Water Wheels,
We made our first little turbine in class today, out of a paper cup and double-layered construction paper blades. I stuck the blades at equal distances around the rim of the of the cup. I oriented the slits that the blades fit in straight up and down on the cup. We did manage to make the cup spin by blowing on it. We are going to build some more designs over the weekend. I am going to focus on a couple of blade shapes and orienting the blades different ways to see how effective different designs are.
WaterWheel 2/24/2011
Water Energy Copyright © 2010 EnergyBible.com. 2/24/2011
HydroGenerator Project 2/24/2011
Pelton Turbine Videos Copyright © 2011 World News Network 2/24/2011
Newton's Laws 2/24/2011
Hydro Power Project Copyright © 2011 2/24/2011
Homemade Hydro Power leifjohnston 2/24/2011
How to Build a Hydro Generator Copyright © 1999-2011 eHow, Inc.2/24/2011
Please see my group mate's blogs to see how we are thinking about the physics behind this project and photos/videos of our progress today!!
Thursday, February 24, 2011
Wednesday, February 23, 2011
Vulnerability
http://www.ted.com/talks/view/id/1042
Brene Brown addresses the very aspects of the modern scientific paradigm that give me the greatest concern. She implies that it was her own inflexibility that was a symptom of her inability to be open to her own vulnerability. It is this side of science that I feel most strongly opposed to. The idea that it's only real if you can measure it, says to me that the whole world ought to be chopped up and put neatly into separate compartments.
That's what frightens me about science, that it may try to steal the magic from the world. But, I think that there is a reconciliation possible. My fear of science probably boils down to a fear that science could destroy my faith. I think that I can be vulnerable to what ever presents itself, that reality is whole-hearted.
I can learn from her perspective in every aspect of my own life and in my deepest internal processes. I think that she hit the nail on the head. Humankind is caught in a trap of our own design, we can't invest ourselves whole-heartedly in our lives, and wonder why our return is so poor. If I can trust that I am good enough, that I can learn and that no learning will hurt me, I believe that science will lead my into deeper connection.
Brene Brown addresses the very aspects of the modern scientific paradigm that give me the greatest concern. She implies that it was her own inflexibility that was a symptom of her inability to be open to her own vulnerability. It is this side of science that I feel most strongly opposed to. The idea that it's only real if you can measure it, says to me that the whole world ought to be chopped up and put neatly into separate compartments.
That's what frightens me about science, that it may try to steal the magic from the world. But, I think that there is a reconciliation possible. My fear of science probably boils down to a fear that science could destroy my faith. I think that I can be vulnerable to what ever presents itself, that reality is whole-hearted.
I can learn from her perspective in every aspect of my own life and in my deepest internal processes. I think that she hit the nail on the head. Humankind is caught in a trap of our own design, we can't invest ourselves whole-heartedly in our lives, and wonder why our return is so poor. If I can trust that I am good enough, that I can learn and that no learning will hurt me, I believe that science will lead my into deeper connection.
Tuesday, February 15, 2011
Candle Experiment
Defining the problem:
How many variable do we need to account for?
-Candle size, wick length, wax ingredients.
-I researched candle wax composition and found that the two types of candles that we are using are definitely made of different mixture of paraffin and other oils but was unable to determine the exact ingredients.
Carrying out the study:
We have two 16 oz. jars with lids.
We have votive candles and birthday candles. We are going to measure and weigh the candles. We are going to cut one of each type of candle so that we have two different sizes of the same candle.
The votive candles are 29.4 grams in weight, 3.7 cm in width and 3.8 cm tall .The wick is 1 cm in length.
The birthday candles weigh 3.3 grams and are 8 mm at the widest point, 7 cm long and the wick is 5mm long.
We need to determine how much oxygen is in each jar.- Diatomic oxygen gas constitutes 20.8% of the volume of air.
We also must find the volume of the jars. They are both 26.33 in^3
So, the volume of O^2 in each jar is 5.48 in^3.
We began the experiment by lighting the candles, putting the lid on the jar and measuring the time until the flame goes out. We lit each candle several time, to see if the burn time remained consistent. We cut the candles so that we had a full size and a half size of each type.
We then examined the results. Both of the candles burnt the longest amount of time the first time that we lit them. The votive candle (both sizes) burned for a consistent amount of time after the first lighting. We observed the similar results for the birthday candle, though the birthday candles were less consistent.
Our reflections on our findings are as follows: When a candle is freshly lit the thick wax on the tip causes it to burn for slightly longer in an environment with a limited air supply. The candle burns for slightly less time each successive lighting after that. We think that this has to do with the shortening of the wick with each lighting. We think that the longer burn time for the initial lighting has to do with the amount of wax on the wick.
this experiment has caused us to form many new questions .
- What causes different sizes of flames, besides the candle wax composition and wick length?
- Why does does the burn time decrease after several lightings?
- How does jar shape affect burn time?
- Why are birthday candles less consistent than votive candles?
- Does wax burn at a different temperature than the string in the wick?
Candle http://en.wikipedia.org/wiki/
How does oxygen Affect how fast a candle will burn?
Mayntz. http://candles.lovetoknow.com/
Oxygen http://en.wikipedia.org/wiki/Oxygen 2/15/2011
How much oxygen does a burning candle use?
We formed our question: Does candle size and type affect oxygen consumption?
Our investigation of the known has been tentative, but we have learned that candles are made of mixtures of different materials.
