Tuesday, September 30, 2008
Your team has a new prediction method that has never been tested before, but you believe it will predict some earthquakes larger than magnitude 5.0 on the Richter scale. One day at work, your instruments tell you that there is a 3% chance of a 7.2 magnitude earthquake in San Fransico within the next 15 minutes.
The essential question:
Would it be worse to send a Warning, but then the quake doens't occur or you don't send a warning and the quake does occur?
Your team has been developing a method to prevent large quakes from occurring. You know five things:
1. A fault in your local area has built up enough strain to cause a 6.0 earthquake
2. There is a 50% chance that it could occur in the next ten years.
3. You may be able to prevent it by causing a series of about 25 smaller quakes in the same location to relase the strain on the rocks.
4. You predic that each of the smaller quakes will be less than 5.0.
5. There is a 10% chance that the small er quakes could actually trigger the major quake instead of preventing it.
Should we take our chances and/or prepare for the one large one or should would we cause the series of 25 smaller ones, hoping to release the strain of the rocks?
I'd love to hear what all of you think. I'm looking forward to reading some great comments.
~Cool Teacher Dude
Monday, September 15, 2008
Thursday, September 11, 2008
Tuesday, September 9, 2008
The next thing we are going to learn about are Plate Tectonics. I'm looking forward to all of your great posts and comments. Let's get this thing going again!
~ Cool Teacher Dude
Wednesday, August 6, 2008
We had a substitute for our substitute today!
Tuesday, August 5, 2008
The Results of an experiment is the information that you discovered during the Lab and after the Lab. For example, if something affected the results of the Bubble Lab then you would write that down, and you would also put what you found out from the experiment. Like, if you found out that your hypothesis was not supported because Solution X produced more bubbles than Solution Y you would also include that in the Results for the Bubble Lab Experiment.
We(Block 3) started the Results with Solution A and/or Solution B(because there were no more beakers of Solution A).
Monday, August 4, 2008
Thursday, July 31, 2008
Monday, July 28, 2008
Friday, July 25, 2008
Today in class we talked all about conclusions. The particular conclusion we wrote about was about the Paper Towel Lab. In the template Cool Teacher Dude gave us, it has the standards in what the conclusion needs to have. The conclusion that the whole class did together would be graded an A. Here are the four steps to the conclusion.
- First you respond to the hypothesis
- Next you reflect on the data.
- Third, you identify the independent variable, the dependent variable, and the constants.
- Last but not least, develop questions for further study.
When writing the conclusion, you want it to be fluent as if you are writing a paragraph. Make sure that when you are writing about the reflection part of the conclusion then make sure it has to do with the data. Not just some random facts about ponies. Another trick that Mr. Sherman showed us was that in the example he made us all right down, we said the variables for IV and DV without using those words. Another tip to remember is that try to take the data table and cut it down to 2 or 3 sentences. Also when writing the conclusion, make sure that it is not two or three sentences. To get a higher grade than that, you have a right more.
THINGS TO REMEMBER
- Mrs. Russell is BACK!:)
- For homework this weekend we need to find the high temperatures for any two cities in the United States of America.
- All our teachers have mostly everything they hand out to us.
- Check out blackboard every so often
- PLEASE comment on this blog posting.
Thursday, July 24, 2008
Wednesday, July 23, 2008
Today we were introduced to the upcoming experiment; The Paper Towel Lab. Tomorrow when we actually do the experiment, Mr. Sherman will show us how to do it first then he will split us into groups and let us do the experiment on our own.
Tuesday, July 22, 2008
Monday, July 21, 2008
Thursday, July 17, 2008
Wednesday, July 16, 2008
Tuesday, July 15, 2008
So if you were'nt here, that's what you missed.http://genchem.rutgers.edu/balance3b.html Click on this to see what you missed!
Monday, July 14, 2008
Mr. Sherman also taught us how to make a post on our science blog, which is what we are currently doing. I think that scribe posting will be a lot of fun this year and I'm looking foward to hearing everyone's thoughts and ideas about science class.
Oh....one other thing we did today was learn how to make conversions in the metric system. For example, Mr. Sherman taught us that 1 g = 1,000 mg. That's just one example, he taught us several others and he's so COOL!
Sunday, July 13, 2008
Thursday, July 10, 2008
Example 1: the ology suffix means "the study of" and the root word is what is being studied.
So the word Hydrology = the study of water (hydro means water)
Example 2: the ist suffix means "a person who studies" and the root word is what they study.
So the word Hydrologist = a person who studies water.
Just in case you were absent today or want some extra practice learning about different types of scientists you should try this activity.
Hope this helps!
Write a brief summary of what we learned in class today. Include enough detail so that someone who was away sick, or missed class for any other reason, can catch up on what they missed. Over the course of the year, the scribe posts will become a "textbook" for class; written by students for students.
Remember that as each of you write your scribe posts. Ask yourself: "Is this good enough for our textbook? Would a graphic or other example(s) help illustrate what we learned?" And remember, you have a global audience, impress them.
Early scribe posts tend to be entirely text based. As the class progresses, successive scribes begin to try to outdo each other and their scribe posts begin to incorporate text, images and colour used in meaningful ways.
How do you go about writing a scribe post? Do you do anything differently in class when it is your turn to scribe? If so, can you describe what you do differently in class when you are scribe?
Read some thoughts from students who already scribe post:
Manny: "When I write my scribe posts, I try to make it so my classmates go, "ohh!" and "yeah that's it right on." That is my first priority because I want everyone in the class to do well, "we're all in it together" (at least that's how I feel anyway). During class, if it's my turn to scribe, I feel pressure that if I don't do well in helping my peers I'll let everyone down. So in class, I open both my eyes and ears wider than normal, and my pencil taking notes on just about everything related to the topic."
Corrie: "I think what makes a scribe post good, is the content. I think that's no. 1. But you also have to look at it differently. You have to be creative with your scribe. I think you should try to be different, do something that no one has done before. You should try to stick out from the group.
Teddie: "When comparing my first scribe and my very recent scribe I can see the quality of the scribes improve greatly mostly because of the competitiveness of the other scribers to make the hall of fame."