Earthquake Sampler

Earthquakes have had quite an impact on our society in the past, and they will continue to have that Earth-shattering (literally!) impact in the future. It is highly unlikely that any of us have physically experienced one of these natural disasters, and I hope that none of us ever will. What do you think it would be like to experience a Great Quake? What would you do? How would you feel about the total loss of control in the situation? You will learn about some of the Great Quakes in history. Through first-hand accounts of people who were fortunate to live through a large earthquake, you will get a chance to learn about what it was like to experience one of these historical natural disasters. The details for today's activity are found here.

In your blog response, remember to answer TWO of the three choices. As always, I look forward to reading what is written!

a. What was the most memorable story, image, or fact about the earthquake you researched? Why?
b. What do you think it was like to live through the earthquake you researched?
c. Have you ever experienced another natural disaster, such as a tornado, hurricane, severe thunderstorm, or flood? Create your own personal recollection of living through the destruction that event caused.

It's a Girl!

Everyone is doing great, too. Here's a video:

That was a shock. Here she is. We don't have a name for her yet today, but we'll figure it out soon. She weighed 9 pounds 13 ounces, which means that nearly all of you were smaller than she was about 14 years ago! She was also 21.5 inches long. I think she might be an amazing basketball, volleyball, and tennis star. She's got good pipes for singing, and long fingers for the piano too!

Today's Mastery Day

Today's Mastery Day from Owen Hoegh on Vimeo.

Hopefully today is the day that we get another Hoegh in the world. That is what I am going to focus on. You, on the other hand, should focus on learning as much as you can about geology. Make it a great, productive Mastery Day.

Identifying Minerals

In the past few days in science, your view of minerals has likely changed. You've discovered that there are many different classes/types of minerals -- each with a unique set of properties that allows us to identify one mineral from another.
In your comment, completely answer the following questions. If you don't want your comment to be published, that is fine! Just let me know in the comment you leave.

1. Minerals are identified by their properties. What are some of the properties you used to distinguish one mineral from another? Why is it best to use more than just one or two of these properties?
   
2. Did some of the properties "work" better than others? Which ones were the most effective? Which were the least effective? Explain.
   
3. What was the most difficult part of identifying minerals?
   

What are minerals?

Check out this vodcast when you're ready.
What is a Mineral?
Then complete this blog response:
What are the 4 Things a Mineral Must Be?
What are the 2 main classes of minerals?
What is 1 tough concept having to do with minerals?

Weathering and Erosion Prezis

Thanks, Crazy 8's, for your excellent work on the Weathering and Erosion Prezi Project. Many of the products were phenomenal. Here are a few of them:
Meghan, Brianna, and Mariah
Trevor and Riley
Neil and Matt
Hannah and Jessica
Kristin and Malia
Tanner and Sean
Brady, Richard, and Ethan
Morgan and Connor
Brooklyn and Erika

Life Story of a Grain of Sand

Respond to the following writing prompt, and write your story in the comment section of this post.
Purpose: To review the rock cycle process.
Directions: Pretend a grain of sand or rock could come to life and tell its story of changing from one type of rock to another during the rock cycle. Write a creative story or poem describing what "Rocky" would experience as he/she goes through the Rock Cycle. Make sure that you describe how this piece of sediment could become part of 3 different types of rock, and how it could become magma.
Resources: The Rock Cycle Prezi (in the blog post below); Pages 92-93 and Chapter 4-1 in the Red Book; Prior Knowledge/Creativity

