The oscillating water column was created to make a good renewable energy source that won’t do any harm to nature and doesn’t use up our resources.
Form and Function: What are its main parts and what do the parts do? How does it use or generate electricity? How do electrons move through it?
The structure consists of a big chamber, the walls of the chamber have an opening under water. The wave energy travels underwater into the chamber pushing the air in it up. The air goes through a turbine spinning it. When the water recedes, the air is sucked back in spinning the turbine once again. The turbine then creates electricity.
What are the social implications? (How does it affect people?) Consider less developed countries and locations with different climates or geography.
The oscillating water column makes a lot of noise and can disturb people living nearby. This generator has to be on the shore, so it cannot be constructed inland. It also cannot be constructed somewhere protected from the waves.
What are the environmental implications? (How does it affect the natural world?)
This form of energy is safe for wildlife. The only problem is that it makes a lot of noise that can disrupt wildlife, this problem would probably affect only species that live on ground. There are no moving parts in the water, so no animals will get injured by it. The structure itself acts like an artificial reef and can act like a home for certain animals.
Given the strengths and weakness of your technology, is it a satisfactory solution to the problem it is trying to solve?
It is a good solution, it can supply towns further away from the shore, connecting the station through wires further away, but not too far. It also greatly benefits islands which are too far out to be connected to land. It causes no harm to wildlife and it won’t disturb you unless it is next door. It also doesn’t pollute, and it uses wave power, which is created by wind, which is created by the sun, so it will never run out.
1. What did you know about the Core Competencies before this activity? What did you learn?
I knew that that the Core Competencies are things that you work on in different projects. I learnt that certain peoples personalities attribute them to one or more of the Core Competencies over the other
2. How can your knowledge of the Core Competencies help you in your school life? Personal life?
Knowledge of the Core Competencies can help you know what you’re good at and you need to improve. They can also tell you what different projects help you improve.
3. Explain how your conflict/issue was resolved. What skills were used to resolve this conflict/issue?
We used the refuse, delay and negotiation skills. Refuse is to come up with and excuse why you can’t and to say just no. Delay is to say you can do later like in a week. Negotiation is to offer something else to do that doesn’t involve anything bad.
4. How would these skills make the person in the play more resilient?
These skills will help you go against people that want you to do bad things, some of these skills will also help you not offend anyone and often make the situation better for everyone. This helps you avoid bad situations and will greatly help you.
How could you arrange it differently based on its chemical and physical properties?
You can arrange it by reactivity
What different shapes could be used?
Circle, like a character, rainbow, pyramid
How can you use colour?
Families, state of matter
Our periodic table was made so that it will be easier to read. There is no longer a big gap in the middle which can make it a bit hard to read and the rare metals are now included in the table itself so it doesn’t skip over them. All of the elements are placed in order by atomic number and in columns depending on the number of shells. The two columns the most at the right where split in two because they took up too much space. A line connects them to show that they have the same amount shells. The families are represented by different colours and are at the same part of each column all the time, all noble gases are at the bottom end of their column, all alkali metals are at the top, alkali earth metals are just below them, halogens are in between the noble gases and metal dividing line, Transition metals are at the other end of the metal dividing line and the rare metals are only in the two columns at the right and in the middle of them. The table is split in two to show metals and non-metals, hydrogen is in the middle as it has properties of both.
One thing that could’ve helped us would of been time, we didn’t have much time, so we had to go with our first best idea. We also had little time to develop a plan and ways to improve our project. One thing is that a few of the elements are sitting alone on the side, so they might be hard to notice. If we had more time we could’ve organized the table in ways to show more patterns.
For this project I interviewed fencing coach Israel Cando. I chose to interview him because I do fencing and really like because it is very different. I wanted to see what he went through to get to where he is now.
A picture of a sabre used for fencing – self taken
1. Why are you passionate about your job?
I find that it gives me satisfaction. The strategy in the sport and how it is more complex as well how it is different then other sports gives me a sense of satisfaction. This satisfaction makes me really happy which is an important thing to have in your job.
2. What obstacles have you faced to get where you are today?
The number one challenge is fitness. Like in other sports you need to be very fit or you cannot succeed. Another obstacle was family support, because fencing isn’t as known as other sports it was much more difficult to get support from my family.
3. What advice would you pass on to someone interested in what you are doing
My number one piece of advice is to be patient. Often in fencing you have to keep repeating the same thing over and over again to gain perfection. If you are not patient you will quickly get bored and that will make it difficult for you keep going.
I honestly started fencing because my cousin pushed me into it. He started fencing and got me to do it as well. He quit after a year, but I have been doing it for almost thirty years.
5. How do you motivate fencers?
I find a relation in between fencing and real life. Once I find this connection it is easy for them to understand. Talking in all sorts of sports terms can be hard to understand so I find ways of explaining it in ways using every day examples so that they can understand.
6. Would you be open to future contact from Riverside students and if so, how can someone contact you?
If anyone wants to contact Israel they can do so through me. You can send me a message through my school email: email@example.com
Image taken by Marie-Lan Nguyen, from flickr
What I learned from this interview is that you should do what you want to and that you need to be patient to achieve your goals and keep pushing if it is really what you want.
How did life on earth start is a big question that has been asked a lot and that is unanswered. There are many different theories for this and I decided to research some of those.
