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Thursday, March 27, 2014

Chapter 6 - Atmosphere & Chapter 7 - Weather HW

1. text pp. 162-169; vocabulary, blue Q/A, reading check, Physical Setting 2.1a p. 163, Applying Science p. 166, self check #2,3,5,6

2. pp. 171-174; vocabulary, blue Q/A, reading check, self check #1,3(summary and illustration),5.   


3. C6S3 - Copy down "Why it's important",  vocabulary, Physical Setting 2.2k, Physical Setting 2.2l 2.2m, BQ, Reading Check, SC #1,5,6

4. Visualizing Main Ideas p. 183; Chapter 6 Review pp. 184-185 #1,3-7,9-12,14,17-21,27,28


5. C7S1: vocabulary, blue questions, reading check Q/A, PS Define weather, self check Q/A #1,3


6. C7S2: Vocabulary, BQ, RC, SC #1, PS Analyze p.199, PS Identify p. 201

7. C7S3: Vocabulary, BQ, RC, SC #1,2,5

8. C7: Visualizing Main Ideas

9. C7 Review: 1, 5, 6, 8, 11, 12, 15, 20, 22, 23, 25, 29, 30

Friday, March 14, 2014

Current Weather

US: Current Weather

What does this weather map tell you about our conditions here in NYC?  Can you predict tomorrow's weather?
Explain the following: 1) "H" and "L"
 2) patches of green/pink/white
 3) blue lines with triangles, red lines with semi-circles
4) Which direction is the weather in the U.S., generally, moving?

- Answer the questions in your Science Notebooks; only information presented in Science Lab goes into your Lab Notebooks.

- Label this "Extra Credit Weather Map" in your Science Notebooks.

- Considine

How to Read a Surface Map

Surface maps depict the large-scale elements of the weather. These elements include high and low pressure systems, cold and warm fronts, and precipitation areas. A high pressure system is an area of relative pressure maximum that has diverging winds and a rotation opposite to the earth's rotation. Fair weather is typically associated with high pressure.


A low pressure system is an area of relative pressure minimum that has converging winds and rotates in the same direction as the earth. This is counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere. Stormy weather is often associated with low pressure systems.

A cold front is the leading edge of an advancing cold air mass that is under running and displacing the warmer air in its path. Generally, with the passage of a cold front, the temperature and humidity decrease, the pressure rises, and the wind shifts (usually from the southwest to the northwest in the Northern Hemisphere). Precipitation is generally at and/or behind the front, and with a fast-moving system, a squall line may develop ahead of the front.
A warm front is the leading edge of an advancing warm air mass that is replacing a retreating relatively colder air mass. Generally, with the passage of a warm front, the temperature and humidity increase, the pressure rises, and although the wind shifts (usually from the southwest to the northwest in the Northern Hemisphere), it is not as pronounced as with a cold frontal passage. Precipitation, in the form of rain, snow, or drizzle, is generally found ahead of the surface front, as well as convective showers and thunderstorms. Fog is common in the cold air ahead of the front. Although clearing usually occurs after passage, some conditions may produce fog in the warm air. 

Monday, February 10, 2014

Lab #7 – Heating Up and Cooling Down


Lab #7 – Heating Up and Cooling Down

Do you remember how long it took for a cup of hot chocolate to cool before you could take a sip? The hotter the chocolate, the longer it seemed to take to cool.

Problem

 How does the temperature of a liquid affect how quickly it warms or cools?

Hypothesis



                       
Materials
3 beakers
3 thermometers
Stopwatch
Ice
Hot plate
  
Procedure
  1. Use the data table to record the temperature of water in three beakers every minute from 0 to 10 min.
  2. Fill one beaker with 100 mL of water. Place the beaker on a hot plate and bring the water to a boil. Carefully remove the hot beaker from the hot plate.
  3. Record the water temperature in your data table at minute 0, and then every minute for 10 min.
  4. Repeat step 3 starting with water at room temperature and ice water.