Rock Cycle Prezi

Rocks.... on Prezi

The Geology of the Black Hills

Many of you have been out to the Black Hills. If you haven't (or if you can't remember what it is like), visualize the following scenario:
As you drive west from Rapid City, you notice a jagged stretch of sandstone peaks called the Hogback Ridge. After a short descent from those sandtone peaks, you come to an area comprised of another sedimentary rock, red shale, which makes a "Racetrack" around the Black Hills. If you keep driving west, there is a gradual incline made of limestone. This limestone formed 100-500 million years ago, from the shells of ancient marine animals. (Yes, we are still in the Black Hills of South Dakota.) Keep driving still, past this limestone plateau, and you will see the Central Crystalline Core of the Black Hills. This area is made of schist (a metamorphic rock) and granite (an intrusive igneous rock) that have aged for up to 2.5 billion years. The apparent color of this Central Core and the groves of Ponderosa Pine gave this area its name, the Black Hills. You might want to get out of the car and take a hike up to Harney Peak, the highest peak in between the Rocky Mountains and the Alps of Switzerland.
What are the events that led to the formation of these Black Hills? Why does it look the way it does? Like geologists, we will explore these questions today.
Please watch the "Formation of the Black Hills" vodcast at our vodcast website or on your iPod. Then answer the following questions in your blog response.

1. Write a summary of how the Black Hills formed. What are the events that led to their formation?
2. Would the Badlands exist if weathering/erosion had not taken place? Why/Why not?
3. The major uplift of the Black Hills occurred 70 million years ago. What do you think that area of South Dakota looked like 40 million years ago? What do you think the Black Hills and Badlands will look like in another 40 million years?

Hydrogen Lab Video

Crazy 8 learners create Hydrogen Gas in a lab. Then they check hydrogen for its property of flammability. You know.... just to be sure.

Demo Day

You know what would make this Demo day even better? If you blogged about it. In your comment, include answers to the following questions.
Static Electricity Demos
1. What does Static Electricity have to do with atoms and their structure?
2. What was your favorite part of the Static Electricity Demos?

Hydrogen Balloon Demo
1. Why is Hydrogen Gas produced?
2. Why don't they use Hydrogen gas to float blimps anymore?

Dry Ice Demos
1. What is dry ice? What does this have to do with science?
2. What was your favorite dry ice experiment?

Chemical Bonding and Chemistry Jeopardy

Here are a couple of powerpoints that might help for reviewing chemistry concepts. The first is for some chemical bonding practice.
Chemical Bonding Practice

This next one is for all of chemistry. Go back to "slide 2" after each question in order to see (and select from) the main game board.

Chemistry Jeopardy

Good news for all Crazy 8 Learners

This is the last week of the first quarter, and we've got some "mastery" days planned for this week. Some of you may have a lot to master before Friday. The good news is:

1. You can do it. You've all shown that you can master concepts in science. Go and do your thing.


2. You get to work hard and learn a lot. It feels good to know that you put a lot into something. Your brain releases chemicals that makes you feel happy when you learn, too. Being happy, in turn, helps your brain learn even more! It's science.


3. There is no bad news.

Some of you will have mastered everything required of you by today. First, I want to congratulate you. You have done magnificently. The good news for you is:

1. Your learning is not over. Check out this Chemistry Online Packet. There's also a link to it on the left sidebar. It includes at least 8 options for you to choose from. Maybe you'll get to all of them. Maybe you don't. Either way, you can learn a lot and teach others.


2. You can start your blog. That's right, I said it. I would love if you made your own blog/website to show what you've learned (or will learn). You can make it like an online portfolio of your work, or you could just write about science, other subjects, sports, music, or something else. You can choose who can see your blog, or you can make it visible to the world. To borrow a slogan from Adidas that I don't totally get, "Impossible is nothing."

Chemical Bonding Practice from Memorial Science on Vimeo.

Mr. Hoegh goes through a couple of bonding examples - ionic and covalent.

States of Matter Form

Well hello, Crazy 8's. See how much you know about states of matter in the form below.

Bohr Model Practice

Grab a markerboard and progress through this slideshow to practice drawing Bohr models.

Drawing Chlorine

Representatives of the Crazy 8 8th period show us how to draw the Bohr Model of an atom of chlorine.

