blog # 3 for independent project

I was excited to discover that when I held a charged balloon (I rubbed it on my hair to charge it) near a metal doorknob, it created a visible and audible spark! When I did the experiment wiht the lights off, I could see a blue spark. I think this proves that lightning is attracted to metal.

I originally set out to answer some questions about lightning with my experiments, and I think many of them were answered.

What causes lightning?

I think my experiments with top and bottom tapes have proven that in order for objects to be attracted to each other, they must have opposite charges. I think I can imply from this that lightning does require opposite charges of some sort to be created. I think the charges might come from the hot and cold air in the atmosphere during a storm.

Are the statements about lighting being attracted to water and metal true?

I think the statement that lightning is attracted to metal is true. I think this was proven by the spark I was able to create between the balloon and metal doorknob.

The statement about lightning being attracted to water is false. In my experiments with water, the balloon did not sway towards the water. I also researched this topic and found that pure water does not attract lightning. The particles in water are what attract the lighting. Other articles said that the danger of being struck by lightning while in the water is because a person in water is above the surface of the water, and therefore closer to the lighting bolt.

Are there other factors that affect where lightning strikes?

During my experiments with the balloon, the closer I brought the balloon to an object, the more likely it was to sway towards the object and come in contact with it. In other words, the balloon had to be within a certain distance of an object in order to be attracted to the object. In addition, in creating a spark with the balloon and metal doorknob, the spark did not occur until the balloon was touching the metal doorknob. These facts lead me to believe that distance of an object does affect the likelihood of being struck by lighting. The closer an object is to lightning (or in my experiments, the balloon) the more likely it is to attract that object. This theory would account for the reasons why lightning seems to strike objects that are high in the air. It would also explain why lighting hit the highest part of my grandparent’s house during the storms last spring.

Blog post 2 for lightning project

I think that lightning has something to do with electricity and static electricity. I think lightning might be caused by friction between the hot and cold air in the sky during a storm. I've heard people refer to the interaction between hot and cold air when they are referring to thunder, and thunder is the sound that is created by lightning.

I think I can do some experiments with static electricity to help me understand my questions about lightning, mainly what types of objects attract a lightning bolt. I know that if you rub a balloon on your hair that your hair is then attracted to the balloon because of static electricity.
 

I would like to try to create static electricity with a balloon and see if I can create some type of spark. I could use different objects like a metal doorknob, a cup of water, a wooden chair, etc. I am suspecting that when the balloon is near  metal it will be more likely to create a spark. If this holds true, it would lead me to believe that lightning is in fact attracted to metal. Hopefully, by experimenting with static electricity I can find out what types of objects attract electricity, which will in turn help me figure out what types of objects lightning is attracted to.

Blog Post #1- Lightning

What is up with lightning?

                       

So the other day I was driving back to school during a storm and saw some lightning. I began to wonder, "what causes lightning?"," What determines where lightning strikes?" "Why are there sometimes one single bolt of lighting and other times there are multiple bolts of lighting at once?"

During some really bad storms we had last semester my grandparents house got struck by lightning and caught fire! Their house had been hit by lightning before, but the only thing it did was make the electricity go off. Why was it different this time? Why did it cause a fire this time but not the other times? They live up on a very big hill in Columbia, TN. The lightning struck the highest point of their house. This makes me think that height/ proximity to the sky makes it more likely for things to be struck by lightning.

What other factors make something prone to being struck by lightning? I've always heard that water attracts lightning. You know when you're swimming and a storm comes, parents make you get out of the water, especially if they see lightning or hear thunder. In picture 3, it looks like the lightning is hitting water. I also have heard that metal attracts lightning. In picture 2, it looks like the lighting is hitting metal that is on top of a high tower. Are these statements about lighting being attracted to water and metal true? Are there other factors that affect where lightning strikes?

I would like to research and experiment to try and find some answers to these questions.

"I hate math!"

A child in your class says, "I hate math! I'm not good at math, and I never will be!" What experiences do you think this child has had in his/her life that contributes to this child's feelings about his or herself, math, and his or her relationship to math?

