What is a Black Hole?

"A black hole is one of the strangest objects in space. It is an area in space where gravity is so strong that even light cannot escape from it. Since light cannot escape from a black hole, it appears black. Light can travel faster than anything we know of - at a speed of 186,000 miles (300,000 kilometers) per second. If light cannot escape from a black hole, nothing else that we know of can. A black hole is not really a hole and it is not empty. It is filled with a lot of material crammed into an extremely small space. This is what gives a black hole its super strong gravity. The term black hole is used because these objects look like black holes in space - since they put out no light." (http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/blackhole.shtml)

This is good background information on black holes:
http://www.kidsastronomy.com/black_hole.htm

http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/blackholes.shtml

What happens if I get sucked into a black hole?

This is another great question I have been hearing a lot. I think everyone is pretty safe from black holes, but theoretically....

If you were sucked into a black hole, your energy would convert into heat, and your body would reach incredibly high temperatures. As your superheated self fell closer to the center of the black hole, you would cross a threshold called an event horizon. The event horizon is like a point of no return. After the event horizon, any light from your heat would no longer be visible. Your would collapse into the center of the black hole, which called a singularity. The singularity is a dimensionless (not 1-D, 2-D, 3-D, 4-D, etc...) object of infinite density.

Long story made short: You would be squashed!!! Well, squashed into a dimensionless object of infinite density with no light. Try drawing a picture of that!

Here are the sites I used to research this question.
http://kids.yahoo.com/science/space/article/blackhole
http://starchild.gsfc.nasa.gov/docs/StarChild/universe_level1/black_holes.html

Will looking at a solar eclipse make me blind??

This is a question I keep hearing in class. At this NASA website, the experts set the record straight. Can looking at a solar eclipse lead to permanent vision loss? YES. Do not look directly at a solar eclipse! It is safe, however, to look with the naked eye only during the short phase of totality (a total solar eclipse) when the whole moon is blocking the sun. In partial eclipse or any other time, it is very important to use eye protection!!

http://eclipse.gsfc.nasa.gov/SEhelp/safety.html

At this website, Mr. Eclipse explains more about how to protect your eyes.

http://www.mreclipse.com/Totality2/TotalityCh11.html

Even staring at the Sun on a regular day is dangerous. Be careful!

Spring Tide vs. Neap Tide

A neap tide occurs only twice a month, during the first and third quarter moon. A neap tide has the lowest high tides and highest low tides of the month. The tidal range (distance on the beach between high and low tide) is at its lowest.

A spring tide also occurs twice a month, but at the full and new moon. A spring tide has the largest tidal range of the month, so the distance between high and low tide is the greatest. This means higher high tides and lower low tides.

The pattern of the lunar month's spring and neap tides is nicely animated at this site: http://oceanservice.noaa.gov/education/kits/tides/media/supp_tide06a.html

Tides?? Here are some helpful resources.

The Moon's gravitational pull on Earth causes tides! What is a tide? Check out the videos at these links:

http://videos.howstuffworks.com/hsw/10000-the-moon-tides-video.htm

This page also includes many different videos about the moon that answer some interesting questions such as 'How did the Moon form?'

The second video is from NASA:
http://www.nasaimages.org/luna/servlet/detail/NVA2~15~15~53648~124808:What-is-a-Tide

The animation at the link below illustrates how high and low tides work. There are about two high tides and two low tides every day.
http://science.nasa.gov/headlines/images/missingtides/dissipation.gif

Earth's Seasons: Who wants to be a millionaire??

Here is an online game you might like:

http://www.quia.com/rr/37464.html?AP_rand=672856361

Learn about this little guy!

http://www.washingtonpost.com/wpdyn/content/article/2009/03/24/AR2009032403517.html?hpid%3Dartslot&sub=AR

Diagram: Why do we always see the same part of the Moon?

Source: http://startswithabang.com/?p=398

Why do we always see the same part of the Moon?