Atomic History

We haven't always known what we know about atoms. Our view of what atoms are has changed a lot over time. See how much you can learn about the atomic model with the following websites and our textbook.
Atomic Model Timeline
Wolfram Alpha

Defining Atom

Answer the following question in your comment below:
An atom is the smallest particle into which an element can be divided and still be that element. Now that scientists have learned that an atom is made up of even smaller particles (like protons, neutrons, and electrons), is this definition still accurate? Why or why not?

Upon the completion of this blog response, go to Ediscio and complete the "Atoms" cardbox. That way, you shall ace the standard check on Atoms.

Learning Behaviors Self-Evaluation

Symbols Quiz

Be sure to get a full list of elements from Mr. Hoegh before taking this quiz. This will allow you to spell the element's name correctly. Good luck! Not that you need it if you've been playing those chemistry games.

Symbols Quiz

2011 Chemistry Games

I am challenging all Crazy 8s (and other Earthlings that have access to our blog) to achieve greatness in the 3rd Annual Chem Games. Use the following links to earn (as many points possible) and learn (about the individual elements and their chemical symbols, subatomic particles, and placement on the periodic table). These websites can help reinforce your knowledge of atoms and the periodic table, concepts that we have started (and will continue) to learn about during our chemistry unit.

Here are the links:
Element Flash Cards (set up the game so that it tests you on the 33 elements you are supposed to know) Non-Crazy 8 visitors can view this link to find out what those elements are.
Element Math Games
Periodic Table Activities
Setting the Periodic Table
Element Matching Game
Fun Brain Periodic Table

Feel free to share your high scores, along with the game and its conditions, in the comments section of this post. Post your scores with honesty and integrity. As always, these are virtues required of Crazy 8s and others that visit our blog. Gold medals in the 2011 Chem Games are at stake! Good luck!

Periodic Table Preparation

We have a "Periodic Table" Standard Check on Thursday. I'd like you to know the difference between a period and a group, the characteristics of metals, nonmetals, and metalloids and where to find them, and the names of the groups and where they are found. The info from everyone's "Grouping the Elements" Prezis should be helpful. Here are some other things that might help you prepare:

1. Periodic Table Ediscio Flash Cards: Mark all of these cards for learning at Ediscio.


2. Do the sample standard check embedded below.

Grouping the Elements Project

Day Two: Research uses for the elements in your element group and start your Prezi.

1. Go on the internet and do a search for some or all of the elements in your group.
2. List 4 everyday uses for at least 5 of the elements in your group.

Here is a list of websites that you may choose to use:

Web Elements: Click on the element from your group that you want to research. This will take you to a page that provides essential information on the element. Read this. Scroll down the page and you will find the "Uses" link. This page should have the info you need.

It's Elemental

Chemical Elements

Interactive Periodic Table

PTable

3. You should get a start to your group's Prezi. Be sure to include the following:

• Title
  
• At least 5 Characteristics
• Simile/Metaphor
• Everyday Uses
• ***don't just limit yourself to the above things. If you find something really cool and can find a way to include it in your presentation, do it. Help us learn about your group.
  

If you are nearing the completion of your Prezi, see if there's anything else that can make dynamic and creative. Be sure to set the path, and develop a plan with your group for how you will present.

Scientific Method in Cross Country

We use the scientific method all the time, sometimes without even knowing it. Look for each step of this process used to solve problems in this epic video.

A cross country runner uses the scientific method to find success in the Sioux Falls city meet.

Welcome to 8th Grade Science

There is no way to know exactly what this year's science class will be like until you, the Crazy 8 scientists, experience it. Despite this knowledge, could I interest you in a prezi that attempts to explain just that (what our class is like)? Ok, then. You've demanded it. Here it is. Let's start this journey.

What is "Mastery Learning"? on Prezi

3-2-1 Activity: Please share your thoughts in a comment below. As it will always be, if you do not want your comment to be published just say so. Type "Please don't publish" or "PDP" at the end of your comment. Otherwise, I'll assume that it's okay to post what you write. I like showing off what my students can do!

