Thursday, March 17, 2016

Blue Whales

Here is a diagram I made to show students to clarify what's in the video of the two blue whales who decided to check me out one day in 2010 near Palos Verdes in Santa Monica Bay (California).
First you'll see a dolphin pop up. I think it was afraid because a pair of the largest animals that have ever lived on the planet are below, mouths open large enough to swallow a Prius, but scarfing down krill. A day or two before a sea lion popped up even closer, and it seemed to be looking at my face.
At the bottom is a link to the video.
Video: https://www.youtube.com/watch?v=N6iYyyNafbk

 Keep in mind, it is illegal to approach sea mammals this close. However if they want to come visit you, that's OK. As soon as I saw one heading towards me I started paddling out of the way. When it came up to look I stopped. This is when I was surprised by the lead whale.
They knew what they were doing. I'd paddled out there several times to visit. When I saw where they were I would paddle to the general area, then just wait. They'd come up, and usually they were curious enough to take a look, then it seemed like they would use me as a marker buoy for 3-4 dives, coming near, but eventually working away.
Gray whales seem more skittish, possibly because there's a local orca pod (who will pop up for a look from a couple of hundred meters away and uninterested will change direction.)

Monday, March 14, 2016

Mnemonics: Drawing to learn

Basic methodology used in Medical School applied to middle and high school.
Draw the picture, label and describe the parts as you draw. Tell the story.
Do this the first time, carefully think about each part, then cover your drawing and notes and on blank paper, draw and label everything you can remember.
Two things will result. First your drawing won't be complete. Second, you will be surprised to see that you remembered things you didn't expect you would, and that you've forgotten things you thought were the easy parts. No worries. Correct this drawing, then test yourself again. Keep practicing until you get 100%. Great.
The next day, test yourself again before looking at your notes. You'll miss some things or a lot. Don't worry. Make corrections then....test yourself again-blank paper.
Then wait a day or two.... after that wait a week... make a note on your calendar to test yourself again in three weeks a month.... After that you will never forget.
Sounds like a lot of work? It's not, maybe an hour, hour and a half, not more than two hours total for all the practice.
These are just a few. Part of the Common Core liturgy is 'no more drill and kill' none of the 'Four C's' is content. Unless you know something (content) you can't think creatively, critically or whatever the rest of that is...
Know what foveated vision is? Know where your blind spot is?

The is the perfect first drawing. I like to start the first week of school. Today we will learn all of this drawing. On Friday we'll have a quiz, most of you will do great!
WHAAA?!!?!
Draw a circle. Now let's follow light as it enters your eye. Light enters the cornea, it's the first lens that begins focusing light.... all the way back to the optic nerve that carries the information to the brain. Part of the requirement is that students say what each part does.

The next lessons are to make Blind Spot Detectors and to learn about foveated vision. 





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Icons of Depth & Complexity

When I was earning my GATE Certification at CalState Fullerton, we learned how to use Sandra Kaplan's Icons of Depth & Complexity. The icon images that were available were pixelated low resolution. So part of my working with them and thinking about them I decided to re-make a set with Adobe Illustrator. One of my educational ideas is that we should present our students with the best quality information, graphics, printouts, etc...

Here is a screen shot of some of what I did:  This is a personal use so I don't think I'm
violating any copyrights. (And Dr Kaplan drop me a note. I've looked for an e-mail address for you. I'd be more than happy to share the high quality vector art images I've made and make any changes.)

My favorite Depth & Complexity Lesson? Harriet Tubman.  Her timeline and multiple perspectives are more exciting than any action movie plot. Born into slavery, escapes to freedom by crossing the Pennsylvania state line, repeatedly returns to Maryland to help many others escape, then the Fugitive Slave Act takes away her safety in Pennsylvania, and the Dred Scott Decision makes her a wanted felon. She recruits for Tom Brown's raid on Harper's Ferry, ( he was hanged by the Federal Government) so that makes her a terrorist?)....volunteer nurse for the Union Army, led a raid in South Carolina that freed 750 people... By 1865 she was a national hero. $10 bill? She should probably be on all the money. Harriet Tubman could be the first Depth & Complexity Lesson Action movie. 

As in all things pedagogical a good idea or method is then applied to everything.
I would argue that the icons can be used for science, but it's not the best fit.
So this is what I've been working on.
It's easy to sketch out the basics for science: Mass, Forces (Gravity, Electromagnetic, Strong & Weak Nuclear), Space, Movement, Energy (which can form a different perspective than Force. (How are a battery and an asteroid similar and different?)
I have basically two approaches. First following the Scientific Method. Second is my translation of Kaplan's idea to science concepts. Still very much a work in progress.
Where I think we are heading, actually where I think we have begun understanding where we are heading, is to systematize and organize our thinking, but to not restrict it. Daniel Kahneman and Pinker and others have pointed out that overall we are becoming more intelligent over time.  Maybe the Romans couldn't have had steam trains, but Archimedes was clearly heading in directions we are only beginning to learn are not  exclusively modern. I would like to see these icons used to compare Nikola Tesla to his historical period, and then project the two paths our future could take. (Tesla had a radio controlled boat years before Marconi 'invented' radio-using Tesla's patents.)
The icons for classifying a phenomenon or principle. As I've stated, a work in progress. 