Even as the Moon changes phases throughout the month, we are always seeing the same face (the half facing us) of the moon! If you don't believe me, take a long look at this photo series (above) of the Moon over one month. This picture was copied from: http://startswithabang.com/.

How does that work? The moon rotates on its axis, just like Earth's rotates, so why aren't we seeing the whole sphere??

The Answer: The moon rotates once in 29.5 days and also orbits Earth once every 29.5 days. Because the rates of rotation and revolution are the same, the moon does APPEAR to rotate to an observer on Earth. Outside observers, however, would be able to see the moon rotating when observing the Sun, Moon, Earth system.

Here's one explanation: http://www.badastronomy.com/bad/misc/moon_spin.html

And here's another: http://startswithabang.com/?p=398

Here's a fun way to remember this:

Oh, glorious Moon!

As I gaze on your face

it comes to my mind

That never shall I gaze

On your glorious behind.

--Anonymous

Moon Phase Diagram and Animation

Here is a great diagram of how Moon phases work. This diagram was copied from Nick Strobel's Astronomy Notes.Go to his site at http://www.astrono%20mynotes.com/for the updated and corrected version.

Want to practice today's new vocabulary and test your knowledge of the Moon's phases as it completes one orbit (29.5 days) around Earth?

Here is an excellent animation of both the view of the moon from Earth and a diagram of the moon's position in relation to the Earth and Sun.

Check it out!

http://www.sumanasinc.com/webcontent/animations/content/moonphase.html

What is the Harvest Moon?

If you want to know more about the Harvest Moon and how it differs from a lunar eclipse, click the link below. It turns out that each of the 12 full moons in one calendar year has a unique name!

http://www.erh.noaa.gov/rnk/Newsletter/Fall%202006/Full_Moon_names.htm

Why does a lunar eclipse make the Moon appear red or orange?

The color of the moon is the color of Earth's shadow! Earth's dusty atmosphere causes its shadow to be sunset red.

The next total lunar eclipse will not be visible until Dec. 2010.

Read more at the website below!
Thanks to Ms. Watner for finding this site!

http://science.nasa.gov/headlines/y2008/13feb_lunareclipse.htm

"Why does the sun shine?" by They Might Be Giants

The sun is a mass of incandescent gas
A gigantic nuclear furnace
Where hydrogen is built into helium
At a temperature of millions of degrees

Yo ho, it's hot, the sun is not
A place where we could live
But here on Earth there'd be no life
Without the light it gives

We need its light
We need its heat
We need its energy
Without the sun, without a doubt
There'd be no you and me

The sun is a mass of incandescent gas
A gigantic nuclear
Where hydrogen is built into helium
At a temperature of millions of degrees

The sun is hot

It is so hot that everything on it is a gas: iron, copper, aluminum, and many others.The sun is largeIf the sun were hollow, a million Earths could fit inside. And yet, the sun is only a middle-sized star.

And even when it's out of sight
The sun shines night and day
The sun is far away

About 93 million miles away, and that's why it looks so small.

The sun gives heat
The sun gives light
The sunlight that we see
The sunlight comes from our own sun's
Atomic energy

Scientists have found that the sun is a huge atom-smashing machine. The heat and light of the sun come from the nuclear reactions of hydrogen, carbon, nitrogen, and helium.

The sun is a mass of incandescent gas
A gigantic nuclear furnace
Where hydrogen is built into helium
At a temperature of millions of degrees

Hear the original song:
http://www.youtube.com/watch?v=Zbgul1NpEA8&feature=related

Here is a slowed down version featuring real images of the Sun and Earth:
http://www.youtube.com/watch?v=cds3sIzSf_I&feature=related

Fun Site for Energy Resources

This site offers review of class vocabulary and concepts, but also features games and ideas for kids to get involved in conserving energy.

http://www.eere.energy.gov/kids/

UNICEF Video about World Water Day

This video does a great job of illustrating and explaining the realities of life for the 2.2 billion people living without adequate access to clean water.

http://www.youtube.com/watch?v=wXR4Z_NBD-E&feature=related

This video, featuring the Madden brothers from Good Charlotte, focuses on conditions in the Central African Republic, a country ravaged by three civil wars over the last ten years. A $1 donation can provide 40 days of clean water for a child.

http://www.youtube.com/user/unicef

TEST Monday!