• State 3 things you've learned about Mr. Hoegh or your classmates.
  
• Name 2 Classroom Procedures that you've learned about in the first couple of days. (Examples include "What we do when we come in the room", "how Mr. Hoegh gets your attention during lab", "how you're dismissed from class", etc.)
• Name 1 thing that makes you excited/nervous about the upcoming school year
  

Dear Crazy 8 Class of 2015,

I want to thank you for a great school year. Can you believe it's over? We just got done with our Minute-to-Win-It Contest, and soon we will be eating pizza, watching the slideshow, and signing yearbooks. Time goes faster than you think it will.
Last night I was reading your responses in the Google Form you filled out to end the year. It was great. Many of you had such a unique, honest take on what our class has been. It was overwhelmingly positive, and that made me feel good. It also reaffirmed my belief that you all have a voice that should be heard frequently, and that our science blog is a place for it. You are all invited back to the blog (and this school) anytime. It was, and is, yours.

Hopefully you're looking forward, at least in some degree, to the summer break. It won't be long at all until you complete your transition to high school. You will face many challenges there. Please meet those challenges with all you've got. That is what it takes. My belief that "Hard work cannot be replaced mere talent/ability" is strengthened by everything I read about research on learning and success. So much of what you can and will accomplish depends on this GRIT factor. The amazing things that all of you can do will be awesome to see. I will be there as your fan, whether that is in the classroom, court, field, or concert hall.

Sincerely,
Mr. Hoegh

End-of-the-Year Essay and Form

The essay: Choose one activity from this year and identify the steps of the scientific method that were included in the activity. Be sure to include an activity that involved all of the steps.
Answer this in a comment, and you won't have to complete the same science essay tomorrow.

Check out a couple more things while you're on the blog while you're here. The results of the GPS Contest are posted below. Also, sign in to Classmarker to see some feedback from your severe weather project.

GPS Contest 2011

That was pretty fun wasn't it? I enjoyed watching each team in action on Monday. The weather was awesome, which was a contrast from last year. So many of the groups did very well, and every one of the film canisters was found...... eventually. Here are the results from the 2011 GPS Contest: GPS Final Standings 2011
Period 3: Team "GAH" was victorious by a huge margin. What a dominant performance.
Period 4: Team "Monkey" wins by two points over the PowderPuff Girls. It turned out that this team needed to sprint back from a half mile away to prevent a more costly late penalty.
Period 6: Team "The Floor" takes down the rest, beating Team "Global Gym Purple Cobras" by one point.
Period 8: Team "Geocachers" and Team "BCC" tie for the lead in points. I've never seen a closer battle, as 5 of the 8 teams were within three points of winning it all.
Feel free to leave comments that you have about the GPS contest. How was your experience? Were there any waypoints that you just couldn't seem to find? What was the best strategy? If you had to do the contest again, what would you change?

Severe Weather Form and Q4 Review

We will take the Quarter 4 Post-test next Tuesday. The rest of today will be reviewing for it. Here are some ways in which you can do this:

1. Ediscio: Sign in and go through the cardboxes having to do with meteorology and oceanography. Those include “Fronts and Air Masses”, “Greenhouse Effect”, “Humidity”, “Layers of the Atmosphere”, “Ocean Currents”, “Pressure”, and “Wind”.



2. Weather Jeopardy: Go to the student shared folder --> “8th Grade Science”. Open up the “Weather Jeopardy” powerpoint and try your best to become victorious.



3. Study Island: Sign in to Study Island (username = tie2011; password = trial). Scroll down to find the link that says “Science Middle”. Select two concepts for your online review session – “The Water Cycle, The Atmosphere, and Currents” and “Weather and Climate”.

