The S.T.E.M and Arts blog by Aurelius Raines II

The S.T.E.M and Arts blog by Aurelius Raines II
"Producers, not Consumers"

Wednesday, September 26, 2012

Feeling the Pressure

Today, students use pressure sensor data to determine the best location to be in the event of an underwater explosion. This was an exercise in gathering data from an experiment. We are learning about parts of a scientific investigation. This data is from a Mythbusters episode. Mythbusters does a great job of demonstrating the scientific method.


Monday, September 24, 2012

Building Builders

Today, in Technology, we learned to take research and build proper presentations using Google Drive. Then we learned to share them with the instructor. Students made presentations about children's programming and the campaign.

We'll be posting those here. Look out!


Thursday, September 20, 2012

Waiting to Blow!

Today we were discussing an experiment from last week where we made a cork pop from the pressure in a chemical reaction. This week we used convection (heat transfered through a liquid or gas) to build pressure and get the same effect. When was the last time pressure from heat effected you?

We have been learning that all scientific claims can be supported with evidence. Why do you think the cork popped?


Tuesday, September 18, 2012

Science Detectives

Today we solved a mystery in class. 

We learned that detectives who solve crimes are like scientist who solve problems. They both observe, are curious, creative, are skeptical of unsupported claims, are objective, and logical. So we used these traits to solve a mystery in class. You may have seen the one that came home for homework. Here is one for you. If you get stuck on the answer, email me araines@cambridgechicago.com. 

Thanks to all of the parents who joined my blog. Your child thanks you, too. Now on to the mystery. Most of you may remember Encyclopedia Brown.

The Case of Merko’s Grandson
 
Bugs Meany and his Tigers liked to spend rainy afternoons in their clubhouse. Usually, they sat around thinking up ways of getting even with Encyclopedia Brown.

But today they had met for another purpose—to cheer the boy detective on.

Encyclopedia and Sally Kimball were about to meet in a battle of brains.

The Tigers hated Sally even more than they hated Encyclopedia—and with good reason.

When Sally had moved into the neighborhood two months ago, the Tigers jumped to show off for her. She was very pretty and she was very good at sports.

In fact, she got up a team of fifth-grade girls and challenged the Tigers to a game of softball. The boys thought it was a big joke, till Sally started striking them out. She was the whole team. In the last inning she hit the home run that won for the girls, 1-20.

But the real blow fell on the Tigers the next day.

Bugs was bullying a small boy when Sally happened to ride by on her bicycle.

"Let him go!" she ordered, hopping to the ground.

Bugs snarled. The snarl changed to a gasp as Sally broke his grip on the boy.

Before the other Tigers knew what to do, Sally had knocked their leader down with a quick left to the jaw.

Bugs bounced up, surprised and angry. He pushed Sally. She hit him again, with a right to the jaw. Bugs said oooh,, and went down again.

For the next thirty seconds Bugs bounced up and down like a beach ball. By the fourth bounce, he was getting up a lot more slowly than he was going down.

"I'm going to make you sorry," he said.

But his voice was weak, and he wore the sick smile of a boy who had taken one ride too many on a roller coaster.

"So?" said Sally. She moved her feet and took careful aim.

"This," she said, aiming another blow, "should take the frosting off you."

Bugs landed on his back, flat as a fifteen-cent sandwich. Not until Sally had ridden away did he dare get up.

Sally was not content to rest on her victories at softball and fighting. She aimed higher.

She set out to prove she was not only stronger than any boy up to twelve years of age in Idaville, but smarter, too!

That meant out-thinking the thinking machine, Encyclopedia Brown.

The great battle of brains took place in the Tigers' clubhouse. The two champions, seated on orange crates, faced each other. The Tigers crowded behind Encyclopedia. The girls' softball team crowded behind Sally. That left just enough room in the tool shed to think. 
Everyone stopped talking when Peter Clinton, the referee, announced the rules.

"Sally has five minutes to tell a mystery.

She must give all the clues. Then Encyclopedia will have five minutes to solve the mystery. Ready, you two?"

"Ready," said the girl champion.

"Ready," said Encyclopedia, closing his eyes.

"Go!" called Peter, eyes on his watch.

Sally began to tell the story:

"The Great Merko was the best trapeze artist the world had ever seen. People in every big city were thrilled by the wonderful performer swinging fifty feet above the ground!

"In the year 1922, Merko died at the very height of fame. In Merko's desk was found a letter. It was a will, written by the circus star. The will directed that the star's money be put in a bank for forty years.

