I love it when a student in geography club comes up with a lovely 'creative' idea.
He begins the model this lunchtime!J Sayers
T:M:
E: sayers@branksome.org.uk
Thursday, 24 March 2011
Tsunami model simulation edit 3!
EDIT 3
Driving in to work this morning I thought 'hang on John you're missing a trick here!' 'Why not get some cross links going with resistant materials/craft construction (technology) and build a model simulator!? I had in my mind the great meander simulator in my mind created by @tonycassidy and thought why not make a large scale version of the 'Bang goes the theory BBC tsunami model simulator built by Gem in the workshop' Make it large enough so that you can trace the waves for say 4-5 seconds in the model. I want it to create a stick slip fault using plastic under tension and then release off a catch. Naturally I dont want the plastic once slipped to break the surface of the water and divert waves generated in different directions as the crust in an earthquake out to sea wouldnt break the surface. Therefore it is going to have to be deep. The basin for the model I'd like to make out of perspex so that we can see under the water surf ace the scouring effect on the ocean floor. Going to fill it with sand at the slope end of the basin near the coast. This will let us see the effects on the beach at the coast once the tsunami wave reaches it. Then I want to trace the wave with students filming it from different angles from a cross section perspective, birds-eye view over head perspective then a panning view and from different angles watching the wave extend out over land.
Perhaps have objects in the way once out of the basin and see how far the waters power extends to cause damage.
Now to go and chat to the technology department and see what they think!
J Sayers
T:M:
E: sayers@branksome.org.uk
Wednesday, 23 March 2011
Tsunami Simulation model idea? with 3 edits!
EDIT 3
Driving in to work this morning I thought 'hang on John you're missing a trick here!' 'Why not get some cross links going with resistant materials/craft construction (technology) and build a model simulator!? I had in my mind the great meander simulator in my mind created by @tonycassidy and thought why not make a large scale version of the 'Bang goes the theory BBC tsunami model simulator built by Gem in the workshop' Make it large enough so that you can trace the waves for say 4-5 seconds in the model. I want it to create a stick slip fault using plastic under tension and then release off a catch. Naturally I dont want the plastic once slipped to break the surface of the water and divert waves generated in different directions as the crust in an earthquake out to sea wouldnt break the surface. Therefore it is going to have to be deep. The basin for the model I'd like to make out of perspex so that we can see under the water surface the scouring effect on the ocean floor. Going to fill it with sand at the slope end of the basin near the coast. This will let us see the effects on the beach at the coast once the tsunami wave reaches it. Then I want to trace the wave with students filming it from different angles from a cross section perspective, birds-eye view over head perspective then a panning view and from different angles watching the wave extend out over land.
Perhaps have objects in the way once out of the basin and see how far the waters power extends to cause damage.
Now to go and chat to the technology department and see what they think!
Hmmm thinking of taking a bath tub into school and simulating a tsunami wave once its broken the sea defences (bath tub). The aim is to work out the velocity by filming how long it takes the wave (created by beginning a shockwave/push, using a slip flick by giving plastic a tension fold and releasing it) to travel from one end of the bath to the other. The slip will push the water to the sloping end of the bath to simulate a wave rising up the coastal slope to the shoreline (lip of the bath). Then working out the distance travelled from the wave/water once it leaves the bath (ocean basin). We can adjust the landscape once the water leaves the bath by adding slopes to the land to simulate the changes. The aim is to see the extend water will reach in relation to the velocity it reaches in the bath once it hits friction of the land.
I'll get students to film on their mobiles and the digital camera from different angles to create a 3D reconstruction. To see if the waves water rises up the slope when the velocity decreases rising up the slope of the bath.
That is the aim:) watch this space in the future:)
@cornish_james suggestion is a great one! Use a dingy to simulate the basin and on the coastal slope to the shore line use sand to build a sand bank. This will hopefully then recreate the scouring away of the coastal slope by the tsunami. This could then aid seeing the effects this has on the 2nd wave!
