"Frankly, if I had my wish, we would be on our way out of Afghanistan not in, we would be letting Pakistan figure out which Taliban they want to conspire with and which ones they want to fight, we would be letting Israelis and Palestinians figure out on their own how to make peace, we would be taking $100 billion out of the Pentagon budget to make us independent of imported oil -- nothing would make us more secure -- and we would be reducing the reward for killing or capturing Osama bin Laden to exactly what he's worth: 10 cents and an autographed picture of Dick Cheney" (Freidman, 2010).
While I agree with this author that our money would be well spent on making us independent of imported oil, I believe our country needs to understand the impact our dependence has on us. While gas prices continue to climb, there has been limited advancement in fuel alternatives. Until we are truly inconvenienced by our dependence on foreign oil, I don't believe we will see a change. It would take a drastic shortage to spark attention and get us on the course towards improvement.
References:
Friedman, T. L. (2010, January 17). What’s our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.
Laurie V
Thursday, March 8, 2012
Tuesday, January 17, 2012
Natural Disasters
In order to develop compassionate citizens about natural disasters, I would have students research a natural disaster that occurred in our state, the eruption of Mt. St. Helens. I would have them research the lives lost, the devastation left behind, and how many people were affected by the eruption. I would also have them research the possibility of another eruption, either at Mt. St. Helens or Mt. Rainier. How would such an eruption impact them? What kind of assistance might we need here in Moses Lake?
This activity could also lead into the study of earthquakes and plate tectonics since we live along the Ring of Fire. Knowing that these disasters could occur where we live should increase students' sensitivity when disasters strike in other areas.
This activity could also lead into the study of earthquakes and plate tectonics since we live along the Ring of Fire. Knowing that these disasters could occur where we live should increase students' sensitivity when disasters strike in other areas.
Monday, July 4, 2011
week 2 Inquiry
Marble Momentum Inquiry
For this week, I chose the “How do different surfaces affect the momentum of marbles?” inquiry to complete. To begin, I looked up the definition of momentum so that I was measuring the correct variable. Momentum is defined as “the product of the mass (m) of an object and its velocity (v)….The law of conservation of momentum: The total momentum of a group of interacting objects remains the same in the absence of external forces” (Tillery, Enger, & Ross, 2008). Therefore I decided to measure the distance the marbles traveled on different surfaces. Without an outside force, such as friction acting on the marbles, the marbles should travel the same distance since I am applying the same force and the marbles are the same mass.
For the different surfaces, I chose linoleum flooring, sand paper, carpet, and felt. The starting point was the same for each marble. I hypothesized that the marble would travel the farthest on the linoleum because the linoleum will have the least amount of friction. After completing the inquiry, I concluded that the marble traveled the furthest was the marble on linoleum. On average, the marble on the linoleum traveled 4.2 meters further than the marble on the carpet, 3.8 meters further than the marble on the felt, and 1.2 meters further than the marble on sandpaper. Through conducting this inquiry, I was able to observe how different amounts of friction (different surfaces) changed the amount of distance the marble was able to travel. I also observed the difference in velocity in relation to the friction. I was also able to better understand the concept of inertia. The marbles required an outside force to travel and depending on the surface, the same force applied to each marble affected the velocity.
If I were to present this question to my students, I am sure they would choose different variables to measure, such as velocity. The way the question is worded lends itself to be measured in different ways. They would also need to have more background knowledge on momentum and inertia. One positive aspect of this inquiry is that it would be simple to extend. The students could decide to extend their knowledge by changing the mass of the marbles on one given surface or change the force applied to the marble. Students enjoy inquiries that allow them to make choices on how they can alter the inquiry to answer another question. Changing the surfaces the marbles travel on was a great way to get students interested in the concept of momentum and could be extended in a variety of ways.
References
Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York: McGraw-Hill.
Thursday, May 19, 2011
Polar Ice Caps
9. What happens if polar ice caps melt?
If the polar ice caps melt, chunks of ice from frozen glaciers could enter the ocean and cause a slight increase in the ocean level. The rising temperature could also affect sea levels if the main ice covering the Antartic were to melt. Sea levels around the world could be impacted. It could also cause a change in the temperature of the sea.
If the polar ice caps melt, chunks of ice from frozen glaciers could enter the ocean and cause a slight increase in the ocean level. The rising temperature could also affect sea levels if the main ice covering the Antartic were to melt. Sea levels around the world could be impacted. It could also cause a change in the temperature of the sea.
Sunday, May 15, 2011
5 E's reflection
I thought the 5 E's lesson format was more useful for a unit plan. It was difficult to tweak it for my lesson plan. The basics of the lesson plan template are similar to what I use currently but parts of it seemed redundant. I feel that's more suited for a science unit.
Technology is difficult for me to incorporate in many lessons. In my building, we have one computer lab with 30 computers for 1,000 students. In my classroom, I do have an interactive whiteboard but haven't had any training on how to use it :(
Technology is difficult for me to incorporate in many lessons. In my building, we have one computer lab with 30 computers for 1,000 students. In my classroom, I do have an interactive whiteboard but haven't had any training on how to use it :(
Sunday, May 8, 2011
Laurie V: Blogging
Laurie V: Blogging: "Welcome to my blogspot for Walden's Nature of Science course. I am new to blogging...this I'm sure will be painfully obvious!"
Blogging
Welcome to my blogspot for Walden's Nature of Science course. I am new to blogging...this I'm sure will be painfully obvious!
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