Wednesday, 30 April 2014

"The Story of Time Travel" By: Jessica Zelasko

There was a girl named Meagan.  She was sixteen years old and loved science.  Although, she was most interested in time travel.  She knew that time travel wasn't possible though.  After school, Meagan went to the laboratory every day to do experiments and research more on time travel.  When she got home, she stayed up late at night dreaming or thinking about time travel.  She then had an idea.  When she went to science class she said to her class and teacher " I have thought of a way to develop time travel.  You have this machine, with a big, heavy handle.  The machine is kind of like a little room and the handle is on the outside.  When the person steps inside the room, the other person pulls the handle.  To set the time you want to go to, you have to punch the numbers into this little key pad on the outside of the machine.  It's brilliant right?!?"  She was grinning from ear to ear as her classmates are staring at her.  Then all of a sudden, the class starts laughing.  While her teacher is just staring at her, dumbfounded.  The teacher says "Meagan, you know time travel is not possible!"  Meagan then said "But it can be!"  Meagan went home and thought about it and started to doubt herself.  She thought that maybe they were right, time travel will never be possible.  She fell asleep with that on her mind.  She slept in, since it was the weekend.  She was in a bad mood most of the day.  Later that day, she started to think about time travel again, and how it would be so cool if something like that could be possible.  She decided she was going to prove everyone who doubted her wrong.  She started doing more research on time travel.  She didn't find much because it wasn't invented yet, obviously.  Although, she got enough to get her started.  She developed a sketch for what she wanted the machine to look like, and she bought many different materials for it.  She was putting cables and wiring together one day, when a fire started.  She was in the laboratory and the fire alarm went off.  She didn't want to leave everything, but she knew she had to.  When the fire was out and it was safe to go back in, she went in and saw everything she had made destroyed.  There was metal and glass everywhere.  The wires were burnt and were now useless.  Everything she has been working on was destroyed.  It was like she spent the last month doing nothing! She decided that she was done. She wanted nothing to do with time travel anymore. Meagan went the next two weeks not thinking about time travel, at least trying not to. One night, she decided to give her time travel invention another chance. She thought, maybe it will workout this time. The next day she went to the store and bought all of the materials again. She then went to the lab and got to work. She was putting together cables and putting the machine together. She was finally finished! She made a machine that could make things travel through time, if it works she thought. She decided to test it out, she got an apple and put it into the machine. She set the date to May 13, 1856. She pulled the lever, closed her eyes, and wished for the best. Nothing happened. She decided that she was only 13 and that it was ok that her invention didn't work. She decided that she would be a scientist when she is older and figure it out then, if the scientist haven't figured it out yet. Time travel is not yet possible but maybe in the future it will be.  

Sunday, 27 April 2014

Study of the World

Today april 25 we did three things.

- We learned that the stories that we tell have to be made by us or retold in out words.

- We worked on our letter to the Brazilian Government about the Rio Tiete and Pinheiros.

- We learned about our new unit the study of the earth geology.

Geology is the study if the earth. Geology gives insight into the history of the Earth by providing the primary evidence for plate tectonics, the evolutionary history of life, and past climates. In modern times, geology is commercially important for mineral and hydrocarbon exploration / exploitation as well as for evaluating water resources. (

Some forms of Geology that we learned of today are the following:

a. a beach and the sand

b. An estuary/delta where a river meets the ocean

BBC - The Power of the Planet. Perf. Iain Stewart. Phil Dolling, 2007. Web

c. Steep Smooth Cliff in Yosemite Park

BBC - The Power of the Planet. Perf. Iain Stewart. Phil Dolling, 2007. Web

We learned that these land forms are made by energy. We used our knowledge from our first unit of energy and figured out the type of energy that was used to make these landforms.

Saturday, 26 April 2014

Think "how?" and "why?" just like a Scientist!

New Unit! Geology!

Everybody had to choose a geographical feature that they liked:

Power of the Planet Ice Oceans

  1. What are the forms of energy?  All forms of energy can be categorized as kinetic and potential.  
Potential: nuclear, gravitational, elastic, chemical, electrical potential
Kinetic kinetic of large of objects, sound, thermal, light, and electrical kinetic
  1. For the following geological features:
      1. How did they form?
      2. What were the energy changes involved in their formation?

