Class Response 2 08-09

Wednesday we watched a little part of Dr. Seuss’s “The Lorax.” In the Lorax, one night, a boy comes to a desolate corner of town to visit the Once-ler and learn about the Lorax. The Once-ler recounts how he first came to arrive where they now stand, then a beautiful forest of Truffula Trees, colorful woolly trees that were spread throughout the area and supported various fantastical creatures. The Once-ler chopped down a tree and used its foliage to knit a Thneed, an odd-looking but versatile garment that he insisted "everyone needs." A strange creature called the Lorax emerged from the stump and protested, but the Once-ler ignored him, and, spurred by greed and the success of his first sale, began a huge Thneed-making business, much to the Lorax's distress. Unfortunately, we did not get to finish the movie, and class ended. While we were watching the movie, we started to go up and put more symbiotic relationships in the book. My opinion was that it was good to get a break by watching an educational cartoon. Also, it was a great way to teach pollution and how people cut down trees.

http://library.thinkquest.org/CR0210462/loraxsum.html

Class Response 08-09

Today, in class, we wrote about our symbiotic relationships and put them onto a book on the computer. My symbiotic relationship was a picture mosquito bite and a human and how it was parasitism, how it related to nature, and where the picture was taken from. Symbiotic relationships benefit most human beings and animals in a number of ways, but with parasitism one organism is benefited while the other is harmed. With the mosquito bite and the human, the mosquito benefits while the human is harmed because it gets blood and we lose blood. While on the computer, I used a jump drive to get my work onto the computer, and then I shrunk it, copy and pasted it, and put my picture on. My opinion on this idea to take pictures was that it was a good thingbecause it taught us the way symbiosis can show itself. It can show itself in many other relationships like a human and a pet, a vine and a tree, and a bee on a flower. Also, to show understanding of the topic, everyone wrote a paragraph and with that I can read about the relationships and benefit by learning about them.

Work Cited-http://answers.yahoo.com/question/index?qid=20081116171832AAXGbLm

http://www.scienceclarified.com/everyday/Real-Life-Biology-Vol-2/Parasites-and-Parasitology.html

Science Current Events 08-09 2

Summary-

What lies in the water 65 million years after the Cretaceous period ended? Well, the scientists at the University of Missouri and University of Florida took chemical samples of ancient fish, bones, and teeth. During the late Cretaceous period, the high atmospheric levels, carbon dioxide, and warm temperatures were outstanding. Water masses naturally have signs of chemicals that show the land that they are from. These chemicals get carried across the oceans and are recorded by fish material. Whatever happens to the fish debris happens to the signature. University of Missouri and University of Florida have collected 45 samples of fish debris which vary from 95-65 million years ago. They got this fish debris from the Demerara Rise in the tropical parts of N.A. With this technique, the scientists can assume how the water flowed in the Cretaceous period. “Constraining ocean circulation patterns during greenhouse times, especially across the very large changes in the global carbon cycle that occurred during the interval we studied, is giving us a better understanding of how greenhouse oceans behave,” Ken MacLeod said. Carbon dioxide levels were two to four times higher than it is today, resulting in the waters rising 7 degrees higher than today. The signatures that they found were astonishing because the values were extremely low for the ocean back then. Also, there was a shift that was larger than anything before that happened for the past 200 million years ago. These Cretaceous findings were characterized by sinking of warm, salty, equatorial waters, and became more vigorous over the years.

Work Cited- http://munews.missouri.edu/news-releases/2008/1020-macleod-ancient-ocean.php

Science Current Events 08-09

Summary-

On Friday, October 10^th, a group of scientists simulated a volcanic eruption in 3-D with controlled pressure. With this ability to simulate volcanic eruptions, it will be easier to predict when other real eruptions may occur. These scientists got some rock from the active volcano of Mount Etna. With this rock, the scientists got the results that would usually occur before a volcanic eruption. “The holy grail of volcano research is to be able to predict with complete accuracy when and how exactly a volcano will erupt,” said Philip Benson.

However, Marie-Curie said that “We are not quiet there yet and we may never be.” Nearly 500 million people live near 600 volcanoes and with this skill they can save them from physical harm. The man who did the experiment was not classified under the type of scientist, but he was highly skilled so he was chosen. The final thanks were to the Canada Foundation for Innovation for funding the whole experiment.

Work Cited

http://www.news.utoronto.ca/science-and-technology/volcanic-eruption-signals-simulated-in-lab-for-first-time.html