Severe Weather Research

Severe weather can be fascinating. But what causes each form of severe weather? What makes it so fascinating? What can people do to protect themselves? It will be your job to figure out the answers to these questions, and then present on this in the form of a VoiceThread, Prezi, or Fakebook page. With your group, you will be researching your specific type of severe weather. By the end of Wednesday you will have prepared a Prezi, Fakebook Page, or a PowerPoint that will be uploaded to VoiceThread. Here is a list of websites where you might possibly find information on severe weather. They will be posted on the science blog. I'm sure you could find others as well.

ALL: Atmospheric Science Resources
Ask the Experts
NOAA home
How Stuff Works
Natural Disaster Sites

Blizzards: Blizzard of Oz sites

Floods: Floods before and after

Tornadoes: Best Tornado sites Severe Weather Slideshow from April 17

Airplanes and Weather: USA Today: Airplanes and Weather What Causes Turbulence? Hurricane Pilots Planes and Ice Aviation Weather

Tibetan Rain Shadow

The picture above is a satellite view of the Tibetan plateau, found north of the Himalayas. The green land to the south of the Himalayan mountains is India, which receives enough precipitation to support a tropical rainforest. North of the mountain range you can see a great plains region and the Gobi Desert; areas that receive very little rainfall. How can we account for such a change in the amount of precipitation each place receives? The short answer is "rain shadow", and it happens in the United States as well. It is largely the reason that Western South Dakota receives approximately 5 less inches of rain per year than we do here in Sioux Falls.
In this blog response, explain what happens to the air mass that initially forms over the Indian Ocean as it travels north. Why does this process leave so much precipitation on the south (windward) side of the Himalayas, and hardly any to the north of them?
Note: You may answer this question here, or on Classmarker. It will be worth 4 points.

Questions for you

Relative Humidity Lab

Here is a map of where we collected relative humidity data today using slide psychrometers. It was a fun day. Each placemark on this map displays the average relative humidity from data collected during 3rd, 4th, 6th, and 8th Periods.

View Relative Humidity Lab in a larger map
Overall, the average humidity outside was 73%. All relative humidities taken inside the building were averaged as well, and the result was 68%.
The relative humidity according to the National Weather Service was 45% this afternoon. What could have caused the discrepancy? Why do you think our humidity values were higher?

Humidity Questions

Here are the essay questions about humidity that you can complete anytime today or tomorrow on Classmarker.

1. Suppose it is summer (YES!!) and you plan to have a glass of iced lemonade outside. You notice that water drops begin form on outside of the glass. Why does this happen? Where does this water come from? (2 points)
2. A person's body tends to sweat more on a humid day than it does on a dry one, even if the outdoor temperature is exactly the same. Why does it happen this way? (Hint: Your answer should include how evaporation changes the temperature of the air.) How does this relate to how we measure relative humidity? (Hint #2: Would a large difference between dry-bulb and wet-bulb temperatures signify dry weather or humid weather?) (4 points)

How do you crush your cans?

This is what I do. Here's the procedure:

• Place 8-10 ml of water in an empty pop can.


• Place the pop can onto the heat source and wait for the water to boil. After you see steam escape, continue to boil for one minute.


• Use the tongs to remove the can from the heat. Quickly turn it upside-down and place it into a saucer with water (which was close-by).

As Mr. Hoegh goes through this lab demonstration, please answer the following questions in a blog comment.

1. When heating, what kind of air pressure was inside the pop can -- high or low? Explain why you believe this to be true.


2. Once the heated can was placed into the water, what kind of air pressure was on the outside of the can -- high or low?


3. What caused the can to be crushed? Why did we need the water seal?

After completing these questions in your comment, go through some "Pressure" flash cards on Ediscio, or look at the following pressure websites. Otto von Guericke makes a vacuum Toricelli's Barometer video Air Pressure Balloon Animation Storm System Animation

Standardized Advice

Standardized Advice from Owen Hoegh on Vimeo.

This video includes why you want to do your best, how you can do your best, and what your frame of mind should be.

