Plate: Pacific Plate
Group: Brooke, Kristin, Daniel, Kristin
Observations:
The Pacific Plate runs along the western coast of North America starting in Alaska and the eastern coast of Asia at Japan until the northern coast of Austria.
This plate is famous for the Ring of Fire - a string of active volcanos that are location on the boundaries of the plate.
It is also home to large amounts of seismic activity. Including deep seismic activity on the plate border near the coastline of Asia and more shallow seismic activity along the North America.
The northern plate border goes 10,000 ft + below sea level.
This plate contains the largest concentration of seafloor aged 154 - 180 million years old on the coast of Asia.
The newer seafloor is along the coast of North America.
Tuesday, April 26, 2011
Plate Tectonics Lab-4
Map: Geochronology
Group: Brooke, Kristin, Daniel, Emily
Observations:
The oldest seafloor occurs furthest away from the plate boundaries.
The newer seafloor is occurs along the plate boundaries.
The only exception is long the western coastline of Asia. This could be due to lack of information.
Group: Brooke, Kristin, Daniel, Emily
Observations:
The oldest seafloor occurs furthest away from the plate boundaries.
The newer seafloor is occurs along the plate boundaries.
The only exception is long the western coastline of Asia. This could be due to lack of information.
Plate Tectonics Lab-3
Map: Geography
Group: Brooke, Kristin, Daniel, Emily
Observations:
There are deep mountain ranges along the plate boundaries in the Pacific Ocean.
Antarctica and Greenland have a high elevation.
You can make out the plate boundaries under the ocean.
Most of the western part of Asia is close to sea level.
The northern oceans are at sea level.
Group: Brooke, Kristin, Daniel, Emily
Observations:
There are deep mountain ranges along the plate boundaries in the Pacific Ocean.
Antarctica and Greenland have a high elevation.
You can make out the plate boundaries under the ocean.
Most of the western part of Asia is close to sea level.
The northern oceans are at sea level.
Plate Tectonics Lab - 2
Map: Volcanology
Group: Brooke, Kristin, Daniel, Emily
Observations:
Volcanos loosely occur along the plate boundaries.
The volcanos along the coast of Alaska occurring out into the ocean follow an underwater mountain range.
Volcanos occur more frequently along the coast of the Pacific Ocean.
No volcanos occur where the large deposits of oil reserves are in western coast of South America, eastern Africa, and northeast in Saudi Arabia.
Volcanos occur frequently along with the deepest seismic activity.
Iceland has a large concentration of volcanos.
Volcanos are occurring frequently in northwestern Africa around Ethiopia due to the rift of two opposing mountain ranges.
Group: Brooke, Kristin, Daniel, Emily
Observations:
Volcanos loosely occur along the plate boundaries.
The volcanos along the coast of Alaska occurring out into the ocean follow an underwater mountain range.
Volcanos occur more frequently along the coast of the Pacific Ocean.
No volcanos occur where the large deposits of oil reserves are in western coast of South America, eastern Africa, and northeast in Saudi Arabia.
Volcanos occur frequently along with the deepest seismic activity.
Iceland has a large concentration of volcanos.
Volcanos are occurring frequently in northwestern Africa around Ethiopia due to the rift of two opposing mountain ranges.
Plate Tectonics Lab -1
Map: Seismology
Group: Brooke, Kristin, Daniel, Emily
Observations:
The majority of earthquakes occur at 0-33km deep.
The majority of the earthquakes occur along the plate boundaries.
The deepest earthquakes (300-700km) usually occur in deep water. Exception: along the east side of the Andes Mountain in South America.
The earthquakes along the ocean tend to be more shallow than those that follow the boundaries on the land.
Earthquakes occurring at 70-300 km and 33-70 km usually occur along coastal areas.
Most earthquakes occur between 60 degrees North or South of the equator.
No earthquakes are reported in Antarctica, Greenland, and certain parts of Canada.
Group: Brooke, Kristin, Daniel, Emily
Observations:
The majority of earthquakes occur at 0-33km deep.
The majority of the earthquakes occur along the plate boundaries.
The deepest earthquakes (300-700km) usually occur in deep water. Exception: along the east side of the Andes Mountain in South America.
The earthquakes along the ocean tend to be more shallow than those that follow the boundaries on the land.
Earthquakes occurring at 70-300 km and 33-70 km usually occur along coastal areas.
Most earthquakes occur between 60 degrees North or South of the equator.
No earthquakes are reported in Antarctica, Greenland, and certain parts of Canada.
Tuesday, April 19, 2011
Observation Assignment
1) Observation #1:
My new dog Pidge, rather than gently laying down at night or for naps plops, down rather hard when she lays down to sleep. It is loud enough to wake me up at night. (She does sleep in the same room)
2) Question:
I wonder why she does this rather than gently laying down like most other dogs?
