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CNN5-27
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****** *** *** * Thursday, May 27, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* Don't forget: May 28 at 3:00 a.m. (ET) educators can record *
* Pumpkin' Puss and Mush Mouse starring in "Small Change" on *
* !ES INCREIBLE! on the Cartoon Network. For more information *
* on how to enroll in this FREE program, call 1-800-344-6219. *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 1:00
TOP STORY 2 House Democrats line up in support of 3:20
President Clinton's tax plan.
HEADLINES 3 Doctors are working to find the cause of :30
an epidemic that is sweeping across Cuba.
DID YOU 4 Police estimate that as of Jan. 1, 1993, :20
KNOW? 40,000 Germans belonged to extremist groups.
GERMANY: 5 (Part III of our series) The town of 4:50
INVISIBLE Rostock personifies the problems facing
WALLS cities in the former East Germany.
OUR WORLD 6 14-year old Noel Erinjeri wins the 5th :45
annual Geography Bee.
LOOK AHEAD 7 REAL NEWS FOR KIDS, Sat. 8:30 a.m., on CNN :30
SCIENCE 8 Science is a "scream" at this amusement 2:45
DESK park's annual "Physics Day."
CLOSE 9 1:15
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
BTUs Congressional Black Caucus Rostock asylum seekers
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK May 27, 1993 (2)
TOP STORY - CLINTON PLAN
1. Why has President Clinton spent the last few days trying to
gather Congressional support for his economic plan? Do most of
his fellow Democrats support the plan? Explain. What part of
the plan most concerns conservative Democrats and Republicans?
2. Working in small groups, have students research and collect as
much information as they can about the Clinton Economic Plan.
a. Have groups present their information to the class. After
each presentation, generate class discussions to clarify
students' general understanding of the plan and its goals.
Have students take notes on each presentation and
discussion.
b. Then have each student, acting as a member of the U.S.
Congress, compose a 2 minute speech that he/she will
deliver to the class indicating his/her support for or
intent to vote against this bill, along with his/her
rationale. Students may also be encouraged to propose
"amendments" or changes to the President's plan, if they
indicate their reasons for doing so in their speeches.
c. Have the class choose the two best speeches and publish
them in the school newspaper.
d. CHALLENGE: After all speeches are complete, ask students:
How could your next "political opponent" use your
hypothetical "vote" for OR against this plan against you
in a future "election"? How would you respond? Discuss.
3. What is the BTU tax? How will it be assessed? Conduct a class
brainstorm session to generate a list of businesses and
individuals who might be most affected by this tax. Then have
each small group of students choose one of the examples cited
and draw a concept map, illustrating the "ripple effect" of
increased taxation on other parties connected to their chosen
business or group of individuals. Have each group explain its
concept map to the class. Have students discuss the positives
and negatives of an energy tax. Do students think that the
imposition of an energy tax would result in conservation or do
students predict that Americans would continue to consume
equivalent amounts of energy regardless of the cost?
GERMANY: ROSTOCK (PART III IN THE SERIES)
4. Describe the political and economic changes that Rostock has
undergone since the fall of the Berlin Wall. What resulting
problems fueled anti-"auslander" tensions among many of
Rostock's young people? Why?
5. Do you find any parallels between the view some young Germans
hold of "outsiders" and the attitudes of some young Americans
towards people who have recently settled in the U.S.? Explain.
Have students suggest reasons why such tensions might exist
within a country that is renowned as the "melting pot" and what
might be done to alleviate resentment among cultures.
***** ***** ***** ***** * * ***** ***** May 27, 1993 (3)
** * * * * * * * *
*** * * *** * * * * ***
** * * * * * * * * ROLLERCOASTER
***** ***** ***** ***** * * ***** ***** DESK: PHYSICS
1. PREVIEWING: Have you ever taken a rollercoaster ride? How did
it feel? Why did it feel that way?
2. AFTER VIEWING: What is gravity? What role does gravity play
in generating the excitement of a rollercoaster ride? What
laws of physics does a rollercoaster utilize and demonstrate?
3. Have students review and discuss the application of Newton's
1st, 2nd and 3rd laws of motion. (They are listed on the
STUDENT HANDOUT (pg 4). Then ask: If a rollercoaster is
started and the power then cut off and no brakes are applied,
what will happen to the motion of the roller coaster cars?
Challenge students to answer by invoking and proving the terms
of Newton's 3 laws of motion.
4. What is inertia? Groups students to practice this demonstra-
tion. Give each group a glass, a playing card and a penny.
Have students place the card on top of the glass and the penny
on the card. Students should take turns trying to remove the
card so that it flies out from under the coin and the penny
drops into the glass. Ask groups to determine how this
experiment demonstrates inertia. What happens if the card
is removed slowly? How does this also demonstrate inertia?
How do inertia and gravity speed and slow the course of a
rollercoaster train? Discuss.
5. Distribute the STUDENT HANDOUT (pg 4). Discuss with students
the terms itemized therein and have them complete definitions
of each term. If necessary, allow students time to research
each term in textbooks. Then have each student pick one of the
terms and devise an experiment that models how this physical
phenomena is either utilized or overcome on a rollercoaster
ride. Have students demonstrate and critique each other's work
in class. What other amusement park rides used these physics
principles? How do these rides differ from a rollercoaster?
6. Have students design their own rollercoaster. They may draw,
plan or make a 3-D model from cardboard and toothpicks.
Display designs and ask students to explain how their design
uses the laws of physics to build a thrilling ride, each part
of the rollercoaster complementing the next. Have the class
vote for the 3 most thrilling designs they would like to see
installed in the nearest amusement park.
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
rollercoaster G-force adrenaline gravity motion measurement
***** ** ** * May 27, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT HANDOUT: ROLLER COASTER PHYSICS
DIRECTIONS: Fill in the table below by defining each term in your
own words and describing their effect when used on a rollercoaster.
TERM ! DEFINITION ! HOW IS THIS FORCE DEMON-
! ! STRATED ON A ROLLERCOASTER?
------------!------------------------!------------------------------
CENTRIFUGAL ! !
FORCE ! !
! !
____________!________________________!______________________________
GRAVITY ! !
! !
! !
____________!________________________!______________________________
INERTIA ! !
! !
! !
____________!________________________!______________________________
MOTION ! !
! !
! !
____________!________________________!______________________________
WEIGHT ! !
! !
! !
____________!________________________!______________________________
1. Pick one term and devise an experiment that models how this
physical phenomena is either utilized or overcome on a
rollercoaster ride. Demonstrate your experiment to the class.
2. Design your own rollercoaster. Draw, plan or make a 3-D model
from cardboard and toothpicks. How does your design use the
laws of physics to build a thrilling ride, each part of the
rollercoaster complementing the next? Explain.
APPENDIX: SIR ISAAC NEWTON'S THREE LAWS OF MOTION
1. An object at rest will remain at rest and an object in motion
will remain in motion at a constant velocity unless an
unbalanced force acts upon it.
2. Force = Mass x Acceleration
3. For every action, there is an equal and opposite reaction.
------------------ CNN NEWSROOM: RELIABLE RESOURCES ----------------
Hurd McLaughlin Bacher Silver. Physical Science (1988) Prentice
Hall, Englewood, New Jersey.
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