Study Island and Ediscio

There are a couple of ways in which you can study for the upcoming Dakota Step Science test during these next two days of shortened classes. Here they are:

Study Island: Go here to practice the skills you'll need on Friday. Below are the directions.

VIDEO EXPLAINING WHAT TO DO NEXT

• To sign in, the username is “tie2011”, and the password is “trial”.


• Scroll down and click on the link that says “Science (middle)”. The new page will have a bunch of learning statistics.


• Place a checkmark by the different standards you want to learn. (You should select ALL of the Standards in Content Standard D: Earth and Space Science, and "Classifications of Matter", "The Periodic Table", and "Matter: Changes and Conservation" in Content Standard B.)


• After you check those, click on the “Start Studying” link, and do exactly that. It is not a big deal which standards are chosen, but these questions fit the style of questions you might see on Friday.

Ediscio Flash Cards: Look through the flash cardboxes and your learning statistics. Guide yourself through a crash course of flash cards. Which concepts do you need to take a look at? The list of cardboxes, along with the quarter we studied them, is HERE.

Air Pressure is the Best Around

Air Pressure is the Best Around from Owen Hoegh on Vimeo.

Air pressure on top of a newspaper provides enough leverage to sever a piece of wood.

Global Winds Simplified

Global Winds from Owen Hoegh on Vimeo.

This is a lesson about global winds, which are explained through simple questions about pressure, density, and temperature.

Anything else?

The Socratic Seminar on Climate Change was yesterday. I thought it was really fun. Many of you have a strong voice on the subject. That comes from confidence, and, in my experience, confidence comes as the result of hard work. Thanks for working hard to make yesterday successful.

Is there anything you wanted to say on Friday, but for some reason did not get the chance? Well, here's your chance. Why does this issue matter? What research leads you to believe that Climate Change is caused naturally, or by humans? Has anyone (peers, parents, teachers) influenced your decision? How sensitive is our climate to CO2? What do you think of the "ClimateGate" emails? Answer these or any other questions about climate change in your response to this post.

After answering any or all of these questions, go to Ediscio and study the Greenhouse Effect Cardbox in preparation for the standard check.

Climate Change Socratic Seminar

Socratic Seminar Research from Owen Hoegh on Vimeo.

Is "global warming" actually happening? If so, are humans causing it? Or, is climate change occuring because of natural fluctuations in the system? We will be discussing these questions and more in our Socratic Seminar on Climate Change, which will occur during class this Thursday. Today, you will be preparing yourself to contribute (intelligently!) to that discussion. I will give you a list of questions that will be addressed, and you may use the links provided to research the issue of climate change. Remember to have an open mind, so that your arguments will be well-informed.

Here is the list of questions that may be discussed. Feel free to write notes on it as you research. You may use these notes during the discussion on Thursday.

Here is the list of links:

EPA for Kids (click on the "Climate Change -- what it is" and "Can we change the climate?")

Icecap Facts and Myths

American Policy Roundtable

Global Warming: Natural or Manmade?

Global Warming 101 (Roy Spencer)

Environmental Protection Agency

USA Today Interactive

Global Warming: Did We Cause It?

Global Warming Effects

AMNH's Climate Change

Temperature Anomalies

Greenhouse Effect Activity

This week we will be learning about the basic mechanisms that control our temperatures on Earth. Go through the following slideshow about the Greenhouse Effect and Global Warming. As you progress, the slides will prompt you to finish the associated assignment in your Unit 15 packet (pages 14 and 15). Greenhouse Effect and Global Warming Slideshow

Letter to the Atmosphere

Whether we are conscious of it or not, we owe a lot to our atmosphere. It protects us from harm, and provides us with what we need to live. I would like you to write to the atmosphere detailing how it is able to accomplish these things for us. This is your topic, but you may choose your "role", "audience", and "format". For ideas and instructions, click here:

Atmosphere RAFT Instructions

After reading the directions, simply open up a blank Word document and begin to write your letter, advice column, series of text messages, journal entry, or whatever it is you choose to write. Once you have made the necessary revisions and corrections, copy and paste your creation and send it to me through ediscio-mail. (I'd like to give you feedback through ediscio, and possibly ask for permission to post it on our blog.) Good luck to all of you. Let the creative juices flow.