3) Other Observations:
She is rather young and high strung.
She is new to the house and still feeling us out.
She plops down hard whether it is on the hardwood floor or her soft sleeping cushion.
She has not been around a lot of other dogs.
4) Answer the Question:
I think she plops down because she doesn’t know any better. She also does not have any real experience around other dogs.
5) Two other Hypotheses:
She is young enough that things like a small discomfort of plopping down doesn’t bother her. She even plays rough.
It must not cause her any real pain or she wouldn’t do it ever time she lays down.
Sunday, March 6, 2011
Mapping UNM
Brooke & Kristin
We mapped the Lobo News stands as well as the Albuquerque Journal, NY Times, and the Alibi.
We mapped the Lobo News stands as well as the Albuquerque Journal, NY Times, and the Alibi.
Tuesday, February 15, 2011
Candle Experiment
Brooke, Desiree, & Kristin
Harwood Model:
1) Defined the problem
2) Communicated with others
3) Made observations
4) Communicated with others
5) Developed hypothesis
Materials:
Our goal is to see which of three candles burn the most. The candle in dry air and two in moist air. We are placing one candle in open air, the other two candles in water. We believe that the candle in open air will burn the most and lose the most in weight and height.
Our materials are three candles of similar heights and weights, water, glass beakers. We weighed, took the volume, and the height of each candle.
Candle 1 - V: 1/2 cups, W: 50.35 grams, H: 5.3 cm
Candle 2 - V: 1/2 cups, W: 50.2 grams, H: 5.0 cm
Candle 3 -V: 1/2 cups, W: 50.35 grams, H: 4.7 cm
Experiment:
We set up the experiment by first weighing, measuring and taking the volume of the three main candles. We then labeled each of our experiment candles. We set up the candle 1 on a paper plate, candle 2 and candle 3 were setup like this: three glass beaker were set around a small candle, candle 2 and 3 we set up in large beakers filled with water (candle 2 was set in 100 ml of water and candle 3 was set up in 200 ml of water), the large beakers were then set up on the smaller beakers with the candles (see pic).
After the set up was complete we lit the bottom candles under the large beakers and then lit all three experiment candles. We set a timer and burned the candles for 20 minutes. We discarded the melted wax. We then weighed, measured and took the volume of the experiment candles to review our results.
Harwood Model:
1) Defined the problem
2) Communicated with others
3) Made observations
4) Communicated with others
5) Developed hypothesis
Materials:
Our goal is to see which of three candles burn the most. The candle in dry air and two in moist air. We are placing one candle in open air, the other two candles in water. We believe that the candle in open air will burn the most and lose the most in weight and height.
Our materials are three candles of similar heights and weights, water, glass beakers. We weighed, took the volume, and the height of each candle.
Candle 1 - V: 1/2 cups, W: 50.35 grams, H: 5.3 cm
Candle 2 - V: 1/2 cups, W: 50.2 grams, H: 5.0 cm
Candle 3 -V: 1/2 cups, W: 50.35 grams, H: 4.7 cm
Experiment:
We set up the experiment by first weighing, measuring and taking the volume of the three main candles. We then labeled each of our experiment candles. We set up the candle 1 on a paper plate, candle 2 and candle 3 were setup like this: three glass beaker were set around a small candle, candle 2 and 3 we set up in large beakers filled with water (candle 2 was set in 100 ml of water and candle 3 was set up in 200 ml of water), the large beakers were then set up on the smaller beakers with the candles (see pic).
After the set up was complete we lit the bottom candles under the large beakers and then lit all three experiment candles. We set a timer and burned the candles for 20 minutes. We discarded the melted wax. We then weighed, measured and took the volume of the experiment candles to review our results.Results of Experiment:
After burning for 20 minutes.
Candle 1 - V: 1/2 cups, W: 47.8 grams, H: 4.7 cm
Candle 1 lost 4.52 grams and lost 0.6 cm in
height.
Candle 2 - V: 1/2 cups, W: 50.2 grams, H: 5.0 cm
Candle 2 lost 3.2 grams and lost 0.8 cm in height.
Candle 3 -V: 1/2 cups, W: 50.35 grams, H: 4.7 cm
Candle 3 lost 0.79 grams and lost 0.5 cm in height.
When looking at the results of our experiment, it would seem that Candle 1 (which was in open air) lost the most in grams, while all of the candles lost about the same in height from 0.5 - 0.8 cm. It seems to fits our hypothesis.
Discrepancies in Experiment:
While our results seem to fit our hypothesis we need to make a few other observations. When we were burning Candles 2 & 3 the candle we were using to heat the water under the beaker melted the bottom of the candles. It caused a problem with Candle 3 as it melted the the candle and caused it to spill out and skewed our results. The bottom of Candle 2 was also melted and affected the results. To help with this we moved the warming candle to the edge of the glass at 10 minutes into the experiment to prevent Candle 2 & 3 from completely melting.
