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4/22/2008
Go to: [|The Tech Museum: Robotics]. Spend 10 minutes browsing the information and museum. Answer the following blog prompt in complete sentences and in third person. Create a full paragraph. If in the future machines have the ability to reason, be self-aware and have feelings, then what makes a human being a human being, and a robot a robot? Explain. Are there any kind of robots that shouldn't be created? Or that you wouldn't want to see created? Why?

Entry: In the future, robots can be built to act and think like humans. If this happens, robots could become our slaves. Robots would make the human race lazier and eventually they might outsmart us. The difference between humans and robots would be creativity. Robots would still think like a human and have similar feelings, but the human mind is more creative. Robots are controlled by humans, but overtime our control may become less and less powerful. Another point to prevent the production of robots with human like qualities is death. Robots do not perish, they are sturdier than humans and they cannot be injured. Eventually, robots could become a newer version of the human race. This would be a tragic event that could slowly outnumber humans. A question I have about this idea is would robots reproduce or would humans produce them? Human qualities include power and creativity but robots would be a mimic of humans that one day could become a more alike than expected. It would be sad to see robots with human capabilities and qualities because life is a gift and we should keep its value. In conclusion, a human can die, they are more creative, and they can reproduce. Robots rely on the humans to make more, and they do not see the world in a creative manner. Humans would have the power but after a while that might change. It is hoped that this idea is never used, it is not wanted to see humans become lazy or taken advantage of.//-Caroline W//

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1/8/2008
Please read the paragraph below about energy use to create electricity from 1972-1985 in the US. Observe that the graph is referred to, there is an introductory statement, supporting statements are backed up with data, and that their is a concluding sentence. This would have been a well written paragraph for question 3 in our previous blog entry.

"As seen in Graph 1, there were four sources of electricity production in the US from 1972-1985. These sources were coal, petroleum/natural gas, nuclear electric power, and hydroelectric power. From 1972-1985, the US needed greater and greater production of electricity from these combined resources. This best example of this is that during these years, coal increased from 0.5 trillion kilowatthours to roughly 1.5 trillion kilowatthours. During this same time period hydroelectric sources remained approximately the same at 0.3 trillion kilowatthours. There was a slight increase in nuclear electric power sources from 0.1 trillion kilowatthours to 0.3 trillion kilowatthours during this same time period. Finally, petroleum and natural gas showed the greatest amount of fluctuation during this time period staying about the same from 1972-1980 at 0.4 trillion kilowatthours but then deceasing to 0.3 trillion kilowattthours by 1985. Thus, although greater and greater amounts of resources were needed to produce electricity during this time period, coal accounted for the greatest increase in use." - JT

//**Using the above paragraph as a model, describe the changes in electricity production sources from 2000-2005. Make sure that you reference the graph (Graph 1). Make sure all statements are backed up with data. Make sure you have an introductory sentence and a concluding sentence that provide an overall summary/statement.**//

Entry: Uses Graph 1 to research the time period of 2000-2005 I found the following information. In the year 2000, coal was used to produce the most electricity at 1.7 trillion kilowatt hours. In the next five years, coal 's production rate increases to 1.9 trillion kilowatt hours. In 2000, petroleum and natural gases are used to produce about 0.5 trillion kilowatt hours, from there it continues to climb to 1 trillion kilowatt hours. Nuclear electric power is used to produce .8 trillion kilowatt hours in the year 2000. This product rises to .9 trillion kilowatt hours. In the 5 years time from the year 2000 to 2005, the US used more electricity. The main product to secure this need was coal.-//Caroline W//

Comment 1: Great Job, Caroline. You referenced graph one and made the time period in which you were analyzing clear to the readers. Your opening sentence was a good introduction for the rest of the paragraph, but minor grammar errors made it a little difficult to understand. You backed up all of your sentences with data. When referencing to petroleum and natural gas, Graph 1 disagrees. Despite the minor inaccuracy, your paragraph was clear and provided a well-thought-out summary for Graph 1!