Answer the following questions while watching the video from
  1. Describe ocean waves.
Ocean waves carry kinetic energy.  The water is just the carrier of the waves.  The water ends up in the same place; it’s the wave that moves forward.
  1. What are the energy changes involved in making most waves?
Energy of sunlight → thermal of water (different parts of the ocean and atmosphere become different temperature) → The kinetic energy of wind → kinetic energy of water
  1. What’s the energy changes involved when a wave meets the shore?
kinetic energy of water → thermal energy  and in the process there’s lots of friction which breaks down anything that is hit by the wave.
  1. How is a beach made?
A beach is made by the constant pounding of waves, wind, and the rise and fall of the tides creating smaller and smaller rocks.  When the rocks are small enough we call them sand.
  1. What are the energy changes involved in creating tides?
Gravitational of moon and sun pulling on the ocean → kinetic of the ocean
  1. How is an estuary made?
Rivers erode mountains and sides of the rivers bringing dirt/soil with it.  Where the river meets the ocean, it slows down and deposits the dirt creating the estuary.  The ocean also acts to shape the estuary with the rise and fall of the tides.  
  1. What happens to all coastal areas?
kinetic energy of water (and wind) → thermal of rock and soil

Answer the following questions while watching the video from
  1. What formed the steep, smooth cliffs?
erosion by glaciers; before the glaciers rivers carved v-shaped valleys
  1. How did it happen and what energy changes were involved?
Snow/Ice precipitates at higher elevations.  Over years it forms glaciers.  The glacier are pulled down by gravity. As they move, they scrap and erode the mountains to form steep cliffs.  Gravitational of ice → kinetic of glacier → thermal as glacier rubs against rock
12. What does the inside look like?

Ice cave.  At the bottom of the glacier is lots of sediment in the ice.  This is evidence that as the glacier moves downhill it erodes the rocks and picks up rocks in the ice.


Friday, 25 April 2014

Letter to Brazil's Government!! (April 22 2014)

What did Did
This class, we mainly worked on writing an essay to the government. We used almost half of the time on writing our letter. Mr. Pro gave us all feed back to improve on how and what we could improve on. I think everyone was focused on their work and we were very focused.

What we Learned
We didn't learn anything from the teacher today because our test was over and so to continue on that current unit (Which is Water), we worked on our letter to the government. Even if it seemed like we didn't learn anything, everyone learned something from researching about the problems in the Tiete river or the river Pinheiros. For example, Mr. Pro gave us some ideas about the problems of the deadly river Tiete and Pinheiros in a document and we all took a quick scan and found some ideas to write about.
In conclusion, we learned about the most terrifying problems of the river Tiete and the river Pinheiros in science class.

Water is Beast

Today, we focused more on the wonderful unit of water.

First, we looked over the diagrams we made last class about the water cycle.

Then we listed different ways that the water cycle works.

Later, we watched a Brainpop about water and we also learned about how pesticides spread over fields are causing diseases because they are poisoning the groundwater we drink.

Then went on this document and had to study the topic of the group we were in.

The we got into new groups and they each shared what they came up with.

Group A
Explain Humidity=
It is the amount of water vapor in the air. Depends on temperature and normally happens in hot weather.

Group B
Explain how precipitation forms= 
The water molecules form in the clouds, they glue together, and they fall.

Group C
Explain the kinds of precipitation= 
Drizzle= Water drops falling slow and close together
Snow= Ice crystals clumped together
Hail= Dense Ice

Group D
Explain Global differences in precipitation=
Towards the equator, there are higher chance of getting precipitation. In temperate places, we get moderate precipitation.

In the last five minutes we tried to answer this question: 

Where does the energy of the water cycle come from?

Then we had to add these different molecules to our diagrams.

We watched a video about energy.
Mr.Pro reviewed how pumps work,
test corrections in different colors.

Substitute Brainpop

We started out the class by refreshing some words related to the Atmosphere, we had a quizlet we had to review to help us. Link:
We used the various game/activities that quizlet provides to further understand and memorize the definitions of the words.
Some of the harder words and their definitions are:
convection:movement in a gas or liquid in which the warmer parts move up and the colder parts move down
differential heating

the uneven warming up of land, ocean or other objects on Earth
The lowest layer of the atmosphere.

The next thing we did was watch some brainpops on the atmosphere, you can find more information by clicking on this link.

Afterwards, we reviewed another quizlet, this time on some questions instead of vocab words. You can review the questions by clicking here.