I think there are many students who do not like math and some who even hate it. I think math can be difficult for students to understand and may seem less interesting to them than learning about, for example, frogs in a science class. I think part of the teacher's responsibility is to make math fun for the students. Granted it may not be fun all the time, but there are bingo math games that could be played in class and other online math games that can be utilized in class. In my geometry class, we made 3-D geometric shapes out of paper and decorated them with fabric so that they could be Christmas tree ornaments. We still put those on our tree every year. If math is fun for the students, they may not dislike it as much. I also think it is important for teachers to make math applicable to every-day life. Many times students think "I'll never use this....that's what calculators are for....etc." Providing students with real-life math problems and giving them examples of people who use math every day in their occupation will make it more important for the students.

For a student to say "I'm not good at math, and I never will be!" probably means that math is a more difficult subject for them. I think it is important for teachers to teach math in a variety of ways to reach all types of learners. Sometimes another student can explain something better to their friend than the teacher can. I think opportunities for students to talk with each other and help each other figure math out should be provided in class.

It is also likely that a student has had a teacher or parent who told them they are not good at math. In my opinion, a teacher should NEVER  tell a student they are not good at something. In my pre-calculus class in high school, the teacher made me cry one day. In school I liked math and considered myself to be good at it. I was asking the teacher a question about something she had previously gone over because I was still confused. She reprimanded me in front of the class and said something along the lines of "Well SOMEONE wasn't listening when I went over this before so I have to do it again!" It was always frustrating for me when I did not understand something in math, and for the teacher to call me out like that when I was just trying to better understand something, made the situation 1000 times worse for me. I think it is so important for teachers to stress that there are "no stupid questions!" especially in a math class. One of my all-time favorite teachers was my Algebra II teacher. She always said that there were no stupid questions and did not get upset when people asked questions. She was available before and after school to help students with their math if they needed help. She could also tell if her students were not understanding the material. I hope to be able to teach math in my classroom the way this math teacher did for me.

I think that a really great teacher can help a student change his/her perspective on math. It is important for it to be fun at times, and for the teacher to be sympathetic if students are having a hard time explaining math. Providing additional help and tutoring for the students who need it can change their attitude about math teachers and math itself.

Pendulum Motion

Honestly, this article was a little difficult for me to fully understand. I think I got the major points out of it though by rereading some sections. I had no idea the pendulum was so important to time keeping and science. Previously, all I knew was that it was the big swinging thing in grandfather clocks. haha! I learned that it was inspired by Galileo and that it went from being accurate to plus or minus half an hour to just a second. I also did not know that the pendulum played such a major role in the work of Isaac Newton and the development of modern science.

Another thing I did not know was that having an accurate time measurement (the pendulum) had such a positive impact on navigation. The problem was with determining longitude. Before the pendulum was developed, ships were getting lost, crashing, and running out of food. It was quite a problem for societies, and scientists were searching for the solution. They had already figured out how to determine latitude. With a reliable clock being taken on journeys, longitude could finally be determined. In order to determine longitude, captains had to look at the clock when the sun was at its highest to find out how many degrees east or west they were. This discovery allowed for the world to be mapped and allowed for European exploitation, colonization, and commerce. I think this proves that science is influenced by social and economic problems, and can in turn influence societies and cultures. Other examples include scientists finding cures for diseases. A problem arises (an outbreak of disease) and scientists begin searching for a cure. If a cure is found then this will affect the society for the better.

Galileo's work with the pendulum faced criticism from Guidobaldo del Monte. Galileo claimed that no  matter the size of the pendulum, the amount of time it takes to swing would be the same. Del Monte found this to be untrue with his experiments. Galileo was using math to prove his theory, while del Monte was using actual cylinders and balls to do his experiments. Del Monte argued that math only tells us about an "abstract unreal world" and that "physics (natural philosophy) has to tell us how the real world actually behaves. I can see both sides of the argument.For Galileo's case it is easy for me to believe that if the math is done correctly it should hold true. But only in situations were everything is exact and there is no type of interference. I think it is highly unlikely for things to be exact with no interference in real life all the time, but I do see the point. I also can agree with del Monte and his idea that things need to be examined in the real world as they actually happen. This seems like the natural way of thinking to me. I think Nancy Cartwright sums the issue up very well. She says, "My basic view is that fundamental equations do not govern objects in reality; they govern only objects in models." I would have to say that I completely agree with her statement. I think there are benefits to both sides of the argument.