Comment 2:

Re-Entry: During the time period from 2000-2005 the electricity in the United States was predominantly powered by coal. Graph 1 depicts coal is used about 1 trillion kilowatt hours more than the second leading fuel source, petroleum and natural gas. The overall amount of coal being used in the United States increased about .2 trillion kilowatt hours. In 2000, Hydroelectric power was used to fuel the least amount of power at .3 trillion kilowatt hours. The use of Hydroelectric power decreases in 2001 to .2 trillion kilowatt hours but increases in 2002 to .2 trillion kilowatt hours once again. Nuclear power and Petroleum/Natural gas power were almost used the same amount of .8 trillion kilowatt hours but in 2005 Petrolleum/Natural Gas was used .1 trillion kilowatt hours more than Nuclear power. MAKE SURE TO HAVE A POWERFUL CONCLUDING SENTENCE THAT SUMS THE WHOLE PARAGRAPH UP. OTHERWISE, VERY GOOD. -JT

1/3/2008
Our next unit is about electricity and electronics. Observe the following graph, Graph 1. Write at least five sentences for each of the following questions. Write in third person. Directly cite data and identify the graph (1). 1.) Which electricity source in the US has increased the greatest amount over the time period shown in the graph? 2.) Which of the sources listed below directly contribute to global warming? Provide evidence and explain using the Internet (MLA citation). 3.) Describe the overall trends from 1972 to 1985 regarding the US's sources of electricity. [|This graph can also be seen at this LINK.]

Here is an example statement: "Graph 1 shows that from 1960-1965 there was a steady increase in the use of coal as a source of electricity. It rose from roughly 0.2 trillion killwatthours to 0.5 kilowatt hours.

Entry: According to this graph coal has increased the greatest amount. Around 1950 coal was barely used. It’s mark on the graph was barely above zero. In 2006, the amount of coal used in the US increased approximately 1.5 trillion kilowatt hours. This graph depicts that coal is the most used energy source in the US compared to the four types shown.

Global Warming is the rise in the earth’s temperature, this effects the rise of the sea level. A major cause of global warming is carbon dioxide. On the graph below there are two products that release a large amount of CO2, coal and petroleum and natural gases. 25.9% of the world’s global warming is caused by natural gas and 24.4% is caused by coal. The earth’s temperature is rising quickly and the world needs innovations for coal and petroleum gases. Stewert, Robert. "The Carbon Dioxide Problem." __The Carbon dioxide (CO2) problem__. 4 Jan 2008 <[|http://oceanworld.tamu.edu/resources/oceanography-book/co2problem.htm>.]

69.5% of the US uses fossil fuels to produce electricity. A shocking fact is that the US uses up about 24% of the world’s energy. The temperature of the earth has risen 0.6 degrees in the past 100 years. Because of burning fuels approximately 6 gigatons of carbon dioxide are added to the atmosphere each year. More than six and a half billion people burn fuels to stay warm. The earth temperature is rising and people need to consider options to preserve our planet. Stewert, Robert "The Carbon Dioxide Problem." __The Carbon dioxide (CO2) problem__. 4 Jan 2008 <[|http://oceanworld.tamu.edu/resources/oceanography-book/co2problem.htm>.]

Comment 1: Your ideas are all there, but maybe a reference to the graph on where it was raised. It was very good, and your point of view was correct. the only thing you could fix is a reference to the graph. Wonderful Job:) -TaZ k.

Comment 2: **Ok, great job with the paragraph! I don't really see how it relates to the overall trends from 1972 to 1975, but you got your point across! You wrote in third person, which was good, but you did not reference to the graph that much. Those were some cool facts, so great job!!! Just make sure to answer the question in a bit more detail. Your writing style was great!!! =]]] - Anna**

12/18/2007
Our next unit is about electricity and electronics. In first person write a long paragraph about what you know about electricity and what questions you might like to have answered in our electricity unit. If you could investigate any subject area related to energy in the home, electricity, electronics, computers, etc. what would you like to research or investigate?