There will be a short test covering climate change, the greenhouse effect, and nonrenewable/renewable energy resources on Monday. Your child has a study guide.

March 22nd is World Water Day!

Water conservation and access to clean water is an ongoing theme in the classroom. Use this link to learn new information about the issues surrounding water. When I taught in Tanzania, the school where I worked had 200 kids and no running water! One of the most important projects at the school was building a water tank. This is just one example of how many people struggle to get water on a day to basis. How will you observe World Water Day? Feel free to post ideas in the comments box!

http://www.unwater.org/worldwaterday/flashindex.html

Groundwater Vocabulary Review and Diagram

Resources for Studying Earth's Energy Resources!

http://www.eia.doe.gov/kids/energyfacts/sources/whatsenergy.html

Flash Animation for Groundwater

http://earthguide.ucsd.edu/earthguide/diagrams/groundwater/index.html

This is a great link for additional review. Enjoy!

Climate Zones Review

http://www.cgrove417.org/fry/Science/Climate/climatecauses.html

http://www.cgrove417.org/fry/Science/Climate/climatezones.html

Resource for Further Research

Students will view some of the information on this page as part of an in-class activity on Tuesday. Here is the link for those interested in exploring further.

http://www.koshland-science-museum.org/exhibitgcc/index.jsp

Weather Review Links

http://www.brainpop.com/science/weatherandclimate/

http://www.wildwildweather.com/

http://www.nationalgeographic.com/lightning/index.html

Diagrams for Review

Diagram 1 Source: http://blog.mlive.com/muskegon_chronicle_extra/large_groundwater%20art%20.jpg

Diagram 2 Source: http://www.google.com/imgres?imgurl=http://www.usgcrp.gov/usgcrp/images/ocp2003/WaterCycle-optimized.jpg&imgrefurl=http://www.usgcrp.gov/usgcrp/images/ocp2003/ocpfy2003-fig5-1.htm&h=539&w=686&sz=154&tbnid=iEGhwEkBmif7pM::&tbnh=109&tbnw=139&prev=/images%3Fq%3Dwater%2Bcycle&usg=__z7SnebQ_iflMHi7iyq6ZQEoLIss=&ei=sv6ISZTjG6KBtwfF2LmfBw&sa=X&oi=image_result&resnum=1&ct=image&cd=1

Links for Groundwater Information

http://www.groundwater.org/kc/kc.html

http://ga.water.usgs.gov/edu/pesticidesgw.html

http://ga.water.usgs.gov/edu/watercyclesublimation.html

http://ga.water.usgs.gov/edu/watercycleprint.html

How does your child feel about mountaintop removal coal mining?

Last semester when we studied mineral resources, we spent some researching the mining industry and reading from sources regarding mining practices. We reflected on the safety issues facing miners, environmental concerns about mining, and the economic need for mining, both for the consumer and the worker. Mountaintop removal mining is a hotly contested mining practice that we discussed in class. If you or your child are interested, below is a link to an organization lobbying the EPA to ban mountaintop removal. The opportunity to write to the EPA is available on the website.

http://www.ilovemountains.org/action/epa

Here is more information about moutaintop removal:

http://en.wikipedia.org/wiki/Mountaintop_removal

Lab Report Helper

Lab
Report Helper

Question:
WHAT IS THE QUESTION THAT IS BEING ANSWERED IN THIS LAB?

Variables:
STATE THE INDEPENDENT AND DEPENDENT VARIABLES. LIST
EXPERIMENTAL CONTROLS.

Hypothesis:
IS ALWAYS AN IF THEN STATEMENT.

• If
  … then … because.