Driving in to work this morning I thought 'hang on John you're missing a trick here!' 'Why not get some cross links going with resistant materials/craft construction (technology) and build a model simulator!? I had in my mind the great meander simulator in my mind created by @tonycassidy and thought why not make a large scale version of the 'Bang goes the theory BBC tsunami model simulator built by Gem in the workshop' Make it large enough so that you can trace the waves for say 4-5 seconds in the model. I want it to create a stick slip fault using plastic under tension and then release off a catch. Naturally I dont want the plastic once slipped to break the surface of the water and divert waves generated in different directions as the crust in an earthquake out to sea wouldnt break the surface. Therefore it is going to have to be deep. The basin for the model I'd like to make out of perspex so that we can see under the water surface the scouring effect on the ocean floor. Going to fill it with sand at the slope end of the basin near the coast. This will let us see the effects on the beach at the coast once the tsunami wave reaches it. Then I want to trace the wave with students filming it from different angles from a cross section perspective, birds-eye view over head perspective then a panning view and from different angles watching the wave extend out over land.
Perhaps have objects in the way once out of the basin and see how far the waters power extends to cause damage.
Now to go and chat to the technology department and see what they think!
Hmmm thinking of taking a bath tub into school and simulating a tsunami wave once its broken the sea defences (bath tub). The aim is to work out the velocity by filming how long it takes the wave (created by beginning a shockwave/push, using a slip flick by giving plastic a tension fold and releasing it) to travel from one end of the bath to the other. The slip will push the water to the sloping end of the bath to simulate a wave rising up the coastal slope to the shoreline (lip of the bath). Then working out the distance travelled from the wave/water once it leaves the bath (ocean basin). We can adjust the landscape once the water leaves the bath by adding slopes to the land to simulate the changes. The aim is to see the extend water will reach in relation to the velocity it reaches in the bath once it hits friction of the land.
I'll get students to film on their mobiles and the digital camera from different angles to create a 3D reconstruction. To see if the waves water rises up the slope when the velocity decreases rising up the slope of the bath.
That is the aim:) watch this space in the future:)
@cornish_james suggestion is a great one! Use a dingy to simulate the basin and on the coastal slope to the shore line use sand to build a sand bank. This will hopefully then recreate the scouring away of the coastal slope by the tsunami. This could then aid seeing the effects this has on the 2nd wave!
River erosion, transportation activities
Activities for a rotation around the room on river erosion and transportation with the starts of deposition.
River erosion, transportation activities
Activities for a rotation around the room on river erosion and transportation with the starts of deposition.
Podcast of a shield volcano from one of my students.
Basalt rather than Basmati the only real issue. Students can really make you laugh :)
J Sayers
T:M:
E: sayers@branksome.org.uk
Podcast of how to describe a graph using basic steps
Podcast of how to describe a graph using basic steps
Podcast of a shield volcano from one of my students.
Basalt rather than Basmati the only real issue. Students can really make you laugh :)
J Sayers
T:M:
E: sayers@branksome.org.uk
Tuesday, 22 March 2011
Students investigating countries in year 7
Geography Yakoo's World Nations of the WorldYear 7s watch the song and they are then linked to a country or location in the video clip and they investigate elements of human geography in that country, elements of physical geography and elements of environmental geography going on in that country/place. Great little min project / homework for students to do independent enquiries with:)Then to extend link to http://bit.ly/dfG1Np 7 wonders campaign website. Students check to see is their a wonder nominee that is on the list? If not is there a neighbouring country that has one? If not can they nominate a physical wonder from their country and a heritage building? Or an industrial wonder from there?
Geography Yakoo's World Nations of the World
Year 7s watch the song and they are then linked to a country or location in the video clip and they investigate elements of human geography in that country, elements of physical geography and elements of environmental geography going on in that country/place. Great little min project / homework for students to do independent enquiries with:)
Then to extend link to http://bit.ly/dfG1Np 7 wonders campaign website. Students check to see is their a wonder nominee that is on the list? If not is there a neighbouring country that has one? If not can they nominate a physical wonder from their country and a heritage building? Or a industrial wonder from there?
Year 7s watch the song and they are then linked to a country or location in the video clip and they investigate elements of human geography in that country, elements of physical geography and elements of environmental geography going on in that country/place. Great little min project / homework for students to do independent enquiries with:)
Then to extend link to http://bit.ly/dfG1Np 7 wonders campaign website. Students check to see is their a wonder nominee that is on the list? If not is there a neighbouring country that has one? If not can they nominate a physical wonder from their country and a heritage building? Or a industrial wonder from there?
