Can a house be sealed TOO tightly?
http://www.fcs.uga.edu/pubs/current/B924.html

Task 2: Decide your floor plan. http://www.sunplans.com/select/list

Calculate the R-value of your home by showing a

Find the R-values for your

*ceiling
*walls
*the south wall (this is probably 1/4 to 1/2 of the R-values of the other walls, because of all the glass.
*floor (optional)

by adding together the R-values table found here

Task 3: Read the article on the Hodges passive solar home and comment on which of the features you think YOUR house has in it. You should be able to identify at least 5 features.

Size, shape, and volume

2011-09-14T11:50:00.001-05:00

Create a 27000 cubic centimeter house that is round and then one that is square. Both should have flat roofs, for the sake of simplicity.

Place an overhead light 30 cm above the two houses.
a) place a thermometer instide of each for 5 minutes and record the temperature change.
======

Insulate your house before you proceed further. Insulation may be up to 2.5 cm thick on the ceiling and 1 cm thick on the sides.

USE an OVERHEAD LIGHT 30 cm above the two houses.
a) place a thermometer inside of each for 5 minutes and record the temperature change.
b) now add a open door and a window opposite the door. Place a thermometer
inside of each for 5 minutes and record the temperature change.

USE a SIDE LIGHT 30 cm from the two houses.

a) close the windows and door with saran wrap or wax paper. Place a thermometer
inside of each for 5 minutes and record the temperature change.
b) make an awning for the windows. Place a thermometer
inside of each for 5 minutes and record the temperature change.

Summative Project on Earthquakes

2011-08-31T11:45:00.000-05:00

Your project for this unit is to incorporate all the information we have researched and discussed into a Google Tour of plate tectonics. You will need to include information on where earthquakes happens, types of boundaries, and the differences between places and faults. Information about evidence for plate tectonics must accompany what This means you'll need some work to identify WHERE you are going and then travel there. An audio narrative will accompany this work, and identification of specific information is expected.

How will we grade this? We'll brainstorm a rubric in class together, and it will be posted.

Week 2, Unit 1

2011-08-25T09:41:00.002-05:00

We've all done a lot of work on research, but science is about EVIDENCE in a variety of ways. That means we need to do something that will allow us to measure what is going on when an earthquake occurs. For this series of tasks, you need to keep a data sheet, with tables, for your table. A separate data sheet is needed for each task. A data sheet will include the name of the task, your group members, information written in tables, and questions. If you want, you may do this using a word processor like Google Docs. That way you can share the information with me without worrying about losing paper.

Task 5: P vs. S waves. You will be creating P and S waves, and making observations to compare the two wave types. Fill out this data sheet.

Task 6: Slip-strike motion. You will need to use a block of wood, and rubber bands, and a surface that allows intermittent (step-by-step) motion to do this activity. Ask your teacher to demonstrate if you need help. Your data will be observations, PLUS the six quiz questions at that bottom.

Task 7: Evidence for plate tectonics. Print this page and highlight what is important about it. Now, create a model (that would be a puzzle, a 3d diagram, a playdoh structure, or what the activity asks of you) that shows me you understand fossil distribution, paleomagnetism, and tectonic supercontinents

Task 8: On Friday, please bring a package of m&ms or skittles and a package of mini marshmallows. We will be using them for a class activity on Monday.

Unit 1, Week 1, Disasters in Iowa

2011-08-19T09:37:00.016-05:00

Your goal during the first three days is to make sure all of you will know how to do the following tasks. Students who feel ready to be assessed for understanding need to see ::mapowell:: Don't worry if you aren't working on the same task as others. Your group knows what you need.
My goal is to help as needed. You don't need a babysitter, but you may need some help in figuring out where to start and how to deal with confusion. Help one another and listen when I try to help you.

