sc300 unit 3: the building blocks of science

SC300 Unit 3: The Building Blocks of Science

The electromagnetic spectrum

Your Grandma Pauline has just won a microwave oven in a radio contest. When it arrives at her house, it sits on her counter, unused, for a month. One afternoon, when you visit her, she tells you that she is afraid to use it because "If I stand too close, I'll get radiated!"

Explain to your Grandma the difference between the waves that are used in a microwave oven and the dangerous nuclear radiation she fears.

Hydrogen bomb: March 1, 1954, Bikini Atoll

The Amana Radarange microwave, 1967

Your Grandma Pauline has just won a microwave oven in a radio contest. When it arrives at her house, it sits on her counter, unused, for a month. One afternoon, when you visit her, she tells you that she is afraid to use it because "If I stand too close, I'll get radiated!"

Explain to your Grandma the difference between the waves that are used in a microwave oven and the dangerous nuclear radiation she fears.

Use this spooky infrared picture of a cat:

http://science.hq.nasa.gov/kids/imagers/ems/ircat.gif

to give some proof to Grandma Pauline that a cat's nose is always cold.

The image at the left (courtesy of SE-IR Corporation, Goleta, CA) shows a cat in the infrared. The orange areas are the warmest and the white-blue areas are the coldest. This image gives us a different view of a familiar animal as well as information that we could not get from a visible light picture.

If you took a similar infrared photo of your body, what parts would you expect to show up as brightest orange? What parts would be blue? Explain.

FLIR: forward-looking infrared

Other uses of infrared light

FLIR: forward-looking infrared

Other uses of infrared light

IR satellite imagery In metereorology

After Grandma Pauline starts thinking about electromagnetic waves, she asks you to explain why, if radio waves and microwaves are both electromagnetic waves, you believe she can’t listen to KROQ- FM on her new oven.

Unit 4 project

Unit 4 project: Dangerous and Natural Energy

Just because something is natural does not mean it is not dangerous. Take the earth's energy as an example. Every year, hundreds and sometimes thousands of people are killed because of earthquakes and other seismic events that destroy homes, buildings, cities, and roads. Begin this project by reading about earthquakes here:1. http://earthquake.usgs.gov/learning/kids/eqscience.php2. http://earthquake.usgs.gov/learning/facts.php For this project, you will use the United States Geological Survey (USGS) tools to help determine if you are in danger, based upon where you live. Visit the USGS interactive map: http://gldims.cr.usgs.gov/nshmp2008/viewer.htm

This displays the regions of the United States that are most likely to experience a significant earthquake in the next fifty years. The scale moves from white (almost zero risk) to red (very high risk).

Background information:


Answer nine questions (but do not number answers):1. What patterns to you see in the distribution of earthquakes across the continental United States?

2. Locate your home on this map and make a note of the relative risk to you by indicating the color where you live. The USGS also reports on earthquakes around the world. Visit this interactive map to find the latest global earthquake data from the past seven days: http://earthquake.usgs.gov/eqcenter/recenteqsww/

3. What patterns do you see in the distribution of earthquakes around the world?

4. Click on one of the earthquakes on the map and make a note of its magnitude and region.

5. Would you be willing to live in one of the red areas on the map? Explain.

6. If you and your family were forced to relocate to a red area, how could you use the USGS resources on earthquake readiness (http://earthquake.usgs.gov/learning/faq.php?categoryID=14) to help your family prepare themselves?

7. Examine the list of the most destructive earthquakes on record: http://earthquake.usgs.gov/regional/world/most_destructive.php What are the two most recent earthquakes on this list? What does this list tell you about the power of science to control or predict earthquakes?

8. Even though science cannot predict or prevent earthquakes, what seismological tools do we have to sense the planet's rumblings? What events do you think might have encouraged the development of these tools?

9. How is this kind of geological energy different from biological energy (such as the calories creatures get when they consume food)? How are they the same?


Basic writing expectations:

1. Between 750-1000 words not counting the title page. Paper should be as long as it needs to be to contain all the necessary content, but no longer.

2. Include a title page, double space, font size 10 or 12 No title page is necessary, so long

as your name is on the paper.

3. Include a highly developed viewpoint/thesis, purpose and exceptional content

4. Demonstrate superior organization: use logic

5. Free of grammar and spelling errors

6. No evidence of plagiarism

7. Use the APA style for all citations


Content: There is evidence the student has a full and complete understanding of the question or problem.

Shows original thought, synthesizes ideas, and incorporates factual support. Develops main points clearly.

The use of accurate scientific terminology enhances the project.

Student’s work analyzes the relationship between technology and scientific progress and discusses the limitations and codependency between these two for advancement through a discussion of earthquakes and the development of specific seismological tools.

The submitted project exceeds all assignment requirements.

Writing style and mechanics: Includes a strong thesis statement, introduction, and conclusion.

Each section has clear organization.

Transitions found between and within sections are clear and effective.

Project is free of serious errors and follows APA guidelines properly.

Characteristics of an A paper (rubric from syllabus):

sc300 unit 3: the building blocks of science

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