Results
Ice Water
Time (min.)
Temperature ('F)
Temperature ('C)
0
 32’F
 0’C
1


2


3


4


5


6


7


8


9


10




Room Temperature water
Time (min.)
Temperature ('F)
Temperature ('C)
0


1


2


3


4


5


6


7


8


9


10


  
Boiling Water
Time (min.)
Temperature ('F)
Temperature ('C)
0
212’F
100’C
1


2


3


4


5


6


7


8


9


10



 Analysis

1. Using the ‘F/’C conversion formula, convert your remaining temperatures and fill in the data table.  °C  x  9/5 + 32 = °F
(°F  -  32)  x  5/9 = °C
2. Construct a line graph for each set of data: a graph for ice water, one for room temperature water, and one for boiling water; use only temperatures in Fahrenheit! *Label x-axis, y-axis, and title*

3. Combining the data from all of your results, construct a fourth line graph; use a different color for each line.  Remember to include a key. Use only temperatures in Celsius!   *Label x-axis, y-axis, and title*

  1. Calculate the rate of heating or cooling for the water in each beaker by subtracting the initial temperature of the water from the final temperature and then dividing by 10 min.  Do this for each set of data i.e. ice, room temp., boiling
Rate=Final (10 min.) Temp. – Initial (0 min.) Temp.
                           10
  1. Infer from your results how the difference between room temperature and the initial temperature of the water affected the rate at which it heated up or cooled down.
 6.What happened to the temperature of the boiling water?  What happened to the temperature of the ice water?  Do you think there will be a temperature at which they would eventually meet?  If so, where do you think it will be?  If not, why not?

7a. What was the independent variable?
7b. What was the dependent variable?
7c. What should remain constant?
  
Conclusion
What was your problem?
 Restate your hypothesis.  Was it right? wrong?  why or why not?
 What did you learn in this lab?
 What did you like about this lab?
 What were some challenges you had to deal with?
 What could you do next with this problem?  What other tests could you perform?
 Write down any other additional thoughts, observations, inferences, etc.







Friday, February 7, 2014

Lab #7 – Heating Up and Cooling Down


Lab #7 – Heating Up and Cooling Down

Do you remember how long it took for a cup of hot chocolate to cool before you could take a sip? The hotter the chocolate, the longer it seemed to take to cool.

Problem

 How does the temperature of a liquid affect how quickly it warms or cools?

Hypothesis



                       
Materials
3 beakers
3 thermometers
Stopwatch
Ice
Hot plate
  
Procedure
  1. Use the data table to record the temperature of water in three beakers every minute from 0 to 10 min.
  2. Fill one beaker with 100 mL of water. Place the beaker on a hot plate and bring the water to a boil. Carefully remove the hot beaker from the hot plate.
  3. Record the water temperature in your data table at minute 0, and then every minute for 10 min.
  4. Repeat step 3 starting with water at room temperature and ice water.
 Results
Ice Water
Time (min.)
Temperature ('F)
Temperature ('C)
0
 32’F
 0’C
1


2


3


4


5


6


7


8


9


10


  
Room Temperature water
Time (min.)
Temperature ('F)
Temperature ('C)
0


1


2


3


4


5


6


7


8


9


10


  
Boiling Water
Time (min.)
Temperature ('F)
Temperature ('C)
0
212’F
100’C
1


2


3


4


5


6


7


8


9


10


  
Analysis

1. Using the ‘F/’C conversion formula, convert your remaining temperatures and fill in the data table.  °C  x  9/5 + 32 = °F
(°F  -  32)  x  5/9 = °C
2. Construct a line graph for each set of data: a graph for ice water, one for room temperature water, and one for boiling water; use only temperatures in Fahrenheit! *Label x-axis, y-axis, and title*

3. Combining the data from all of your results, construct a fourth line graph; use a different color for each line.  Remember to include a key. Use only temperatures in Celsius!   *Label x-axis, y-axis, and title*

  1. Calculate the rate of heating or cooling for the water in each beaker by subtracting the initial temperature of the water from the final temperature and then dividing by 10 min.  Do this for each set of data i.e. ice, room temp., boiling
Rate=Final (10 min.) Temp. – Initial (0 min.) Temp.
                           10
  1. Infer from your results how the difference between room temperature and the initial temperature of the water affected the rate at which it heated up or cooled down.

  1. What happened to the temperature of the boiling water?  What happened to the temperature of the ice water?  Do you think there will be a temperature at which they would eventually meet?  If so, where do you think it will be?  If not, why not?

7a. What was the independent variable?
7b. What was the dependent variable?
7c. What should remain constant?


Conclusion