Earthquakes and Volcanos: South American plate

Ally Hakeem, Kelsey Hill, Katelin Mitchell, Lauren Ingham

Llaima Volcano: Chile
The Llaima Volcano erupted on April 4, 2009 in Chile. This is one of the largest active volcanoes in Chile. There was no volcanic activity until April 2, when water vapor emissions were released. By April 4, fast explosive bursts happened with pyroclastic (defined as: "composed chiefly of rock fragments of explosive origin,especially those associated with explosive volcanic eruptions") flows of ash and lava. Ash was sent 7,000 meters into the air and drifted in Argentina up to 100 kilometers south east. This volcanic eruption lasted for 37 hours. 71 people were evacuated in Argentina due to the incredible ash fall.

All of these pictures are action pictures during the Llaima Volcano eruption on April 4 2009. There are different shots to express how intense this eruption was. 

https://www.youtube.com/watch?v=jZGeRthx7Dg&feature=player_embedded

https://www.youtube.com/watch?v=YlD7pb2iQ54&feature=player_embedded

These two videos were taking when the volcano was exploding. We put these in just to show how big this volcanic eruption was.

Largest earthquake in world: Chile

May 22, 1960, the largest earthquake in the world occurred in Chile with a magnitude of 9.5. 1, 655 people were killed, 3,000 people were injured, and 2,000,000 people were homeless. This was an outrageous earthquake!!!! This earthquake also caused a tsunami that killed 61 people. The money damage was costly! There was 550 million dollars worth of damage in Chile, but what's most surprising is that there was 75 million dollars of damage in Hawaii and 50 million dollars worth of damage in Japan! There was severe shaking in Valdivia- Puerto Montt area, which is where the earthquake happened. Tsunami waves reached about 38 feet high and swept out houses as far as 2 miles away. The Tsunami that reached Hawaii wiped out 1600 homes and killed 185 people. This wave was as high as 18 feet tall. 

 
 

These pictures are the aftermath of the earthquake in Chile. These just show how bad the destruction was, and how many homes and cities were affected. There is also a map with a star of where the earthquake happened.

http://www.youtube.com/watch?v=0yha559FvaY

This is a video animation of how far the effects of the earthquake was. It caused a tsunami that reached all the way to Japan!

Sugata Mitra: Child-Driven Education

I work at an elementary school, and what I have found is if you give the kids something to work towards, they will find a way to get there if you don't help them out, or just barely push them along. That video and talk really showed that kids have such an imagination, that if they want to get somewhere, they will find a way even if they have no idea how to work something, if they care about it enough they will work for it.
I think that is what I took away from this more than the fact that "teachers aren't needed", because I think teachers will always be needed, sure students can learn certain things by figuring it out themselves, but I feel as if not everything that is needed when you are an adult can be taught to yourself. What I took away from it more is that we 1) need a less structured classroom and education system and 2) that we have to give the students the power to want to learn. If we just tell them they have to learn a, b, and c, they won't want to and will have problems with it, but if you find something they want to achieve or learn about, they will be more likely to learn it their own way.
I work at a private school, so most of the kids have both parents. However, when their parents pick them up most are talking on the phone, in a rush, and/or ignore their kids. I sometimes think I spend more time with them than their parents do. You can tell that the kids just want their parents to notice them, and it breaks my heart when a pre kindergardener wants to show off her finger painting and the parents just rolls their eyes and talks on the phone, you can tell that the kid probably doesn't want to work to anything because she thinks she isn't good at that. So the granny cloud I think is the best part of that video, because it gives kids what they want, and that's attention and acknowledgment that what they are doing is cool, and will work.
I found it inspirational how Sugata Mitra just put computers in the slums, and how kids found a way to work them without knowing anything. That shows me that we need to be getting creativity from all kids, and keeping them creative. It also shows me that those children in not well off places have such a desire to learn, and it makes me want to hop on a plane and jet off to the slums and just start teaching them what they want to learn, because seeing their smiling faces and seeing themselves so proud of learning how to do something on the computer reminds me of why I want to be a teacher.

Newton's Laws of Motion

Kelsey Hill, Sarah Hansen, Ally Hakeem

Newton's Cradle:
1st law: The pendulum illustrates the 1st law because the ball will stay at rest until force acts upon it. There fore, the balls will not move or stop until gravity or an outside force makes them move, or stop. When we would start the balls moving, they would die down, but not stop hitting each other even if the movement was very faint, until we stepped in and stopped them.