Entry: I know that Benjamin Franklin discovered the idea of electricity with his kite and key experiment. I understand that many things in our household are electric and when the power goes out, we lose many electronic devices like: clocks, TVs, and computers. One electronic I would like to learn more about is a CD player. How does it work? What does the inside look like? During this unit, I would like to learn some safety precautions and some interesting facts that many people do not know about electricity. This sounds like a fun unit! -//Caroline W//

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11/08/2007
What was your favorite project, experiment or topic this trimester and why? (projectile motion, density cube experiment, podcasts, chemical reactions, flame tests, etc.) You can also comment about the snakes. What do you think that you excelled at this trimester? How could you have improved your performance in Science 7? (Make sure to check your spelling and grammar).

//Entry:// My favorite part of science7 in the first trimester was making the mystery element podcast. It was a group project that allowed us to be creative and come up with our own idea. My group made a commercial; we used our time wisely and got a good grade on it. I excelled in my efforts to try hard, although I have a good grade in science, even if I had a bad grade I know that I tried my hardest and to be proud of myself. The first trimester was a great review of last year and I learned so much more. I know 40 elements on the periodic table, I know about compounds and the difference between a metal and non metal. //–Caroline W//

//Comment 1:// Caroline, I agree with you about your favorite project, that was my favorite also:) I also agree that you have tried exceptioanlly hard this trimester. You ask a lot of questions, and are a great listener. You also are great with group experiments; when no one else knew what to do, you did. Great Job!:) -Alyssa P.

Comment 2: Caroline, you did a great job participating in class. You always ask questions which really helps you! Good job! -Rabiya S.

11/1/2007
Go to this site: [|http://www.visionlearning.com/library/module_viewer.php?mid=55 .]Click on "Watch the Reaction with Sodium and Chlorine" In your own words and in third person, create a blog entry describing the reaction and explaining what is happening in terms of the bonding. Write a long paragraph. Explain in detail.

//Entry:// In this reaction, sodium has one electron in its outer energy level and chlorine has seven electrons in it's outer enrgy level. Originally, chlorine has a covalent bond with itself, they are sharing one elctron so their outer energy level is full. When the sodium is dropped in, the cholrine seperates and an ionic bond is formed between sodium and chlorine. Sodium gives away it's one outer energy level and chlorine exepts it, this means the outer energy level on both the sodium and the chlorine are full. Because sodium is missing one electron (negative) the element is now positive meaning it is a cation. Because the chlorine has excepted one electron it now has a negative, this means that is an anion. When the comound is made the product resulted is salt. -//Caroline W//

sodium giving chlorine its outer electron

Carpi, Anthony. "chemical burning." __chemical burning__. vision learning. 5 Nov 2007 <[|http://www.visionlearning.com/library/module_viewer.php?mid=55>.]

//Comment 1: what did you mean by://Because the chlorine has excepted one electron it now has a negative, this means that is an anion? I think you spelled accepted wrong. otherwise good job. Thomas W

Comment 2: You did a good job. Your grammar was correct, as well as your content. The only thing I saw as that you didn't put anything about the actual experiment. Nothing about the fire that was created from the reaction. But other than that everything was great. I would give you a A. Good job. -Clayon

//entry rewrite:// In this reaction sodium and chlorine were combined. When the sodium was placed in the chlorine it caught fire. This is created by a simple covalent bond. Sodium originally has one electron in its outer energy level; chlorine originally has seven electrons in its outer energy level. When an ionic bond is formed the Sodium gives one electron to chlorine. This means the outer energy levels on both elements are full. When sodium loses one electron it has a positive charge, this means it is an anion. When chlorine gains one electron it has a negative charge, this means it is an anion. When the ionic bonds are formed the final product is sodium chloride also known as common table salt//.-Caroline W//

sodium giving chlorine its outer electron

Carpi, Anthony. "chemical burning." __chemical burning__. vision learning. 5 Nov 2007 <[|http://www.visionlearning.com/library/module_viewer.php?mid=55>.]