Extra Credit

^^^^
Read the poem below before the response !!
>
U
__
`````
http://www.bartleby.com/117/29.html

This poem is one of the most famous poems that Robert Frost has ever written about weather. This poem uses weather in a way that it is hard to understand; he uses weather as the source and center of his poem. He uses weather as it being scornful, tragic, and terrible. But, in the second paragraph, his use of weather becomes more happy-like and it is not scornful after all. Also, in the second paragraph, he mentions the after effect of the storm and the winds that blow on and on and on. In the end and in the fourth paragraph, the feeling of the weather is nice, sunny, and grateful, but it mentions that the rain is his love which means he loves the rain. The poets’ knowledge of weather enhances the poem because if he didn’t know anything about weather, he would have not been able to make this poem about the flowing of weather and he would not be able to put in the weather patterns that he saw. The poet talks about rainy weather, stormy weather, and windy weather. Also, it shows the aftermath of a big storm and he also describes the scenery after the storm.

This poem without the mention of weather would be like a car without an engine, it would fall apart. This poem without weather would be like a human without a heart and a brain, dead. This poem has to have weather in it to make it the same. Literary techniques that are used to further improve this poem in regard to weather is that he uses personification many times talking about clouds, rain, and sleet. Also, it sometimes used alliteration with wind, rain, and clouds. My knowledge about weather was vast, but because of this poem it has become endless (hyperbole). This poem describes what a storm is like it gave me the knowledge of knowing what was going through the poets mind when he wrote this, how he described it, and lastly what did he know prior to the beginning of his poem.

Class Response 2 from may

In class, we were talking about weather. Also, we were talking about local winds and global winds. To show that as a lesson, we made kites and went outside. When we got outside, we attached a string to our kites and started to run around trying to gain velocity and gain the wind so my kite would fly into the air. After we flew the kites, we had to answer questions about the experience we had while we flew the kites.

http://www.gombergkites.com/howgen.html

Class Response

Today what we did in class was blow into a straw that was inside of a bowl filled with paint. When we blew into the straw, the paint started to create bubbles. When the bubbles reached a long enough height, we put a blank piece of white paper onto the bubbles and it created a big circle filled with color. Also, if you would want to change the color of your paper you would have to wash your straw off and repeat the same. Once, I blew the bubbles over the plate and it overflowed, and the table was filled with paint. Lastly, I finished the paper with no white spots left and I left it to dry.

http://www.mycraftbook.com/craftidea.asp?craftID=485

Class Response

Today what we did in class was blow into a straw that was inside of a bowl filled with paint. When we blew into the straw, the paint started to create bubbles. When the bubbles reached a long enough height, we put a blank piece of white paper onto the bubbles and it created a big circle filled with color. Also, if you would want to change the color of your paper you would have to wash your straw off and repeat the same. Once, I blew the bubbles over the plate and it overflowed, and the table was filled with paint. Lastly, I finished the paper with no white spots left and I left it to dry.

http://www.mycraftbook.com/craftidea.asp?craftID=485

Class Response

Today what we did in class was blow into a straw that was inside of a bowl filled with paint. When we blew into the straw, the paint started to create bubbles. When the bubbles reached a long enough height, we put a blank piece of white paper onto the bubbles and it created a big circle filled with color. Also, if you would want to change the color of your paper you would have to wash your straw off and repeat the same. Once, I blew the bubbles over the plate and it overflowed, and the table was filled with paint. Lastly, I finished the paper with no white spots left and I left it to dry.

Social Studies Homework

If I could choose one thing that I could not live with right now is that I could not use a typewriter. If I had a typewriter than it would drive me crazy because after every mistake that I made I would have to take it out of the machine and use white out. Also, I would not be able to use the internet or web surf. The typewriter was basically the computer thirty years ago.

Class Response

What we did in class is that we made atoms. First, we were given two partners and a worksheet. We also were given two spheres (a small one and a big one), and we had three cups with blue marbles, yellow marbles, and green crystals. What we had to do was put the correct number of neutrons, protons, and electrons of the given element. How we figured out the protons is that the atomic number is the protons. The electrons are the same as the protons, and the neutron is the atomic mass-the atomic number. The small sphere that was given to us was the nucleus. The larger sphere is the atom that the nucleus gets put into. After we finished the worksheet we had to make the biggest element on the periodic table, but our group could only make tin.

Extra Credit Review

http://science.discovery.com/

This site is a very creative site to look at if you want to know cool things about science. For one thing you should thank the sponsor of the website, Discovery Channel, for putting up the website.

This site is all about science and what weird things are happening in the science world.

The good parts of the site is that it is very easy to locate were everything is and what you want to find out about science. The bad factors of the site are that it doesn’t have a whole lot of real chemical and biological science that some of the people, who are into science, are interested in and love.

If you are looking for a site that has crazy cool scientific things, than you would go to this website.

In the future, I would go to this website to check in on the cool science action and mostly to get some good laughs.

Science Current events

Summary-

A problem that has been occurring all over the world has been 150 years in the making and is increasing in speed. The global warming problem is taking effect more than ever. From 1846-1995 the ice has been breaking up into water faster and faster. The research that the scientists came up with is that the air temperature is increasing 1.2 degrees Celsius each century. Now they are looking specifically at the water around northern North America. What the scientists have just found out is that there was a rapid warming through 1975-2004. The rates were 5.8 and 3.3 times faster than the rate in 1846-1995. At the same time, the temperatures were increasing 0.7 degrees Celsius. Every decade, the average number of days of snowing we had was 5.0 days less. Also, the average number of the snow height went down by 1.7 cm every decade. The changes in the ice have had many affects on fish and plankton. The ice breakup has caused a mismatch for the fish. If one fish lived in 10° water and another in 20° water, then they might get mixed up because of the ice breakup. Only in the Great Lakes has the ice not been breaking apart. The big point is that global climate change will soon turn winter into spring, so to speak.

WORK CITED
http://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=110967