While you're signed into Ediscio, try your hand at the Layers of the Atmosphere flash cards.

If you've mastered those, I'd like you to search through some of these websites on how heat is transferred in our atmosphere.

• BBC Heat Transfer and Efficiency
• NOAA - The transfer of heat energy
• Convection Current Interactive
  
  

Coke Challenge

Crazy 8s: Don't let the title of this post fool you. This is not a taste test . Instead, we will test these objects' densities. Please follow the directions that are given below the slideshow.
Coke vs. Diet Coke Density

• Click on "comments". Like always, this will open up a new window where you may type your blog response.
• Advance to the next slide by clicking on the right portion of the slideshow. You can also click on the left portion if you want to go back to the previous slide.
• In your blog response, answer all questions that appear on the purple-ish slides.
  
• Do not advance to the next slide until you have completely answered the questions that appeared on the purple-ish slides.

Ocean Currents

Here is a video shot at Lake Shetek last summer. It's about surface currents, and what causes them.

Surface Currents at Lake Shetek from Owen Hoegh on Vimeo.

I'd like us to collaborate to learn more about oceanography. Google Docs should allow us to do this in real time. With the rest of your group members, complete the section assigned to you in this document. Please use bold text so that we can easily pick out your answers from the questions.
The link will not appear on this blog anymore. If you need it, Mr. Hoegh can email it to you.
If you complete your section of the jigsaw, go try these activities:

• Ediscio cardboxes on Density and Ocean Currents. Mark these cards for learning, and have at it.
• Read this article about the causes of deep ocean currents, AKA the "Global Conveyor Belt".

Astronomy Review

Your training regimen does not include one-handed push-ups (or getting slapped as you do sit-ups). Today does include the following:

1. Tomorrow before the post-test, there will be a short standard check on Galaxies. It includes this essay question, which you may answer TODAY during class:
   Different theories exist about the origin of the universe, one of which is the big bang theory. In this essay, explain what the big bang theory is. Be sure to describe some of the events/discoveries that have led some scientists to this theory. (How does cosmic background radiation, the Doppler Effect, advanced telescopes, etc. contribute to the support and formation of the big bang theory?) (3 points). You will sign-in to your account at http://www.classmarker.com/ . I, or the substitute, will have a printed list of your usernames if you forgot it. Under "My tests" find the "Galaxies Essay". Start this and type away!
2. Complete the astronomy cardboxes in Ediscio ("Planetary Motion", "Planets", "Earth, Moon, and Sun Effects", "Small Bodies of the Solar System", "Our Sun", and "Stars and Galaxies"). Keep track of your success in your Unit 14 Packet.
3. Once you've completed the essay, you can continue your review session with the Astronomy Smart Review Games. You can find these in the student shared folder.
   

Happy training!

Doppler Effect Scavenger Hunt

Medicam sequens links. Et ad disponat laborum. Quondam illic, vos can refero questions in justo. Gratias.

For those of you who don't know Latin, that previous statement reads like this:

Please click on the following links. They direct you to a new site. Once there, you can answer questions in a comment. Thank you.

Origins of the Theory
Doppler Effect Video
Big Bang Article
Star Spectrum Animation

The Sun Weblist

Here are some sites that are of use if you want to learn about the sun. And, honestly, who doesn't?