10/16/2007
What is a flame test in your own words? How does this relate to the use of chemicals in fireworks? Make sure to include your MLA citations you may not use Wikipedia! . //Entry:// The flame test helps determine what an unknown metal or metalloid found in an ionic compound could be. The flame test consists of a compound being placed in a flame in order to make the compound change colors. If a firework was meant to be red, a chemical compound would be added to the ingredients. If a firework was meant to be orange, calcium slat would be added to the firework. When the firework is lit on fire, the flame will be orange.-//Caroline W//

Lange's, "The Flame Test." __http://www.soinc.org/events/forensics/flametest.pdf__. Flinn Scientific Inc. 16 Oct 2007 <[|http://www.soinc.org/events/forensics/flametest.pdf>.] Helmenstine, Anne. "Chemistry of Firework colors."__ http://chemistry.about.com/library/weekly/aa062701a.htm__. About.com:chemistry. 16 Oct 2007 http://chemistry.about.com/library/weekly/aa062701a.htm

//Comment 1://

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9/24/07
Reflect upon the mystery density cube experiment. You may write in first person. Create a long paragraph addressing these questions:

1.) Was the scientific method necessary in this experiment? If not, why? If so, why? 2.) What made this experiment difficult? or was it easy? 3.) Is density very important in finding the identity of an unknown substance?

//Entry:// The scientific method was not needed in this experiment. One way to prove this is the second to last thing we did was research. The experiment was to guess what the cubes were made out of and then research to see if you wanted to change your mind. The scientific method tells you to research before you draw your hypothesis. This experiment was difficult because there was a lot of things that had to be completed. As the team leader I was in charge of how efficient everything was done. I also thought researching the materials was hard. What made it hard was finding ways to see if an object was what you thought. The density is very important in finding an unknown substance. Example: Our hypothesis says that cube 1 is copper and our quantitative data tells us that the density of cube 1 is 12.5 g/cc. But when we Google copper and find that the density of it is very different from that, we know that our answer is wrong and it needs to be changed.

//Comment 1: Great job Caroline! I had put that the Scientific Method was important in my blog, but you convinced me otherwise. I loved that you seemed to be persuasive, but then gave very accurate factual information. The only thing i would suggest changing would be to give more detail on your experiment, and in the entire group's point of view, not just yours. Also, i would suggest explaining why the last thing you did was research, and add at least one more example of why the Scientific Method was not needed in the Density Cube experiment. You also had some verb tense problems. For example, your should say.... But when we googled copper and found out that the density of it is very different from that, than we knew that our answer is wrong and it needs to be changed. So make sure that in this sentence, and many other sentences that your verb tense stays the same. Otherwise, great job! -Alyssa Comment 2://

8/26/2007
Find an web article from a reputable news website that contains information about any type of projectile. The article must relate to some science topic this could include something having to do with the projectile of bullets or weapons but should not focus on killing!Write a short (1 paragraph) summary of the article and then describe how anything you have learned in the past week about projectile motion might relate to it (second short paragraph). Finish with a citation to the web article. Enter all of this under "Entry" below.

//Entry:// In Pittsburg on August 10, a weak tornado briefly landed in part of the city. This article is interviews people about what it was like for them to be in the middle of a tornado. It sounds scary and the article really gets across that you need to have an emergency plan in case of a tornado or hurricane.

Fortunately, the tornado was weak was because it had a low velocity. It was determined that the winds were approximately 85 miles per hour. If the velocity was higher, the tornado would be more destructive. Experts from The National Weather Service concluded from the dents in the siding of a house that objects were being thrown with vertical and horizontal forces meaning the winds were in a projectile motion. If the objects only had vertical components the weather event would have been called a microburst not a tornado. -Caroline W

http://kdka.com/topstories/local_story_222180728.html

"kdka2." __kdka.com NWS "weak tornado"__. August 10, 2007. kdka. 26 Aug 2007 http://kdka.com/topstories/local_story_222180728.html.