Sunday, 20 March 2011
Negative effects of tourism on thailand imovie
A range of different negative effects on Thailand from Tourism
Basic guides to using google search tools 'Timeline' and 'Wonder wheel'
I recently got pointed to google's 'more search tools'. I have found that they have given students greater depth to their research and their writing is becoming more focussed and specific. It has also given me more variety in what students submit when they do a piece of extended writing as by them using google search tools with variation they get pointed to different websites depending on their views (evaluation) of the information. As a direct result in class discussion has greater variety and depth to it and so more students seem to hold their hands up and volunteer what they have researched. Have a go with your classes and see if it has the same impacts.
Be Creative with Carpet Tubes
Make a Didgeredoo
You can also produce Totem Poles with them! Give it a go!
What am I? How am I formed?
Student of the Week certificates
Friday, 18 March 2011
Hosting #ukedchat
Well the end to a very eventful day!
Thursdays are my dream teaching day! I have 3 GCSE groups a gorgeous year 7 group and PSHCE with my form class of 3 years.
My year 10s were an absolute dream today making great links with the various causes of tsunamis they came up with 10 different causes! (1. ocean floor based earthquake, 2. Ocean floor based volcanic eruption, 3. landslide caused by human error - building on unstable land over its loading capacity and structural potential, 4. meteor impact in ocean, 5. comet impact in sea, 6. volcanic eruption landslide (La Palma Canaries) 7. Volcanic rock landslide Hawaii due to instability and wave hydraulic action erosion 8. underwater nuclear experiments 9. Nuclear warhead landing in ocean 10. nuclear warhead hitting coast and causing landslide) I thought they could have gone on!!!! They then categorised the effects of tsunamis into human and physical effects and primary and secondary and based this on the current Japanese crisis including the Nuclear issue. They subsequently added to this with short and long effects.
They have a homework to cover the various responses to tsunamis:)
I was observed by my Line Manager today and got a good with outstanding features (which was nice). I had year 11s also doing a tsunami lesson. They were in an ICT room and I had them working through a geog.ICT file on tsunamis (will upload after this blog post) as task 1. Task 2 involved them in pairs comparing the before and after pictures of 4 parts of Japan. One of the pictures had no impact and they had to link this to location on a map and the proximity to the epicentre of the earthquake (west coast). The students had to write annotations around the photos a key skill for the GCSE exam. Students then created a blog post by reviewing 4 articles. They had to classify them into a cause, effect or a response article and evaluate the details they included and add extras to improve them. The final task was to exam a google earth kml I had made on the earthquakes and tsunami and add the layers one at a time to see if patterns emerged. They noted them down as they saw them:) Phew!
The day was not over! Far from it!
I next as manager of my school year 9 football team witnessed them getting a schooling (10-0) One of my players suffered a suspected broken wrist so I had to drive him and his mum to the local hospital for a check up. I had to leave so am hoping he is ok as mum did not ring me to let me know:(
My final part to the day has been hosting the ukedchat on twitter about 'why NQTs leave teaching after or before 5 years and what can we do to stop this from happening?'
It proved to be a very popular chat which I wasn't in control of at all but that is part of the fun watching great practitioners and creative people passing on their thoughts and experiences on any topic. ukedchat had changed my life in teaching more than anything else in my career to date. I recommend it to anyone out there as it will leave you feeling like you do have support in places you least expected.
NOw back to work for me at 12:30am!
Thursdays are my dream teaching day! I have 3 GCSE groups a gorgeous year 7 group and PSHCE with my form class of 3 years.
My year 10s were an absolute dream today making great links with the various causes of tsunamis they came up with 10 different causes! (1. ocean floor based earthquake, 2. Ocean floor based volcanic eruption, 3. landslide caused by human error - building on unstable land over its loading capacity and structural potential, 4. meteor impact in ocean, 5. comet impact in sea, 6. volcanic eruption landslide (La Palma Canaries) 7. Volcanic rock landslide Hawaii due to instability and wave hydraulic action erosion 8. underwater nuclear experiments 9. Nuclear warhead landing in ocean 10. nuclear warhead hitting coast and causing landslide) I thought they could have gone on!!!! They then categorised the effects of tsunamis into human and physical effects and primary and secondary and based this on the current Japanese crisis including the Nuclear issue. They subsequently added to this with short and long effects.