The first one says that life appeared on earth in just an instant. Earth was covered in electrical storms and the atmosphere was full of plasma. When a strong electrical current hits two electrode, a powerful conductor often non-metal, it would cause a reaction which would make a sphere. Each of these spheres has two outer layers and a nucleus in the middle made of gas. These spheres had all of the characteristics of any living cell. It has an outer layer, it can reproduce by splitting in two, it can take other atoms and use them to increase its size and it can communicate by sending out energy. These spheres were made in labs making this theory very possible.
Another possibility says that asteroids brought life to earth. During earth’s early years many asteroids hit, these could have carried microbes to which then evolved into modern life. Scientists believe that Mars would have been more hospitable to RNA, an early form of DNA, which is essential for life. Similarly, asteroids could have brought life some of the ingredients for life. They brought chemicals which then formed along with other chemicals on earth would form RNA. These meteors were launched off of other planets by other meteors crashing into them.
On of the most likely possibilities is that life formed in hydrothermal vents. Alkaline which is rich in hydrogen grow around these and along with saltwater, other minerals and the enormous heat that comes out of them helped create life. They are mainly made out of carbon, oxygen and hydrogen, they created chains, then got a metabolism, using acids created by the vents to get energy and then lastly, they got genetic codes. So, this process transforms inorganic materials into organic ones.
This video explains another way that life could have started.
ADL 10-Information Fluency
1) What were the conditions on earth like 3.7 billion years ago? What defines life? What conditions does life need to live?
2) I used Gale Engage Learning and Ebsco.
3) I searched the questions then I looked at the results, if no good answers appeared I would reword the question.
4) The tools I used had good information, the teacher told us that they are reliable. I used the citation tools on the website.
5) I didn’t remember the ways of wording the questions that were good so every time I had to find a good way of wording it again. Otherwise it went pretty well.
Elling, Henrik. “3 supercontinents brought Earth to life.” Science Illustrated, Jan.-Feb. 2013, p. 48+. Science in Context, http://link.galegroup.com/apps/doc/A312968744/GPS?u=43riss&sid=GPS&xid=ace2751b. Accessed 1 Feb. 2019.
Cohen, David (Dutch activist). “Plasma blobs hint at new form of life: can life arise in an instant, in a burst of electrical energy? Researchers recreating the atmosphere of the early Earth have made ‘cells’ that reproduce and communicate. But they’re made of gas …” New Scientist, 20 Sept. 2003, p. 16+. Science in Context, http://link.galegroup.com/apps/doc/A108264960/GPS?u=43riss&sid=GPS&xid=90090427. Accessed 1 Feb. 2019.
“No Panspermia Between Stars.” Sky & Telescope, May 2000, p. 23. Science in Context, http://link.galegroup.com/apps/doc/A61591296/GPS?u=43riss&sid=GPS&xid=92489ae1. Accessed 4 Feb. 2019.
Bartels, Meghan. “How Did Life Start? Meteorites Crashing Into Darwin’s Warm Little Ponds May Have Been Trigger; It’s one of the biggest questions in science today–which means there’s lots to argue about.” Newsweek, 27 Oct. 2017. Science in Context, http://link.galegroup.com/apps/doc/A510446453/GPS?u=43riss&sid=GPS&xid=0d2e839a. Accessed 4 Feb. 2019.
S.P. “Cooking up a key chemical of life.” Science News, 9 Sept. 2000, p. 175. Canada in Context, http://link.galegroup.com/apps/doc/A65860859/GPS?u=43riss&sid=GPS&xid=f8aedf3b. Accessed 5 Feb. 2019.
Nitschke, Wolfgang, and Michael J. Russell. “Hydrothermal Focusing of Chemical and Chemiosmotic Energy, Supported by Delivery of Catalytic Fe, Ni, Mo/W, Co, S and Se, Forced Life to Emerge.” Journal of Molecular Evolution, vol. 69, no. 5, Nov. 2009, pp. 481–496. EBSCOhost, doi:10.1007/s00239-009-9289-3.
Sarchet, Penny. “Life’s True Cradle. (Cover Story).” New Scientist, vol. 238, no. 3182, June 2018, p. 30. EBSCOhost, doi:10.1016/S0262-4079(18)31066-2.
Lane, Nick. “Life: Inevitable or Fluke? (Cover Story).” New Scientist, vol. 214, no. 2870, June 2012, pp. 32–37. EBSCOhost, doi:10.1016/S0262-4079(12)61633-9.
McGowan, Kat. “Where did it all begin? A new geological finding stirs questions–and controversy–about where and when earliest life emerged.” Popular Science, Sept.-Oct. 2017, p. 38+. Science in Context, http://link.galegroup.com/apps/doc/A501246379/GPS?u=43riss&sid=GPS&xid=a8e1360e. Accessed 6 Feb. 2019.
“Mars May Have Had Better Chemistry than Early Earth for Life to Start.” UPI NewsTrack (Consumer Health), Aug. 2013. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=c9h&AN=6E8744905837&site=ehost-live.
SIMPSON, SARAH. “Life’s First Scalding Steps.” Science News, 9 Jan. 1999, p. 24. Science in Context, http://link.galegroup.com/apps/doc/A53630867/GPS?u=43riss&sid=GPS&xid=8ca1270a. Accessed 6 Feb. 2019.