Task 1 Learning about Landforms

We really need to get a start by looking at the bits and pieces that plate tectonics have caused in the world in order to understand Iowa. Upon completion, you should be able to make a map of Iowa and surrounding states and label the nearest plate, as well as 20 landform pieces. (no, not 20 different landform pieces...Iowa doesn't have any mesas that I know about)

Task 2 Heat Transfer

We need to look at heat transfer as a way that weather moves and energy inside the earth moves. Take a look at the questions being asked here to see if you understand what is happening.

Task 3 Earthquakes and the Midwest. We need to take a look at what our chances our of getting a sizable quake in the area in which we live. To do this, you will need to do some research, starting with the information found here and here. Map the Earthquake fault zones on your diagram from Task 1, shading in the impact zone. As you look through this information, you will need to start deciding what you believe to be true and what you believe to be false, because there is conflicting information. Does heat transfer matter in earthquakes? If so, how does it matter? Do land form types affect whether or not an earthquake occurs(compare with other earthquake zones around the world)? Do plate tectonics matter for earthquakes or volcanoes in all cases? Do you have strong evidence to support your viewpoint? By Wednesday, you need to have a poster or digital representation of your ideas that is visible from a distance of 3 feet or greater.

The science of plate tectonics

2011-08-18T11:15:00.003-05:00

Exactly HOW is plate tectonics related to the world we live in?

Your goal will be to find a series of plate tectonics links that tell me information about the following

boundaries
converging plates
diverging plates
transform faults
US fault lines
volcanos
tsunami
WAIT, WAIT! This is not a 5 minute assignment. You want each link to be readable (you'll need to interpret it), validated (meaning that is wasn't written by a nut, but by someone with expertise in the area), with rich graphics (for visual learners) and for each one, we'll need to create an explanation of HOW it relates to plate tectonics.Links and explanations must be shared among group members as a google doc, and ultimately shared with your teacher

What are we doing in this class? Project-Based Learning

2011-08-18T11:07:00.001-05:00

Personal Reflection on Videos

2010-12-23T10:22:00.001-06:00

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

2010-12-09T12:36:00.003-06:00

http://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.

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

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

2010-12-09T12:13:00.000-06:00

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

2010-12-02T12:35:00.000-06:00

Frequencies

Speed of sound at 70 degrees = 341.5 m/s

speed = wavelength * frequency

OR

speed/frequency = wavelength

Waves on a Spring

2010-11-23T07:29:00.001-06:00

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

2010-11-12T10:44:00.000-06:00

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

2010-11-10T12:12:00.000-06:00

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

2010-11-05T08:24:00.000-05:00

Tape your audio overlay with Vocaroo

Toondoo assignment

2010-09-29T23:35:00.003-05:00

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

2010-09-27T15:37:00.000-05:00

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?

2010-08-31T12:39:00.001-05:00

Wind Energy Resources

2010-08-30T12:06:00.000-05:00

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

Building the Universe BM

2010-05-12T10:26:00.002-05:00

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.

2010-05-10T07:51:00.000-05:00

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

2010-04-22T09:31:00.000-05:00

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

2010-04-18T23:41:00.000-05:00

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

2010-04-15T08:05:00.000-05:00

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

2010-03-31T10:20:00.000-05:00

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

2010-03-26T09:15:00.000-05:00

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

2010-03-23T10:24:00.000-05:00

Jet Stream

Microclimate

Jet Stream 2

Water effects

Air is matter

Consequences of Plate Tectonics (earthquakes are scary)

2010-03-15T23:35:00.002-05:00

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

2010-02-15T09:09:00.000-06:00

Willow whistle

Ocarina from the Inside Out

Hand Ocarina

February 1

2010-02-01T00:08:00.000-06:00

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

2010-01-25T10:24:00.000-06:00

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

2010-01-06T09:23:00.000-06:00

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.

Videos on EM Radiation

2009-12-20T21:40:00.002-06:00

Your instruments

2009-12-20T21:37:00.000-06:00

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

2009-12-11T00:07:00.000-06:00

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

2009-12-07T09:01:00.002-06:00

Video 1

Thursday and Friday

2009-12-02T22:41:00.000-06:00

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.

