Class blog 2

In class we learned about oil. Oil comes from mostly hot areas such as deserts in Middle Eastern areas. It is derived by holes drilled in the ground then sucked out into tanks which later get preserved in either reservoirs underground or above ground facilities. Oil is made from organic layers in the earth getting compressed and heated. We did our own experiment were we got to experience a simulation of what oil drillers have to do to retrieve oil. We did this by picking points on a map then drilling those points in a tray overlapped with foil. Under the foil was kitty litter, which was representing erths crust, and syrup, which represented oil in the crust. We drilled whole with a pointy stick then we recorded our results. The results not only consisted of if we found oil or not, but the price for drilling the holes and other factors such as the mass of the hole. To sum up, this experiment took a lot of knowledge about oil finding to find the exact point where the oil could be located. And it was also very realistic to real life oil drilling. It was and educational and fun experiment overall.

Class blog 1

In class we built our own kites, which we later tried to fly outside. When building the kite, we had to take the shape of the kite into consideration as well as the size/weight. Because if the shape is not correctly made, the kite won’t fly straight or it might not fly at all. And if it is too heavy it will fall, but if it’s to light it will be unbalanced and out of control. After the kites are made, the next step is to fly them. I order for the kite to fly, you have to get enough velocity going so the kite can get up in the air. For there, you can control it by pulling or loosening the string. The way the kite gets into the air is by wind. In this case, the wind used to fly my kite was a local wind. A local wind is a wind, which covers up a shorter distance and blows in any direction. Local winds come mainly from land breezes and sea breezes. Since we are not exactly by the shore, the sea breeze can come from nearby rivers or lakes. Global winds would not fit into this category because they blow in a specific direction and cover much longer distances. Overall, this experiment needed us to be clever with the way we designed our kites. This was also a fun experiment, which also taught us the winds used.

The Water Cycle

The Water Cycle
When I was young
I used to think that water camefromthe kitchen sink.
But now I'm older,and I know,that water comes
from rain and snow.
It stays there, waiting,
in the sky,
in clouds aboveour world so high.
And when it falls,
it flows along,
and splashes outa watery song,
as each raindropis joined by moreand rushes tothe ocean shore,
or to a lake, a brook, a stream,
from which it rises,just like steam.
But while it's down herewhat do you think?
Some DOES go tothe kitchen sink!
by Helen H. Moore

Science weather poem

Poem: The Water Cycle
By: Helen H. Moore

In the poem “The Water Cycle” by Helen H. Moore, she uses weather to tell a story of how she imagined water to travel when she was young, then how she later finds out how it travels. The poet’s knowledge of weather helped enhance this poem because of the way she later described the way the water cycle works with vivid and very specific detail. If the author didn’t know a lot of back round information she would have given a preschooler’s description like water comes from the sky and into the ocean.
If weather was not mentioned in this poem, it would be totally different because the author wouldn't be comparing her thoughts about weather from when she was a child to when she was an adult. So the whole poem would be pointless because there is no main focus or topic (Weather.) One literary technique used was a metaphor when she said watery song. Another literary term used was a simile when evaporation was compared to a rising steams. This poem enhanced my knowledge of weather because it taught me more about what happens in the water cycle in every stage in a simpler and cooler way.