Galileo's use of math in science was the beginning of the Scientific Revolution. His work with the pendulum eventually lead to being able to keep time that was accurate to one second per day. This then lead to a rapid progression of Western Science. I think this article shows that there will be many differing views and opinions in science, but that it is OK. If everyone agreed on things in science, then there would not be much investigating. I think it is good for people to question other people's theories and work to find out the truth. To me that is one of the basics of science. Trying to find what is true, and experimenting until you find the answer.

Flashlight Observations

I wanted to experiment and see under what conditions I would see a beam of light. I decided to go outside at night in the dark with two different flahslights.

First, I turned on an off-brand flashlight. When I shone it on the ground it made a circle shaped like an egg. There was a spot that was brightest towards the bottom middle of the egg shape. The light got dimmer as it went out from that center bright spot until the ground was not illuminated. I think there was a brighter center because the light from bulb in the flashlight was shining directly on that spot. I think the light becoming dimmer and dimmer towards the outside is due to the mirrors in the flashlihght. I think the light from the bulb in the flashlight reflects off of the mirrors in the flashlight and onto the ground. Since it is reflected light, it is not as bright as that center light that is direct from the bulb. When I shone this light up into the sky, I did not see anything. I was shocked by this and a bit disappointed that I did not see a beam.

Next, I used a bigger Mag-Lite flashlight. When I shone it on the ground it made a similar egg shaped circle onto the ground. The egg shape was bigger and brighter. I think this is because it was a bigger flashlight with a stronger current/light. When I shone the flashlight up into the sky, I saw a beam! The beam was smaller than I thought it would be. Holding the flashlight (pointed upward to the sky) while looking up into the sky, the beam looked like a cylinder. I could see the beam for a little distance but couldn't see a bright circle in the sky, like I did when I shone the flashlight on the ground. I also saw a very small number of particles in the beam. I am not sure what the particles were. They might have been dust. When someone else held the flashlight and I looked from the side, I could not see the beam. But if I stood behind them and looked up into the sky, I could see the beam.

I am not sure as to why there was a beam outside with the Mag-Lite but not in the box experiment we did in class. I am positive that the reason there was not a beam with the off-brand flashlight is because it was not a strong enought light. A possible reason for the beam with the Mag-Lite could be that there was moisture in the air and the light reflected off of it. Another possibility could be that it is darker outside than it was in the box.

"The Virtues of Not Knowing" by Eleanor Duckworth

This article is about the difference in already knowing the answer and having to think through and figure out the answer. The writer, Eleanor Duckworth, states that knowing the answer is a passive virtue because it "requires no decisions, carries no risks, and makes no demands." I agree with this statement. When a student does not know the answer they must actively think and reason within themselves and with others to come to a conclusion. Duckworth believes that the virtues involved in not knowing are more important than the ones involved in already knowing the answer. A quote from the article really stands out to me, "What you do about what you don't know is, in the final analysis, what determines what you will ultimately know." I completely agree with this. I think  it is more important to know how to find the answer, rather than just knowing the answer. It reminded me of the phrase "give a man a fish and you feed him for a day, teach a man to fish and you feed him for a lifetime."

Duckworth proposes that classrooms should help children develop these virtues by allowing for children to "explore their ideas and to try to make more sense of them." The problem is that teachers rarely do this mostly due to pressures of standardized tests. The tests are only concerned with students knowing the right answers, not how they got to the right answer. Since teachers are judged based on student test scores, they also stress students knowing the right answer. I think there are many other problems brought about due to standardized testing, but am not sure how they all can be solved.

Duckworth gives two examples of students using virtues of not knowing. In one of the examples there is a particular student, Alec, who seems to always know the answer and is one of the first to state it. The other students tended to always agree with Alec. In this case, however, Alec was wrong. Students slowly started to state opinions other than Alec's. Duckworth noted that it takes courage to do this and make your ideas open for scrutiny of others. I think that many classrooms have a situation similar to this, where there are one or two people who students view as the smart one. Sometimes students may sit back and let them do all the answering. I think it is important for teachers to realize this and call on all students to answer questions and allow them enough time to think and come up with an answers. It is also important for teachers to create a safe environment where students feel comfortable to share their own ideas and thoughts.