What happens to what you see as you move the frequency and amplitude sliders?
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)
Now rotate your view of the water. Record your observations.
What happens if you add a second drip? What happens if you space them close together? Far apart?
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.

What do you see?
What happens when you press the particle button? What happens to the particles as you alter the frequency and amplitude? Record your observations.
Click show graph. What happens to the graph as frequency and amplitude are changed?
Click on grayscale. What happens when you rotate the view? Record your observations.
What happens when you turn the speaker off?
Turn the speaker back on after all the particles become still.
Turn on the sound. What happens to the sound as you vary the frequency and amplitude?
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?

Light Wave Simulator

Now click the top tab that says “light”

Click “show graph” and “add detector”
What happens when you vary the amplitude? What happens if you put the amplitude at 0?
What happens to the wavelength and frequency as you change the color?
What can you say about the difference in colors?
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?
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?
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

2009-11-15T22:57:00.000-06:00

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

2009-11-05T08:00:00.000-06:00

Click here

Lab to be done in the room.

2009-11-04T15:47:00.000-06:00

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

2009-11-04T12:56:00.000-06:00

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.
List 5 pieces in the life cyle of our sun. Stellar nursery/protostar/main sequence/red giant/planetary nebula/white dwarf.
How fast does light travel?

the speed of light = 299 792 458 m / s
List 2 rocky and 2 gaseous planets in our solar system. Rocky: Earth and Mars Gaseous: Uranus, Jupiter
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
Compare the big bang and the birth of our universe. Big bang happened and Universe formed. They are different names for the same thing.
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.
What kind of stars supernova? Blue Giants, which means BIG ONES.
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.
How many star are there in our galaxy? 100 million or so
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
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.
When light reaches us from the sun, how old is it? almost 9 minutes old
Where do sunspots occur? the sun surface
what are the dying phases of the sun as it goes beyond main sequence? red giant, planetary nebula, white dward
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
What is an AU, and how big is it? the distance between the sun and the earth, or 93 million miles
When did stars start to form in our universe after the Big Bang? about 3 million years after
What does our sun burn for energy? hydrogen
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
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
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.
Why are stars different colors? They have different surface temperatures
List the rocky planets. Mercury, Venus, Earth, Mars
How many galaxies are there? millions and millions
When did the big bang happen? 13-20 billion years ago
How many different types of stars are there? lots, but we mostly classify them by mass
What ahppens to the earth when the sun gets sunspots. We can get northern lights or communication disruptions
How many different elements is the solar system made of? all the ones on the periodic table
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
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
Do you believe in aliens? Explain.
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
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
When is our next solar maximum likely to be? 11 years from the last one, or 2011 or 2012
What is a butterfly diagram? see Maunder Diagram
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
How many AU wide is the solar system (including the Kuiper belt) 80 to 150
A light year is a measure of what? Distance
The universe is (expanding, collapsing,or staying the same)
Expanding

Review Questions for Unit 7

2009-11-03T11:11:00.004-06:00

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

Build you own Museum BM

2009-10-30T14:34:00.000-05:00

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?

2009-10-26T09:20:00.003-05:00

Click Here

Life Cycle of Stars

2009-10-23T08:55:00.002-05:00

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

2009-10-21T08:53:00.001-05:00

Discovery Streaming Video

Spaceweather

2009-10-20T08:20:00.000-05:00

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

2009-10-16T13:09:00.000-05:00

Scaling the Solar System

2009-10-16T08:53:00.002-05:00

Build a Solar System

How Big is the Solar System?

Answer, Block 3 Questions

2009-10-15T14:21:00.002-05:00

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

2009-10-15T14:12:00.002-05:00

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

2009-10-15T14:11:00.000-05:00

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.
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?

