Tuesday, January 10, 2017
12:30 - 1:30; 60 min. -
Environmental Sciences:
Carbon Footprint -
We discussed how natural processes have kept a delicate balance in the amount of carbon in the environment and in ‘banks’. In recent years, building and use of carbon caches, previously buried deep in the earth, have increased the amount of carbon in the atmosphere. We talked about how different activities we take for granted require a large use of fossil fuels, and this is the definition of a carbon footprint. We talked about how difficult it is to determine just how large a footprint an individual leaves, and how many ‘green’ activities are in fact not so green.
Monday, January 09, 2017
12:30 - 1:30; 60 min. -
Environmental Sciences -
The Carbon Cycle -
First, I asked Zach to explain the carbon cycle. He was unclear in the process so we watched a video that explains the process. We briefly talked about how agriculture increases the amount of released carbon in the environment. Then, after reviewing our lab work from last semester on bacteria and microbes, we watched a video about how NASA had developed a process of cycling carbon in a closed loop, by growing and harvesting microbial crops, that can be used to replace many current food sources. These studies will be used when we travel into deep space, as we will not be able to carry the food we need for such a long journey. We talked about how this process will also help us feed the 10 billion people that will inhabit the earth in 2050.
Tuesday, December 20, 2016
12:30 - 1:30; 60 min. -
Biology:
Cell Theory -
Zach and I discussed cell theory. He wrote out the progression from the atom to the biosphere, in his notebook. This theory states that cells are the basic building blocks of all life, and the basis for all organizational structures of life. We talked about how populations interact in communities and how these interactions often decide the fate of each population. We briefly discussed how competition and cooperation are manifest in nature. Homework: learn the stages of cell theory.
Constructed third-generation rocket nozzle using fiber-reinforced epoxy with integrated threaded cap. Additional discussion about the relationship between outlet diameter, area, and effect on flow velocity and thrust.
Review of Newton's Third Law (Action/Reaction) as applied to rocket thrust. Designed plan and conducted internet research to create a more robust (waterproof) means to quantify thrust of water rockets. Discussed important differences in chemical/combustion vs. water rockets, leading to conclusion that de Laval nozzle is probably less appropriate than a tapered cone nozzle. Also discussed fins, nose cone, and aerodynamic aspects of our experimental water rocket design.
Hands-on Project: Upon examining low radial symmetry and surface irregularities in prototype 1, we modified our casting technique to successfully produce two very symmetrical prototypes, upon which we successfully performed static flow tests.
Hands-on Project: Developed wax epoxy casting technique to generate variations on the "de Laval" rocket. Discussed design requirements in terms of strength, weight, cost, and dimensional tolerances.
End of the Year Project: Science of Bottle Rockets
Lesson Outline
Researched several examples of modern rockets and discussed the function of various parts. Introduced basic concepts of rocket nozzle physics with emphasis on the "de Laval" rocket nozzle function and design. Used other rocket science content from NASA.gov website. Outlined plan to create the ultimate water rocket for launch on school-wide rocket day in January.
Revisited concept of the free-body diagram as a means to understand the physics of moving objects. Revisited the concepts of net force and vector addition by solving practice examples from the text.
