Science Projects for Open House

Projects of Earth Science Class 2016! By Maximilian Tu

Earthquake PBL Project

The Earthquake PBL Project is a group project that had a simple driving question that we had to answer: How can we, as structural engineers, construct a two story house in California for Tony Stark that will withstand seismic activity? What we had to do for the Earthquake PBL Project was that we had to research things (From our science textbook, which is on the unit of earthquakes) like what do we have to look out for when an earthquake occurs, and what we can do to reduce a earthquake's power. We also had to draw a blueprint of our model that would meet the criteria for the PBL Project, build the model of Tony Stark's house, and test if the model survives the final shake test that is done by Mrs. Chappas. Other things that we had to do on the PBL Project was making a Vlog for each day on working the project, we also had to write and record our interview, and had to make a page about the PBL project on Haiku, to answer questions and provide information about this project.

Atmosphere 30 Hands Project

The Atmosphere 30 Hands Project was where we had to make a presentation answering questions from a handout (The questions were already made, but the answers we had to write) on 30 Hands. The first step was that we had to use Pic Collage, to make slides that answers the 7 questions for our presention, consisting of nine slides (One is the title slide, the 7 are Q and A that require two images, and one is the work sited), and then saving the slides to our camera role, then to 30 hands. We then have to write answers to the questions on the given handout, answering a total of 7 questions, and the other two were the introduction and the work cited (We also answer the questions on the slide, but we give the answers in like bullet points, and only citing the main information). Finally, we would record our answers on 30 Hands, and then turn it in to google docs.

Invention Convention Project

The Invention Convention Project was where we had to get in groups of 3 or less, and invent or innovate something out of reuseable trash you have at home that runs on renewable energy, has included one or more of the 3 R's, and solves an enviromental problem that we face today. Before building our model, we have to make sketch of the model, and answer two questions on a handout, the 1st question is what enviromental problem does your invention/innovation solve, the 2nd question is how does your invention work to solve the enviromental problem. The enviromental problem that our invention solves is deforestation. As the human population grows, people would cut down more trees for space, agriculture, wood, and paper products. Cutting down more trees would speed up the effect on Global Warming, since trees absorb carbon dioxide, a heat trapping gas, and having less trees means that there are less trees to absorb carbon dioxide. Trees can absorb moisture well, so the soil can be firm and stable. With less trees, soil can dry up quickly and result to soil erosion, which can pollute the air. Our invention restores trees, so that there are more trees to absorb carbon dioxide, thus slowing down Global Warming's effect on Earth. Our invention, known as SPATP (Solar and wind powered airplane tree planter) drops tree seeds from a chute at the bottom (Hybrid Poplar tree seeds, beacause they grow quickly) in given areas that need more trees, when the seeds are dropped from the plane, dirt is also dropped to cover up the seeds, in case the seeds get blown away. After the seeds are well covered up with dirt, water is dropped from another chute at the bottom of the plane to keep the dirt moist and firm, so that the tree seeds can be quickly developed to seedlings and won't be blown away. The plane would then be given a route to water the tree seeds (There would be multiple areas to water tree seeds in a given route) everyday. Once the tree seeds become seedlings, the plane would be given a new route to drop tree seeds, amd process starts all over again. Our plane is powered with solar energy as the main source, thousands of solar cells are located on the plane's wing and on a bit of the plane's roof. Our plane is also powered by wind, as a backup in case our solar energy runs out. The wind turbine is located on the nose of the plane, so when the airplane moving, the air around the plane naturally move the turbine. If all of these power sources fail, the plane would have a backup battery from the leftover energy from the sun and wind. In every area where the plane drops tree seeds, there is always an already built landing spot for the plane, in case for an emergency landing. In conclusion, our plane has a weather warning system to let the pilots know when to fly the plane and when to land the plane.

My favorite unit of earth science (EC)

My favorite unit throughout the whole year in earth science class is Unit 4, which is about Weathering, Erosion, and Deposition. This unit talked about the types of Chemical and Mechanical weathering, mass movements, factors that effect the amount of sediment a river can erode and how fast it can move, and land features formed from river, wave, wind, and glacier erosion and deposition. The first reason that I liked this unit was because everything we learned in this unit are things that we can see in real life or simple to imagine in our mind other than our textbook. For example, abrasion breaks down rock through collision of other rocks, and usually a cracked rock means that it has been worn down through abrasion, which you can literally see everyday. In the atmosphere unit though, we know that Oxygen is a element with two atoms in each molecule, we can't really imagine it in our minds and we can't see it. The second and final reason that I liked the Weathering, Erosion, and Deposition unit is because the lesson in the unit goes smoothly together. In the order of the name of unit 4, it's literally what the geologic cycle is, weathering breaks down rocks, erosion moves the rocks away, and deposition drops the rocks. Weathering, Erosion, and Deposition are similar, because they destroy and build up Earth's crust, or move it, which makes the lessons closely related, so it wouldn't be as confusing as the atmosphere unit, one lesson talks about the air around us, as another talks about the layers of the atmosphere, which is more spread apart. An assignment that I liked in this unit was the independent learner activity menu, it was where we read the section 3-3 waves and wind, and we then get to choose 1 out of the 14 assignments about waves and wind, and do it. What I liked about this assignment was that I learned a lot about waves and wind, I also liked this assignment because we got to choose a assignment that we wanted to do, other than having the teacher choosing the assignment for us. A lab that I liked in unit 4 was the Skittles Erosion Lab. The skittle erosion lab was where we dropped water onto a skittle and see the result of erosion. We dropped water on skittles, varying from 10-30 drops of water on the skittle, and write what happened to each skittle that had different amounts of water dropped onto it. I liked this lab because it shows how water erosion works without needing to go to a river and see, we used simple materials like a pipette, skittles, and water, and it basically showed a similar result like what real water erosion would do.