2nd law: The pendulum illustrates the 2nd law by when a ball is extended out farther it has a greater force onto the other balls due to the longer distance it falls, than a ball that is barely extended which has a lesser force due to the small distance it falls. We were able to tell that when we extended a ball far out, the ball on the other end would extend as far out as we had pulled ours out, to start with. When we barely extended it, the ball on the other side would barely go out. The ball that was extended out a lot had a greater distance to fall, so it had more force, forcing the other ball to go up just as high, where as the the ball that was barely moved didn't really fall, so it didn't have much force, and there fore the ball on the other side went up a very small amount.

3rd law: The pendulum illustrates the 3rd law because pulling back 4 balls there is more mass than the 1 that is left still, however when the balls are let go, the same amount of force goes out as went in. We could tell that by when we pulled back 1 balls and left 1 sitting there and we released the 4 balls into the 1, 4 balls went out the other end. We tried this by pulling back all 1-4 balls, and each time the same thing happened. No matter how many balls we pulled back and left standing, the number we pulled back would go out the other end when released and hit.

Marbles:
1st law: A ball that is standing still will stay still until a force is exerted upon it to make it move. A ball or balls that move will continuously move until a force is exerted upon it to make it stop. When we place a marble on the table, it shouldn't roll until I push it. And once we push it to start rolling, it won't stop unless an outside force like a wall or floor, or one of us stops it.

2nd law: When 2 balls are rolled, one slowly and one quickly, the ball which moves quickly and has more force exerted on it has more acceleration than the ball that has less force and therefore moves slower. We put marbles on the table at the same time and I put more force on one of them, and less on the other one. What happened was that the one with lots of force rolled very quickly and the one with less force rolled very slowly, and didn't stay in a straight line like the one with lots of force exerted on it did.
 http://www.youtube.com/watch?v=pjpRyGbGpe4

3rd law: When a bigger and smaller marble are hit upon each other they bounce off each other with the same force, even when they are different masses. We got 2 marbles, one that had more mass than the other, and we hit them together and the same time and we saw that they hit each other with the same force, even though they are different masses. We saw this because when they hit each other they both bounced off with the same speed, and they both bounced off, not just the smaller one off the larger one.
http://www.youtube.com/watch?v=wsHwzxZqDMs

Toy Car:
1st law: A car that is not on and not moving will stay still until a force is exerted upon it to move. A car that is on and moving with continuously move until a force is exerted upon it to make it stop. Since the toy car is battery powered, the car will not move unless pushed with force by one of us, or unless turned on. It will not stop then, unless it is stopped by a wall, the battery dies, or we turn it off.


3rd law: When a toy car is turned on and is held in place by rubber bands and a spring scale being held by a person, the forces being exerted are the same. We can tell that because it stays where it is. If the car had been exerting more force than it would have moved despite being held back, and if Aly or the person holding it had more force than the car would be moving backward because she would be pulling it.
http://www.youtube.com/watch?v=XtdDNqyrOvM

Weight and Mass:
2nd law: The calculations prove that the acceleration due to gravity x the mass (which we measured on the scale) is equal to force in Newtons which was confirmed by a spring Newton scale.

The Education Value of Creative Disobedience

I really liked this article. Although I loved the videos about the problems of the educational system, Sarah brought up an interesting point in class on Thursday that although they are powerful they didn't have something that this article did, and that is solutions. The videos talked about problems, but not necessarily how to solve them, and this article touched on how we can change at least the problems with the creativity that is being squished. I never really thought about education like this, although I know that there are issues, I never thought about how giving children less guidance would be better, until I read this. Working at an after care program I know that we have this type of education because when we are helping kids in the after care program we don't have to follow a syllabus, so I am able to give kids more creative control-- and let them make their own mistakes.
After having read this I really began to think about my own education both in the classroom and at home, and realized that my parents were in tune with this writer without realizing it, because they did what he suggested, which was to let me make my own mistakes and then help me figure out why they were wrong and how to get to the right answer. I was lucky and had teachers along the way who did a lot of that, but of course I had those teachers that taught us to have us memorize, but because my parents were the way they were, I still explored at home.
Having read this, I hope that I will be able to take those studies that he presented, and the ideas that he had and implement those in my classroom, or at least try-- since I will still have to follow standards set by the school and board. I intern for my math class at Monte Vista Elementary School, and what I found particularly today is that the children there don't necessarily have the same home life I did, they aren't as lucky. And so we as teachers and those who are in the classroom have to be able to step into that role and let them find their own way- because children have brilliant minds and will get to the solution, and will understand it better than if you just tell them.