Questions for the Quiz, Block 1 Ideas

2009-10-15T12:23:00.000-05:00

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

Wednesday, 10/14

2009-10-14T08:11:00.002-05:00

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

2009-10-11T13:52:00.000-05:00

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

2009-10-07T13:03:00.000-05:00

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

2009-10-06T08:32:00.001-05:00

Think of 20 lifestyle choices you want, including

your desired living location
your desired country
type of vehicle
where you get your food
what you eat
heating/cooling systems
type of home
where you work
amount of garbage you produce
number of children you want
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

2009-10-02T10:16:00.000-05:00

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

2009-09-28T00:35:00.000-05:00

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

2009-09-25T11:10:00.000-05:00

Click here

Vocabulary review on Alternative Energy QUIZ MOVED TO THURSDAY

2009-09-22T16:21:00.002-05:00

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

2009-09-21T09:06:00.005-05:00

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

2009-09-21T09:06:00.000-05:00

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

2009-09-15T08:38:00.000-05:00

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

2009-09-14T09:10:00.000-05:00

Group Wind Notes

2009-09-14T09:07:00.000-05:00

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

2009-09-11T14:52:00.000-05:00

AWEA
Iowa Energy Center
Wind Myths
Wind Blade Design

Wind Energy

2009-09-10T11:51:00.000-05:00

Click here for maps

FRIDAY ASSIGNMENT

2009-09-04T08:04:00.000-05:00

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

2009-09-03T12:33:00.000-05:00

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

2009-09-02T12:10:00.000-05:00

Energy Savers

Connections to Heat Transfer

Windows matter

Insulation

How big?

Building Solar

Earth Science Quiz

2009-09-02T11:49:00.000-05:00

Click here

BM 5: Plate Tectonics

2009-08-30T22:21:00.004-05:00

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.

Science for Everyone

Space Junk

Lorax Reflection

Tuesday Review

Museum Project in Concepts of Astronomy

Stars, Fusion, and Plasma

Life Cycle of a Star

Benchmark on Light and Sound

Light Show

Writeup of your Instrument.

Basics of Sound Waves

Thursday, 11/10/11

Monday, 11/7

Newton's 3rd law, balanced and unbalanced forces

Newton's Second Law.

Online Course

Inertia

Basics of Forces

Tuesday, 10/18/11

Models for Today

Planning for Change

Climate Change and Extreme Weather

My Evidence for Climate Change

Wind Blade Design

Wind Power Infor

Thursday and Friday, 9/29 and 9/30

Wind Power Basics

Active Solar Energy

The Role of Insulation

Size, shape, and volume

Summative Project on Earthquakes

Week 2, Unit 1

Unit 1, Week 1, Disasters in Iowa

The science of plate tectonics

What are we doing in this class? Project-Based Learning

Personal Reflection on Videos

Parts of the EM spectrum Notes and Activities

Learning about Waves

Frequency of Musical Notes

Waves on a Spring

Energy and Springs

Energy Everywhere

Vocaroo

Toondoo assignment

Climate Change and Persuasive Reasoning

Cape Wind--or Not?

Wind Energy Resources

Building the Universe BM

The UNIVERSE and You.

Wind Energy Case Study

Bear Creek Wind Farm

Solar Energy

Footprints you leave on the Earth

The Perils of Climate Change Opinion

How energy transfer affects weather

Consequences of Plate Tectonics (earthquakes are scary)

Vegetable Instruments

February 1

Twitter Quiz #1

Light Show writeup

Videos on EM Radiation

Your instruments

Friday, 12/11/09

Sound and Light Wave: A Video

Thursday and Friday

Projectiles in Action

Universe Quiz

Lab to be done in the room.

Answers

the speed of light = 299 792 458 m / s

Review Questions for Unit 7

Build you own Museum BM

What is the Big Bang?

Life Cycle of Stars

Sun Video

Did You Know?? Just to think about

Scaling the Solar System

Answer, Block 3 Questions

Answer, Block 1 Questions

Questions for Quiz, Block 3 Ideas