//Comment 1: It sounds good but I think you didn't length it out enough on the first paragraph. The second paragraph was great well constructed and well written. However, more on your first paragraph, it is not very descriptive it makes it look like you didn't read it just skimmed it. Or it didn't focus that much on anything about what your writing so thanks for looking and giving some pointers on mine. - Clayton// Comment 2:

2/05/2008
What is a watt? How do you calculate the amount of electrical power that is used in a circuit? Finally, if a lamp with a 200 watt lightbulb in it burned for 24 hours straight (you forgot and left it turned on), how many kilowatt hours would it use? Make sure to writein complete sentences and in third person. Explain how you calculated the amount of kilowatt hours that would be used in the question above.

Entry: A watt is the unit that power is calculated in. The formula of a watt is current times voltage. A kilowatt hour is 1,000 watts used in an hour. So instead of referring to something with 2,000 watts you would say 2 kilowatt hours. If a 200 watt lamp burns for 24 hours, the total amount of watts that flow through the lamp is 4,800. If 1 kilowatt hour equals 1,000 watts then 4,800 watts = 4.8 kilowatt hours.//-Caroline W//

200watts x 24hours =4800watts 4800/1000=4.8kilowatt hours

Comment 1: Excellent Job! I really liked how you explained all of the equations in words at the top, but then rewrote your work at the bottom in more mathematical terms. Some things that I suggest changing are in your second sentence. I think that you should change the word watt to power, since you didn't say explain amps were the measurement of current or that volts were the measurement of voltage. I think that if you changed watt to power your explanation of the equation would make much more sense. Also, I would further explain how you got your answer in your fifth sentence. I might say that you got 4,800 watts because you multiplied 200 and 24, and then explain why you have to multiply. Otherwise, great job! You wrote in third person and were very thorough throughout your entry. Good Job! //-Alyssa P.//

Comment 2: Nice work! You set the readers up for what the equation you were about to do in your first few sentences, with more than one example of how a kilowatt compares to watts. In your fourth sentence, you could improve in some grammar errors. I would not use "so" to start a sentence so that the sentence is more clear. I would also incorporate the formulas that you used at the end of your entry (after you signed your name) while you were explaining how you got your answer. After you signed your name it felt like the blog was over, but then the I realized that you had your formulas written there. You used consistent third person writing, and I can tell that you understand the process. Good job! :)

-Emily

2/28/2008
This trimester we started by finishing up our chemistry unit by doing an acid/base experiment. After this, we started our electricity/electronics unit in which we first made basic series and parallel circuits with buzzers, speakers, motors, and lights. We applied ohm's law to these experiments. Following this, we started working on the Radioshack Electronics Kits where we made complex circuits that had a variety of functions- blinking LEDs, screeching speakers, analog to digital converters, etc. The technology we used this trimester included the pH probes that we connected to our computers to get the pH of household chemicals, using the wiki to create an class test review sheet, the Radioshack Electronic Kits, and creating collaborative lab reports in the wiki for our electronics unit (instead of a formal lab report).

//__In this blog prompt, please write a paragraph long entry (5-6 sentences with a intro and concluding sentence) that addresses what you enjoyed during this trimester and what you have learned. You can also comment on what you would like to improve upon for next trimester or what was difficult for you. Feel free to comment on our snakes- Peppermint and Diablo if you would like to as well as the technology that you enjoyed this trimester. Please check your spelling and grammar as this blog entry may appear in your end of trimester comment. You may want to write it in Microsoft Word to check the spelling, etc. and then copy it in the blog.__//

Entry: Second trimester science was great. I really enjoyed building circuits. It was a fun challenge that involved teamwork. On the first day of the unit, I thought that circuits would be complex and not enjoyable. After we got past learning what everything was and how to conduct a circuit, it was a ton of fun. Building the circuits helped me grasp a better understanding of capacitors, resistors, and integrated circuits. I hope next trimester is as fun as this one. -//Caroline W//

Comment 1:

Caroline, I enjoyed having you in science class this trimester! We worked together pretty well, especially with the Radioshack electronics, which could be frustrating sometimes. We divided up the work evenly and it made the process faster. We also studied for the assessment together, which was extremely helpful to me. Thanks!//-Emily//

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