Improving the Experiment:
If we were to try this experiment again we would use a humidifier instead of trying to create our own humidity.
Tuesday, February 8, 2011
Harwood Model Steps for Bean Project
These are the steps we used for our bean mover.
1. Defined the Problem
2. Make Observations
3. Articulating Expectations
4. Carrying out the Study
5. Make Observations
1. Defined the Problem
2. Make Observations
3. Articulating Expectations
4. Carrying out the Study
5. Make Observations
Harwood & Baloney Detection Kit Comparison
The Harwood Model and the Baloney Detection Kit are two ways to view science are similar in a way.
The Baloney Detection Kit uses reason and common sense to look at a situation. It gives us the ability to look at a problem, theory or idea and make rational associations and conclusions based on that idea. It is also an interesting way to look at science.
The Harwood Model does the same thing in different language. It is more technical. It is just as rational and useful as the Baloney Detection Kit, just not as fun.
Both of these models accomplish the same goal. They both use a process of science to rationalize a theory, idea, or wild guess.
The Baloney Detection Kit uses reason and common sense to look at a situation. It gives us the ability to look at a problem, theory or idea and make rational associations and conclusions based on that idea. It is also an interesting way to look at science.
The Harwood Model does the same thing in different language. It is more technical. It is just as rational and useful as the Baloney Detection Kit, just not as fun.
Both of these models accomplish the same goal. They both use a process of science to rationalize a theory, idea, or wild guess.
Tuesday, February 1, 2011
RSA Animate - Changing Education Paradigms
http://www.youtube.com/watch?v=zDZFcDGpL4U
Three Questions
What Questions does this raise for me as:
1) Human Being?
This makes so much sense to me. The system educates us in the way the collective "they" think we should learn. The smartest (or the ones who conform the best) of us use the system to our advantage. Going through my educational history I realize that I wasn't one of the best because I knew the most, but because I was able to use the system correctly. I had much more intelligent friends who refused to learn like they were told and they were penalized for it. A lesson in itself.
2) Educator?
Different aspects of this video challenge me in regards to me being an educator. I have always felt that children were being drugged to keep an orderly classroom as opposed to real need. I have met children with ADHD and I have met children who someone felt needed to be medicated. There is a major difference between these two children.
On another level I am again challenged to do something about the system. I wanted to become an educator because I love learning. I also want to inspire a love of learning in anyone who would listen. I know that children are our future an I consider it a privilege to oppose the system and change it from the inside out. Use what motivates children today! I will.
3) Scientist?
A job of a scientist is to figure things out. To test, challenge, guess, and work toward a solution to a problem, whether that problem is an actual problem or an idea. Gravity was first an idea before it became a reality.
So, the question is, how do we define this question in a way that we can solve it? How do we measure and put a number so-to-speak on education? I believe that answer to that is we pay attention to it. Don't throw money at it, don't study it to death, but pay attention to the ones who are doing it right. I didn't learn to ride a bike from someone who had failed at it! I learned my listening to someone who was successful. Along with that, we have to realize that what works for one doesn't necessarily for work for all. Not entirely scientific but practical at least.
Three Questions
What Questions does this raise for me as:
1) Human Being?
This makes so much sense to me. The system educates us in the way the collective "they" think we should learn. The smartest (or the ones who conform the best) of us use the system to our advantage. Going through my educational history I realize that I wasn't one of the best because I knew the most, but because I was able to use the system correctly. I had much more intelligent friends who refused to learn like they were told and they were penalized for it. A lesson in itself.
2) Educator?
Different aspects of this video challenge me in regards to me being an educator. I have always felt that children were being drugged to keep an orderly classroom as opposed to real need. I have met children with ADHD and I have met children who someone felt needed to be medicated. There is a major difference between these two children.
On another level I am again challenged to do something about the system. I wanted to become an educator because I love learning. I also want to inspire a love of learning in anyone who would listen. I know that children are our future an I consider it a privilege to oppose the system and change it from the inside out. Use what motivates children today! I will.
3) Scientist?
A job of a scientist is to figure things out. To test, challenge, guess, and work toward a solution to a problem, whether that problem is an actual problem or an idea. Gravity was first an idea before it became a reality.
So, the question is, how do we define this question in a way that we can solve it? How do we measure and put a number so-to-speak on education? I believe that answer to that is we pay attention to it. Don't throw money at it, don't study it to death, but pay attention to the ones who are doing it right. I didn't learn to ride a bike from someone who had failed at it! I learned my listening to someone who was successful. Along with that, we have to realize that what works for one doesn't necessarily for work for all. Not entirely scientific but practical at least.
Tuesday, January 25, 2011
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