"After forty years, the money was to be taken out and given to Merko's oldest grandson. If no grandson was alive, all the money was to go to Merko's nearest relative, man or woman.

"Forty years passed. A search was be- gun. At last a man was found in Kansas City who said he was Merko's grandson. His name was Fred Gibson. He went to court to claim his inheritance.

"While the judge was listening to him, a tall woman in the back of the courtroom jumped up. She was very excited.

"The woman said she was the trapeze artist's grandniece. She kept shouting that the Great Merko was not Fred Gibson's grandfather. Therefore, the money was rightfully hers.

"The judge questioned the woman. He had to agree with what she said. She was Merko's grandniece, and the Great Merko was not Fred Gibson's grandfather.

"Now," concluded Sally. "Who got Merko's money—the tall woman or Fred Gibson?"

Sally wore a smile of triumph as she looked at Encyclopedia.

The tool shed was still. The boys looked at their shoes. Had Sally beaten them again? Had Encyclopedia met his master?

Encyclopedia had five short minutes to solve the brain-twister.

Slowly the minutes ticked away. One... two ... three ... four ...

Encyclopedia stirred on his orange crate. He opened his eyes. He smiled at Sally.

"You told it very cleverly," he said. "I nearly said the wrong person. But the answer is really quite simple."

Encyclopedia rose to leave. "The Great Merko's money went to Fred Gibson."
WHY DID ENCYCLOPEDIA SAY THAT? 


written by and property of Donald Sobol

Monday, September 17, 2012

The Week of September 17th

What Is Science?

Last week we sought to learn about the core concepts and philosophies that support what we call "science". We learned about empirical evidence and pseudoscience. We also did experiments to demonstrate how investigation is practiced. 


The test that we took on Friday showed that, although the students were good at defining these concepts, they had more difficulty with being able to recognize examples of those concepts in practice. 
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We talked about Ancient Aliens being an example of pseudoscience.
Above is a MEME satirizing a common stance on the show.

So, this week we will be working more on the concepts in practice and understanding what they look like in life as well as the lab. If you are interested in what you can do to help, I point you to one of my earlier post, Scientific-Whats-It?.

A note on the test:
In the Cambridge Philosophy, it is more important to build skills rather than rote knowledge. Although I may make flashcards, memorizing definitions will be of little help. I like to emphasize practice over traditional studying. This way, the children build a skill set that will make them specialized, unique, and a value in what ever field they choose. 


It's All Up For Argument
This week, debate started with a bang. We debated whether it was okay to use profanity in public spaces (See the video below). We also started a debate about whether older students should be allowed to nap. 

Next week, we will start learning how to put together a good argument. Look for vocabulary words like vague and and ambiguous in describing poor arguments. 

Sunday, September 9, 2012

Welcome


Hello, my name is Mr. Raines.  This year, I will be teaching your child science and debate.  I’ve been a teacher with the Cambridge School for eight years.  I’ve taught math, science, art, Spanish, technology, and reading.  I’m weighing a high degree of flexibility, creativity, competence, and creativity to all of my lessons.  As a science teacher, I aspire to instill a passion and curiosity about the universe that will translate into the everyday life of your child.  For those of you who have never had a child in my class, I’m excited about the world that we will be opening and discovering together.

As your child’s debate teacher, I will teach them to think critically about everything from media to politics.  Then, I will teach them to build solid arguments as a way of building better agency in a world of conflicting influences.  So be prepared, allowance negotiations may be forthcoming.
Here are some “need- to- know” the items that will help you understand some of the daily routines and protocols in my classroom.

  • ·         I will be giving a weekly assessment every Friday.  Barring emergencies, any changes to the schedule will be announced.
  • ·         I post all of my grades on an online grade book.  The grades for your child can be viewed at www.engrade.com.  I have already sent home the username and password for your child.
  • ·         I strive to have grades entered by the end of the day or over the weekend.
  • ·         I like to give extra credit points for extracurricular studies.  This year, students can get extra points by completing small scale science experiments or by completing an independent research project.
  • ·         I value communication, and as a Christian, esteem reconciliation.  So I require that students call me with any questions that they have with my assignments and that parents call me with questions about anything.  I can be reached at  773-727-9092 or e-mail araines@cambridgechicago.com.  I can also be messaged in Engrade. Do not worry about disturbing me.
  • ·         I will communicate to you weekly through my online blog, The Dali (cambridgesas.blogspot.com). If you are not receiving this e-mail weekly, please let me know.
  • I am looking forward to a partnership with my students and their parents this school year.  My door is always open, and so is my classroom.

In Service,
Mr. Raines