And this image was just so much fun: I could credit Roy Lichtenstein as a source or inspiration, but he got his visual ideas from comic books... so Boom!

I'm just getting started. 

Saturday, March 12, 2016

Right Hand Rule of Earth's Motion in Space

This is something that I worked on for years after reading in the Sky Almanac that the "Waning Half Moon seen at dawn is where the Earth will be in about three hours." 
It's surprising to me now how complicated this problem seemed to be at the time. 
I wouldn't even call myself an amateur astronomer but I began wondering how to figure out the direction the Earth is heading at any moment in the day (or night). 
There are complicating factors. First the Earth rotates every 24 hours, so the orbital direction is constantly changing. Second, the Earth has a tilted axis so the orbital direction changes north and south through out the day. Third, because this tilt is constant, the Earth's vertical axis relative to it's orbital plane changes through out the year. 
Fourth, the latitude of the observer changes the relative direction. 

I thought about this on and off and then I began teaching science. We were encouraged to make our teaching 'relevant' to our students' lives. One professional development leader (probably on a career path from the English Department through Administration to Assistant Superintendent of something that sounds important) said, 'Astronomy, well do what you can.' 
So I started to solve my puzzle. It was fun. To a real astronomer it would be like watching a cat figure out how to get the treat in one of those puzzle toys. I've yet to meet an astronomer who can point in the direction the Earth is traveling in its orbit 'right now'. None of the sky or star Apps has it. 
I came up with a method where I wave my arms around, depending on the time of day it can look like 'dancing Hitlers on Broadway.' When I tried to teach it to my college student son, he wasn't about to rise from his slouch on my couch and do anything so ridiculous, but he did say, "You know, you could probably make a right hand rule with that." 
Arrggghh! Almost immediately it was obvious. 25 years for me, ten seconds for him. 
I will argue that since Copernicus it has been possible to come up with this, but no else has. 
If you learn this you might say, 'yeah, neat. Great for the kids,' but for me looking at the planets in the sky they are no longer abstractions. It's clear which direction they are heading in, which ones we will pass and which ones will pass us. At dawn when I see Venus and Jupiter, I know that in a few months we will be much closer to Venus than Jupiter, but it will be already on the other side of the sun. We'll pass Jupiter and begin seeing it in the evening instead of the morning. 
So take a look: 
and you might find this interesting. Earth, and us on it, aren't spinning so much as we are rolling around on our orbital path around the sun. We move one Earth diameter every  7 minutes and 8.25 seconds. If we multiple this times Pi, (3.14159)  =  22 minutes 25 seconds. So every 22.43 minutes we move along our orbit as much as we move in rotation every 24 hours. At midnight our net velocity is orbital speed + rotational speed. At noon our net velocity is orbital speed – rotational speed.
One of those 'teacher moments,' you know the one's they make movies about, no not the one with Samuel Jackson...the weepy ones...Sidney Poitier, Edward James Olmos. When I teach this stuff at some point, always-every time,  a student will ask, "Then why don't we feel it?" Hypatia of Alexandria and Galileo asked this question, a thousand years apart. Adults don't seem to ever ask, students? at least one, and not the one you would expect.
(34 degrees north latitude is Los Angeles)
Enjoy the ride. 
All diagrams ©2009, 2016 W.Nettles

Thursday, March 10, 2016

Soda Bottle Rocket Launcher

All Soda Bottle Rocket Launcher are either weak, dangerous or far more advanced--they use carbon fiber and epoxy sleeves, nozzles, thousands of psi from scuba tanks...
The rocket launcher I designed and built is for students.  It's designed so that no one ever need be near the launcher when it's pressurized, it can be safely depressurized if needed (hang fire) and it takes almost no force to launch. The first launcher I made was a stake in the ground that the force required to launch often pulled it off vertical until it was pointing in my direction.

This one works, is safe, not only launches students' rockets, it also uses multiple forms of leverage. Highest velocities so far >90m/s (200 mph)

Take a look: 

 



all diagrams and photos ©2011WNettles. If you need more information to build your own just ask.


Welcome & Purpose

The goal of NettlesScience @blogger.com is to provide a place to showcase some of my Instructional Design, Teaching Tools, Apparatus, Information Sources, etc.....
Over the next few days I intend to add a lot of different things I've created, after that it will slow down.
My short term objective is always Do something amazing every week.

 

Image©2012BNettlesWNettles