Wednesday, 23 April 2014

Scribe post 2 (Abril 22 2014)

  • Listend to classmates scientific stories.
  • Worked on our letter to the government.
  • And lastly worked on finding our scribe posts and putting in their link into a doc.
Letter to the govermet

We Studied how the rio Pinheiros and Tiete are affecting our society and our nature. Mr.Pro assined use and paper where we would wright an letter to any politian we would like to send it to. We then wrote a letter saying  what the river is causing why is it causing that and how can we help it. Then give specific examples of how other countries solved their river problem like England and Germany. If you wish you may as well also wright how the politician can benefit himself if he makes this change. This isnt just an letter for our selves but Mr.Pro is actually sending these letter to the Goverment to see if they do something about it.

Class stories

Some weeks ago Mr.Pro assined a class project that until the end of the year we would have to wright a scientific story about how a cenario where happens something related to science. While they read their stories to the class some of use the adiance make a survey according to how well they went on their story and give them an overall grade. Them Mr.Pro gives that person a grade according to ours on the survey.

Scribe posts
Our class had to find our old scribe posts and publish them into a document that Mr.Pro created. On that doc we would  put our link to our scribe post so that in the future Mr.Pro has a chance to take a look on them again.

Tuesday, 22 April 2014

A World of Water and Diagrams


 First thing on the schedule, the class discussed about the investigation from last class.

Then we watched a Brain-pop on water.

The students then wrote some uses
 of water on our daily lives.

The students made Diagrams for the end of  the class.

Here is another diagram

Nov. 14 Scribe

Nov 14.

Lesson Sequence (~21 lessons)
*Click on underlined texts to open links.

Nov 14th and Nov 18th - Lesson 11 - Hand back Tests, Pressure Pushes, Ozone Layer
  • Demo - how high can air pressure push water up?
  • What is happening with the ozone layer?
Content: We will go over any content and question from test that many students showed gaps in.


First of all, in the beginning of the class we changed seats, but it was very different from before because the arrangement from all the desks were different from before.

To start with, Mr.Pro gave us our tests back, and asked us to make our corrections. He shared us a document that has the test answers.

Commun Mistakes:

#58 A Question

#53 B Question

#34 C Question

#40 C Question

#41 C Question

#44 C Question

#45 C Question

#46 B Question

#48 B Question

#52 B Question

#55 A Question

What did They Learn from there Mistakes?

Videos ( Could not be uploaded )


  • Demo - how high can air pressure push water up?

What we learned?

We learned that the maximum hight that we can push water up is 10.3 meters. Also, that is we use something different like a pump, we can push water higher.

Goodbye 2013, Hello Future

  We were asked to finish all of our science fair projects. Here is a document of some question and guidelines that apply for the science fair. Fill out this form if you want to propose a question that isn't on that document. If you want to do a question in partners, you fill out this form.

Letter to parents: What is the basic information about the Science Fair?  (This is the letter already sent to parents.)
Mid-year form. You give your opinion about science class for the first semester. Mid-Year Science Class Survey

We then watched a video about how air pollution might make our sunset better.
It talks about how air pollutant might make a deeper, redder sunset.

a. What are forms of transportation that make less air pollution? - Eyes of Nye (No link

A form of transportation that causes zero exhaust is the hydrogen fuel cell car. It had hydrogen and oxygen. Hydrogen is all around us;  we find it in water, H20, methane, and CH4( poop). 

The best alternative to pollution is making these cars: Hydrogen fuel cells. You can a little motor for about 100 dollars.

We humans created this car because of the increased air pollution.

One of the downsides to this is we have to make hydrogen by using energy, which comes from burning fossil fuels. Also, it is hard to store hydrogen in big tanks and brings some risks. Another downside is it can only go 120 miles on charge, and it takes 4 hours to charge. That's why manufactures are starting to make cars with both electric and gasoline based motors. 

Another thing humans can do to decrease pollution is buying smaller cars, which don't pollute as much. However, people feel "safer" in big cars, so everyday we see less smaller cars and more bigger vehicles.
The air pollution in some places has grown so much, like in China, that people in China are having to buy air filters for cleaner air!

The reason why São Paulo has so much traffic and is so polluted is because the city grew too fast. In about 30 years, the population grew so rapidly the city didn't have enough roads for all the people.

We reviewed the form about the class' opinion. 

Experiment with exhaust: 
At the end of class, we went to the parking lot and tried to see how much pollution came from Mr. Pro's motorcycle. This is a picture showing the negative kinds of air pollution and the device that we use to measure the pollution. 

This is us setting up the experiment in the parking lot to measure the amount of exhaust coming from Mr. Pro's motorcycle.