We articulated our expectations, we think that a bigger flame will use more oxygen.
http://en.wikipedia.org/wiki/Candle 2/15/2011
Our investigation of the known has been tentative, but we have learned that candles are made of mixtures of different materials.
We articulated our expectations, we think that a bigger flame will use more oxygen.
http://en.wikipedia.org/wiki/Candle 2/15/2011
Thursday, February 10, 2011
Comparison of both Observations
First observations focused on observable physical properties, passively. Observations were both quantitative and qualitative.
Second observation focused on the results of various experiments with candles, observations of change. Once again, the observations were both quantitative and qualitative.
Thalia, Helen, Daniel, Sondoz, Anita
Second observation focused on the results of various experiments with candles, observations of change. Once again, the observations were both quantitative and qualitative.
Thalia, Helen, Daniel, Sondoz, Anita
Observations Pt 2
20 more observations-
weighs 4 3/10 grams, water resistant, burns, measure 10 3/4 cm, heat makes pliable, brittle when chilled, density is .869 ml, sputters when lit wet, smokes when put out, texture changes to bumpy after burning, smells smokey after being put out, gained 10 grams after being burnt, weighs less than a pencil sharpener, string runs through entire length, colored only on the outside,
Helen, Daniel, Thalia, Anita, Sondoz
weighs 4 3/10 grams, water resistant, burns, measure 10 3/4 cm, heat makes pliable, brittle when chilled, density is .869 ml, sputters when lit wet, smokes when put out, texture changes to bumpy after burning, smells smokey after being put out, gained 10 grams after being burnt, weighs less than a pencil sharpener, string runs through entire length, colored only on the outside,
Helen, Daniel, Thalia, Anita, Sondoz
Observations of Observations Pt 1
1) General physical descriptions- such as bottom, top, middle, string, smooth, white
2) Color, Shape, Texture- by touch, sight, smell
3) Sight, touch, smell
4) Hands, Eyes, Nose, Brains
Anita, Sondoz, Helen, Daniel, Thalia
2) Color, Shape, Texture- by touch, sight, smell
3) Sight, touch, smell
4) Hands, Eyes, Nose, Brains
Anita, Sondoz, Helen, Daniel, Thalia
Observations Pt 1
1- Pink- hot pink and light pink
2- Skinny
3- about 5 inches long
4- small
5- cylindrical
6- about 6 mm around
7- tapers at the top
8- striped
9- smooth
10- hard
11- it rolls
12- smells sweet
13- shiny
14- solid
15- white on the inside
16- breakable
17- melt-able
18- string coming out of the top
19- made in a mold
20- layered
Anita, Daniel, Thalia, Sondoz, Helen
2- Skinny
3- about 5 inches long
4- small
5- cylindrical
6- about 6 mm around
7- tapers at the top
8- striped
9- smooth
10- hard
11- it rolls
12- smells sweet
13- shiny
14- solid
15- white on the inside
16- breakable
17- melt-able
18- string coming out of the top
19- made in a mold
20- layered
Anita, Daniel, Thalia, Sondoz, Helen
Tuesday, February 8, 2011
Why did we do the bean project?
The project helped us to think about the way things interact (physics). Instinctively following the Harwood Model, we engaged with the challenge in many ways, alternating between modes of inquiry, deepening and broadening our understanding each time. We thought about the task, performed tests, and talked with each other about what could be happening.
We did all of this to explore, experiment with and increase our concrete understanding of the natural forces of physics. By going through the steps, with projects of our own design and of others', we manipulated the forces, velocity, friction, and gravity. We were given limited tools and precise objectives. Each of us had to actively engage our imagination to conceive of the designs, and in the end, to succeed in our task.
We started out with Anita, Brittany and Adriana. Later Mckennzee and Jessica joined us!
We did all of this to explore, experiment with and increase our concrete understanding of the natural forces of physics. By going through the steps, with projects of our own design and of others', we manipulated the forces, velocity, friction, and gravity. We were given limited tools and precise objectives. Each of us had to actively engage our imagination to conceive of the designs, and in the end, to succeed in our task.
We started out with Anita, Brittany and Adriana. Later Mckennzee and Jessica joined us!
Harwood Model vs. Baloney Detection Kit
The Harwood Model is useful to show the many steps that you can take at any point during and investigation or an experiment. There's not really any beginning or end, just more questions. In comparison, the Baloney Detection Kit urges us to be totally skeptical of any claim, scientific or otherwise, and provides some steps for evaluating claims.
The Harwood model does not question any claims validity, it provides direction for further investigation. The Baloney Detection Kit was designed to disprove 'bogus' claims. I think that both are useful, though I feel more affinity for the intuitive nature of the Harwood model, I think that applying a little more skepticism would be highly useful for me.
In this class, so far, we have focused on the Harwood model. Although, I do see that we applied the Baloney Detection Kit when we traded notebooks, teasing out the problems, and then trading again and looking at each other's conclusions.
http://natscinm.blogspot.com/2011/01/baloney-detection-kit.html
The Harwood model does not question any claims validity, it provides direction for further investigation. The Baloney Detection Kit was designed to disprove 'bogus' claims. I think that both are useful, though I feel more affinity for the intuitive nature of the Harwood model, I think that applying a little more skepticism would be highly useful for me.
In this class, so far, we have focused on the Harwood model. Although, I do see that we applied the Baloney Detection Kit when we traded notebooks, teasing out the problems, and then trading again and looking at each other's conclusions.
http://natscinm.blogspot.com/2011/01/baloney-detection-kit.html
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