The Sun WebList

Earth, Moon, and Sun Questions

Recently, we learned about what causes high and low tides, and the difference between spring and neap tides. Do you remember the tides? We've also learned about planetary motion, the cause of seasons (generally how it's been so cold lately!), and the phenomena of moon phases and eclipses (both solar and lunar). Phew! That's a lot of stuff. The audience of this blog must be imparted with this knowledge as well. Give it to them, Crazies.
The following scenarios and questions are actually part of your standard check of these concepts. This is the short answer/essay portion. You may think about them, prepare for them, and actually answer them if you'd like to type out your answer in a comment. (Otherwise, you will write your answers out in class on Monday.)
Scenario 1:
Using these pictures and the following info, attempt to answer the numbered questions.

• Both pictures were taken from the same exact spot (The zoom for both snapshots was the same, too). The picture on the left was taken at about 2 o'clock in the afternoon. The picture on the right was taken 5 1/2 hours later, at 7:30 pm.
  
• The moon phase on this particular day was a "New Moon".

Question 1: What causes high tides and low tides? On the day the picture was taken, was there a Spring or Neap tide? If so, which one?

Scenario 2: The moon is closer to the Earth than it actually is. Normally the moon is approximately 240,000 miles away. In this scenario, the moon is only 160,000 miles away.

Question 2: What would happen to the length of time it takes our moon to progress through all of its phases (from new moon back to another new moon)? Would the length of our month be longer, shorter, or the same? Why? (Hint: Use your knowledge of Kepler's Laws to answer this one.)

Scenario 3: The Earth's axis is not tilted. It normally tilts at a 23.5 degree angle. In this scenario, there is no tilt (0 degrees).

Question 3: Would we experience a change of seasons if Earth’s axis was not tilted? In your answer, be sure to include at least two factors that cause winter temperatures to be colder than summer temps, and why this seasonal change in temperature would or would not be felt if Earth's axis was not tilted.

When We Left Earth

Yesterday, we watched a cool video on the original astronauts from the Mercury Project. It is considered one of the crowning achievements in the history of mankind, and rightly so. The United States sent a man to outer space on the top of a jet missile, and then got him back to Earth.

1. What would it have been like to be one of the first astronauts? Describe the positives and negatives to being one of the first people in space. Would you have wanted to be in Alan Shephard's space shoes?


2. Would you have been nervous/scared/excited/etc.? Explain. Do you have any life experiences where you have felt the kind of emotions that astronauts felt before launching?


3. Could just anyone become an astronaut? What are some of the challenges to becoming one? Which qualities are the most important?


4. Why was it so important to send a human to outer space?

Inertia Demo

It's not magic. It's about gravity, inertia, and a lack of friction.

A World Without Inertia

Wouldn't it be terrible? To actually learn more about inertia, go to the wikispace and watch the vodcast about Newton's Gravity.

Explaining Astronomy

Suppose that you need to explain the concepts of a year, a month, and a day to a small child such as Clara. Could you do this? First, you should know a couple of things about Clara:

1. She is extremely smart for just turning four years old (I know that you're thinking, "Hmm..... she must get her intellect from her mother." Well, you're right.) Clara will follow your line of thought quite well.
   
2. If you use the terms rotation, revolution, orbit, or any other term used specifically for astronomy, she might not know exactly what it means (Many adults wouldn't know what the terms mean either.) Be sure to explain these things as you go.


3. It would help if you related these concepts to things a 4-year-old would know about -- like Disney movies (especially Rapunzel from Tangled and, of course, Cinderella), Elmo from Sesame Street, Legos, Clifford the big red dog, etc.
   

For each concept (year, month, and day) describe the motion of the Earth, the moon, and the sun. Good luck.

Planet Prezis

Comment: I eagerly await the chance to become an expert on each of the planets of our solar system.
Question: Who is going to give me that opportunity?
Answer: The Crazy 8s
Another Question: How?
Another Answer: This week they will be researching a specific planet, collaborating in groups, and developing a PREZI that will blow away (in a good way) anyone who is fortunate to be in attendance.

Below is a link for some useful planet research sites.

Planet Prezi Instructions and Links