NEW USE FOR MY BLOG!

So I originally created this blog for a technology class. Now I am in a science class that requires me to have a blog and make scientific postings. So, I am going to be using this blog for that class as well. (From now until December). The class is PSCI 4030 Experimental Physical Science. Look for a science posting soon, and feel free to add your thoughts and comments! :)

Mr. Winkle Wakes

I watched Mr. Winkle Wakes on YouTube. Here is the link: http://www.youtube.com/watch?v=lm1sCsl2MQY

     I really enjoyed watching this video. At first I was wondering how it was going to be related to education. In the video, Mr. Winkle awakes after sleeping for 100 years. Everything in the world is different and he does not like it. He finally comes to a school where everything is exactly the same as he remembers it being 100 years earlier. The desks are arranged in rows with the teacher lecturing at the front of the room. The students are taking notes on the basic subjects of reading, writing, and math. Mr. Winkle does see one unfamiliar thing, a laptop, but it is in the corner of the room, dusty, and unused.
    
     Obviously, the point the video is trying to get across is how the world has changed so much in terms of technology, yet our schools have stayed the same. Today business people can have video conferences with people from across the world. Hospitals have machines that can save people's lives. Computers are wonderful tools for businesses and families. I agree with the main point of the video, that schools need to be changing with the rest of the world. Today's students especially are exposed to all kinds of technology and use devices such as computers, Internet, cell phones, and video games in their every day lives. Technology seems to be of interest to children today, so if there was more of it in schools, I believe learning would become more interesting for students. There are endless opportunities technology has to offer in classrooms. It is up to the teachers to work on utilizing these resources. They include computers, Internet, devices for science experiments, and others. Internet can be used to create educational blogs, doing research for projects, and even creating projects in the form of videos, slide shows, and websites.

     It is not just teachers who are responsible for integrating technology in classrooms. They have to have the available resources to be able to use all these different types of technology. This means school boards and school districts need to work on getting computers in classrooms with Internet access. PowerPoint projectors and smart boards are also very beneficial tools to have in the classroom. In a perfect world, every classroom would be equipped with all materials necessary to fully integrate technology into the curriculum. It seems like a daunting task, but I believe it is certainly worth the effort.

Please add any comments or opinions you may have on this subject!

Creativity video-Ken Robinson

I watched the video on creativity by Ken Robinson. Here is the link: http://sites.google.com/site/drasresources/awareness-videos

Robinson is a proponent of promoting creativity in our school systems. He defines creativity as "the process of having original ideas that have value." He believes that all kids have talent but that it gets squandered in school. He stated that creativity is as important as literacy. In the video, Robinson tells two stories of kids being creative. One little girl was drawing a picture of God. The teacher said to the child, "no one know what God looks like." The child responded, "They will in a minute." The other story was about a boy who was in a nativity play. His role was that of the wise man who brought frankincense. Instead of saying frankincense, the child said, "Frank sent this." The point Robinson was trying to make with these stories is that children are not afraid of making mistakes or being wrong. Children will take chances until they learn in school that it is a bad thing to make a mistake.

I honestly did not enjoy this video very much. I felt like much of it was just Robinson making jokes and trying to be funny. I did not catch any main points that I strongly agreed with. I do think creativity is a very important aspect of a child's development and learning. However, I do not agree that creativity is as important as literacy. I believe that literacy is one of the main foundations for all learning. Robinson seems to believe that language and math should not be at the top of the "curriculum hierarchy" and that art and music should be important parts in a school curriculum. He believes that schools prepare students to be university professors. I can see his point, but I disagree. I think that schools teach students the basic knowledge they need to succeed in life. In high schools there are different tracks for students to take. At my high school, there was a university track for students planning on attending a university, and a technical track for students who did not plan on attending a university. My school had classes that prepared students for work in technical areas such as car mechanics, hair stylists, and cooking/homemaking. Students had choices as to which classes they enrolled in.

I do believe that creativity is important and that schools should work to foster children's creativity. I believe this can be done through music, dance, and art classes. I still believe that core classes such as math and language are important parts of a child's curriculum. I also believe that within the subjects of math and language, creativity can be fostered through projects and activities that draw on student's creative abilities.

Please feel free to agree or disagree with me and leave your comments! :)