Free Fall

Sarah Hansen, Ally Hakeem, Kelsey Hill

An object falling from a certain height pulled down by a gravitational force only is free fall. This object has no force upon it due to air resistance. For example, if there is a vacuum pump to suck all the air out of a chamber, a feather and rock will land at the same time. The constant acceleration of an object is due to gravity only. Free fall has changing velocity. Galileo is the one who discovered this free fall explanation.

http://www.youtube.com/watch?v=7gsmllyr5Gs- This is the link to our video of objects of different masses landing at different times
http://www.youtube.com/watch?v=EIt_Mvthp5s- This is the link to our video of objects of different masses landing at the same time
http://www.youtube.com/watch?v=LBWtj6ID3V8&feature=related- This is the link to our video of objects of different masses landing at the same time

Calculations for acceleration:
D=1/2at^2
10.7=1/2a(1.51)^2
10.7=1/2a(2.2801)
10.7=1.14005a
10.7/1.14005=a
a=9.4m/s^2
This is very close to 9.8m/s^2, therefore, a 90 degree angle for an object will always accelerate at 9.8m/s^2 or very close to it.


http://www.youtube.com/watch?v=KDp1tiUsZw8- This is link to a video of free fall taken on the moon
http://www.youtube.com/watch?v=hKO1VkujAK8- This is a link to a video of free fall of a basketball being thrown from an amusement park ride
http://www.youtube.com/watch?v=CpJp2HlWUEk- This is a link to a video of objects of different masses landing at the same time

Planet graphs

Sarah Hansen and Ally Hakeem

This first graph shows Distance versus Time for free falling objects on 3 different planets- Earth, Jupiter, and Pluto. Each line represents the velocity on each planet. The lines represent that the acceleration and velocity are greater on Jupiter than on Earth, and both are greater than on Pluto. Jupiter has a much greater velocity than Earth, and Earth has a greater velocity than Pluto, however it is only a bit greater, not as much as Jupiter.

 

This other graph shows Final Velocity versus Time for falling objects on 3 different planets- Jupiter, Earth, and Pluto. The lines show that the objects are falling at a constant rate. They show that Jupiter has the highest gravitational pull, Earth has a middle pull, and that Pluto barely makes it on the graph with it's gravitational pull.

response to Ken Robinson video

First off, I have to say that this man has got to be one of the most brilliant men and speaker. I enjoy watching and listening to him, and both videos I have watched of his has got my mind beginning to turn.
I agree with everything he says.
The thing that hits me the most is when he talks about the "hierarchy" of education and how arts gets pushed to the bottom. I have been a singer my entire life, and when I wanted to do choir in high school it was not counted as a core class, even though I spent as much or more time for that class and outside of it than any of my math or language classes. I wrote my senior thesis on music education in schools and how when budgets are getting cut music needs to stay in schools, so I believe that there needs to be not a pyramid of subjects, but more a bar, where the same amount of credit is given to each subject, even those considered "not important".
Although I know that there does have to be some continuity in schools and in between students, I feel as if everyone deserves the opportunity to strength their strong points like music, sports, math and science, english, or history. For example, I was forced to put my emphasis on math and science, but I am much better at and enjoy english and history more. And I know many other students who are the same way.
Ken Robinson is brilliant, and I feel as if everyone needs to see his videos and really hear what he is saying, because he is right about ADHD, education, and most especially the future.

Science questions answered

• What is science?
• Science is the study of the world, and how everything works in the past, present, and future.
• What is the goal of science?
• The goal of science is to figure out life and the world around us and beyond, to explain how and why things happen.
• How is science conducted?
• Science is conducted through experiments and observations, that are then written down and repeated and changed if need be, in order to better understand how to do things, and why things happen.
• What has been you experience learning about and doing science?  Describe a positive experience and why it was positive.  Describe a negative experience and why it was negative.
• I have had an interesting time with science. Science is not my strength, and neither of my parents are great at it either, so all I really know about science is from the classroom. My favorite class was Biology, and I loved at the end of the year when we got to dissect a fetal pig, and see in front of us what we had only seen in drawings. My least favorite class was Chemistry, and it's because I am not that great with numbers. For some reason I had a really hard time with significant figures, and that test just was one of the worst things ever.

Glee, science, and school :)

I love my science class, my school, and Glee! :)