They have a homework to cover the various responses to tsunamis:)
I was observed by my Line Manager today and got a good with outstanding features (which was nice). I had year 11s also doing a tsunami lesson. They were in an ICT room and I had them working through a geog.ICT file on tsunamis (will upload after this blog post) as task 1. Task 2 involved them in pairs comparing the before and after pictures of 4 parts of Japan. One of the pictures had no impact and they had to link this to location on a map and the proximity to the epicentre of the earthquake (west coast). The students had to write annotations around the photos a key skill for the GCSE exam. Students then created a blog post by reviewing 4 articles. They had to classify them into a cause, effect or a response article and evaluate the details they included and add extras to improve them. The final task was to exam a google earth kml I had made on the earthquakes and tsunami and add the layers one at a time to see if patterns emerged. They noted them down as they saw them:) Phew!
The day was not over! Far from it!
I next as manager of my school year 9 football team witnessed them getting a schooling (10-0) One of my players suffered a suspected broken wrist so I had to drive him and his mum to the local hospital for a check up. I had to leave so am hoping he is ok as mum did not ring me to let me know:(
My final part to the day has been hosting the ukedchat on twitter about 'why NQTs leave teaching after or before 5 years and what can we do to stop this from happening?'
It proved to be a very popular chat which I wasn't in control of at all but that is part of the fun watching great practitioners and creative people passing on their thoughts and experiences on any topic. ukedchat had changed my life in teaching more than anything else in my career to date. I recommend it to anyone out there as it will leave you feeling like you do have support in places you least expected.
NOw back to work for me at 12:30am!
Thursday, 17 March 2011
Before and After images of Tsunami Effects
Picture 1
Satellite photos have been released showing the devastation caused by the earthquake and tsunami in Japan. The image at the top is an aerial photo of Fujitsuka near Sendai before the quake. The tsunami that followed destroyed almost everything in its path, with many homes flattened, as the bottom photo shows. Picture 2
It is a similar picture in the nearby city of Natori. The top image is how it looked before. The bottom photo taken on Saturday shows a devastating scene. Picture 3
Towns on the coast bore the brunt of the tsunami's powerful waves. The top picture shows Yagawahama in Miyagi state before Friday, and the bottom one is after they hit. Picture 4
This is Kashima, which is in Fukushima state. The impact of the tsunami on the town is clear in the bottom photo, which shows a large part of the area completely flooded.
Satellite photos have been released showing the devastation caused by the earthquake and tsunami in Japan. The image at the top is an aerial photo of Fujitsuka near Sendai before the quake. The tsunami that followed destroyed almost everything in its path, with many homes flattened, as the bottom photo shows. Picture 2
It is a similar picture in the nearby city of Natori. The top image is how it looked before. The bottom photo taken on Saturday shows a devastating scene. Picture 3
Towns on the coast bore the brunt of the tsunami's powerful waves. The top picture shows Yagawahama in Miyagi state before Friday, and the bottom one is after they hit. Picture 4
This is Kashima, which is in Fukushima state. The impact of the tsunami on the town is clear in the bottom photo, which shows a large part of the area completely flooded.
Boscastle 2011 post flood management
£4.6 Million project to reduce future flooding of Boscastle - lowering and widening the river bed, tree removal, widening the Culvert and raising the car park area and trial trenches
Wind Farm Upland Siting Carbon Dioxide Emission Problems
This was a presentation that I did for an environmental consultancy firm and a series of colleges / schools. If you want me to come and do it at your school / college let me know!
Jurassic Coastline powerpoints, Information and avi of Lulworth Cove
What do the colours represent and how does it impact the way the animation plays out and the end landform created?
3 excellent Powerpoints I have found on my web browsing of virtual field trips of Jurassic Coastline.
pdf from Jurassic Heritage Site
What is happening to the coast?
Examine the video and link to the music from Maximo Park.
What happens to the coast line?
During the video are there times when 'the coast changes' more than during other periods? What geographical process might be causing this?
Coastal Graffiti Tagging. What do the tags mean?
Examine the picture from a coastline and think of a link that the graffiti tag has with it.
Subscribe to:
Posts (Atom)