Climate Change and Persuasive Reasoning

Day 1:

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

 Day 2:

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

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

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

 

Cape Wind--or Not?

Wind Energy Resources

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

Building the Universe BM

To complete your unit on space, create a series of museum exhibits that occupy a space that is 6 x 8 sq ft. The exhibits must contain some interactivity (do something), use some type of computer technology (a video clip or online game), and be of high quality (meaning posters that follow recommended guidelines given in class). Usually this means a game, a 3d activity, a video or powerpoint or game online, and several posters or children's books. CREATIVITY and PRESENTATION matters.

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

Exhibit 2: What is the lifecycle of a sun-type star? What should the average consumer know about other star types?

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

Exhibit 4: What are the characteristics of our galaxy?

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

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

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

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

Solar System

Solar system weight

Discovery Education videos

Sunspots


Spaceweather


Planets

The UNIVERSE and You.

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


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

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

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

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

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

Hand these models in at the end of the hour.

LINKS:

Supernovas

Local Universe

Doppler Effect

Powers of TEN


History of the Universe

Planet Quest

Galaxy Zoo

Wind Energy Case Study

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

Your possible evidence includes:

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


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


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

Bear Creek Wind Farm

Watch the movie clips found here on April 19.

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