  
  

WHAT
DO YOU PREDICT WILL HAPPEN? IDENTIFY YOUR INDEPENDENT AND DEPENDENT
VARIABLES AND HOW WILL THE INDEPENDENT VARIABLE AFFECT THE DEPENDENT
VARIABLE.

Materials:

LIST
EVERYTHING YOU USED! Include quantities of each item.

Procedure:
Is a detailed, numbered list of steps.

THE
FOLLOWING IS AN EXAMPLE OF WHAT IT SHOULD LOOK LIKE:

1. Gather
   materials

   
   

2. Rip
   leaves into little pieces and put the pieces into the plastic cup

   
   

3. Cut
   the coffee filter in half and tape it to the center of the popsicle
   stick.

   
   

4. Pour
   1 ½” of the nail polish remover into the cup

   
   

5. Place
   the popsicle stick over the top of the cup so the coffee filter is
   just touching the nail polish remover.

   
   

6. Label
   cup with group number and members’ names.

   
   

7. Place
   the cup on a windowsill for 24 hours.

   
   

8.
Clean up all materials.

Data:
see attached.

YOU
MAY ATTACH A BAR GRAPH, DATA TABLE, CHART ETC… YOU DO NOT
HAVE TO REWRITE IT AGAIN, UNLESS IT IS IN YOUR NOTEBOOK OR IT IS TOO
SLOPPY TO BE CONSIDERED A FINAL DRAFT. REMEMBER THAT YOUR DATA WILL
BE SPECIFIC TO YOUR GROUP. IT WILL NOT CONTAIN THE SAME INFORMATION
THAT OTHER GROUPS WILL HAVE. IF YOU ARE MISSING DATA, GET IT FROM
SOMEONE IN YOUR GROUP!

Conclusion:
YOU CAN USE THE FOLLOWING GUIDELINES FOR YOUR CONCLUSION:

In
class, we have been studying _______________________

The
question we were trying to answer during our experiment was, ______

_________________________.
My hypothesis was if ________________________________,
then_______________________________ will happen. I thought this
because _______________________________________ . My hypothesis
was/was not supported by the data. (IT HAS TO BE ONE OR THE OTHER
– WHAT DOES YOUR DATA SHOW? WAS YOUR

HYPOTHESIS
SUPPORTED BY THE DATA OR NOT?) IF YOU PRODUCED DATA THAT WAS
INCORRECT OR SURPRISING TO YOU, WHY MIGHT THAT HAVE HAPPENED? IF
YOUR DATA WAS INCONCLUSIVE, SAY THAT YOU DO NOT HAVE ENOUGH
INFORMATION TO KNOW. WHAT SOME POSSIBLE SOURCES OF ERROR? WRITE A
SENTENCE OR TWO ABOUT THAT
HERE:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1

Rubric for Experimental Design

Name:
__________________________

Team:
__________________________

Class:
______

Lab:
____________________________

Rubric
for Experimental Design

Adapted
From: Doran, Rodney L., Boorman, Joan, Chan, Fred, and
Hejaily, Nicholas. Authentic Assessment: An instrument for
consistency, The Science Teacher, September, 1993. Chicago
Public Schools Bureau of Student Assessment

Note:
Each applicable item is checked separately, with one point
awarded for each correct item.

Statement
of Hypotheses


Effect linked to variable


Directionality of effect


Expected effect/change


Independent variable


Dependent variable

Procedure
for Investigation


Resolves experimental
problem/feasibility


Sequenced and detailed
plan


General strategy


Safety procedures


Use of equipment/diagram
of set-up

Plan
to Record and Organize Observations/Data


Space for
measured/calculated data


Matched to plan


Organized sequentially


Labeled fully (units
included)


Variables identified

Quality
of the Observations/Data


Consistent data


Accurate
measurements/observations


Completed data table


Correct units


Qualitative description


If a graph is
appropriate, the graph is accurate, appropriate, and correctly
labeled

Forms
a Conclusion from the Experiment


Consistent with
scientific principle


Sources of error


Consistent with
question, hypothesis, and data


Relationship among
variables stated

 Variables
stated in conclusion