Lorax Reflection

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

Each Person needs complete this survey


Your group needs to compile the presentation form

Museum Project in Concepts of Astronomy

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

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.

• plasma
• line spectra
• fusion

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

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

Discuss URL for Barbie doll shows

Light Show

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.

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

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

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

Task 1: p. 84 (individually)

Mu of Shoe, pp. 86-88

Newton's 3rd law, balanced and unbalanced forces

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.

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

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

Quiz

Basics of Forces

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

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

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

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

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

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

Wind Power Infor

Click here

Thursday and Friday, 9/29 and 9/30

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

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

The Role of Insulation

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

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

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

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

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

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