Climate lab final draft

Due first day back from break for all classes

In class you should have divided up the Final Draft task as instructed on the handout.

Objective

      In this lab activity your table group will create an experimental model of the earth/atmosphere/ocean in a glass jar and test a single factor that affects climate.  Your group will conduct the experiment, collect data and analyze the data to draw conclusions. 

      Everyone should have a rough draft in their notebooks.  A final draft should be completed in class with all group members contributing mentally to all parts; physically divide up the work as follows: one student will make the final procedures/diagram, one student will make the ruled data table with all observations, one student will make the graph/analysis questions and one will write the conclusion.  Each part should be on a separate page to turn in and each page should be titled according to the rubric.

Question:

      Your group will be randomly  given one of the following questions (you may make your own with teacher approval) about climatic factors.   

1.      Will air heat up faster over icy plains or newly plowed fields?

2.      Which will heat up faster, air over the ocean or air over the land?

3.      Does the presence of plants affect the rate which the air above the plants warms?

4.      How does the amount of moisture in the soil affect the rate of atmospheric warming?

5.      Does the temperature of the ocean affect the temperature of the air above it?  

6.      Does the color of the Earth’s surface (dark soil vs light soil) affect the rate of atmospheric warming?

7.      Does the presence of carbon dioxide, a green house gas, affect atmospheric temperatures?

8.      Does the presence of smoke (particulate matter) affect the rate of atmospheric warming?

Analysis: 

Make a bar graph that compares both variables include: a descriptive title, put the independent variable on the X axis & the dependent variable on the Y axis, label both axes, include units, space you graph to fill the graph paper.

Analysis Questions:

1.      Look at each possible question listed above, write a hypothesis for each and briefly mention the logic behind the choice

Conclusion: Restate your hypothesis.  Was your hypothesis supported/refuted? Answer with evidence use quantitative data to support your statements when describing your results.  Look at your observations. How might they contribute to error in your data collection? Briefly describe a next step.  Why might this type of investigation be important to society?

Tropical Cyclones

read p 341-346

final NDP log entries

#3 log entry 1) how has each member contributed individually? Two research docs, citation template & attitude   2) same as #1 but towards group components  intro, wcp, creative design/visual and group helpfulness  3) what still needs to be done?

#4 log entry 1)  How prepared was your group for the presentation and what did each person do for the presentation?  2) After finishing the presentation how did your group do?  Now that your finished what could you have done better?  If you did great describe why.

meteorology

read p. 312-321

ND presentations

ND Presentations are still happening as scheduled. 

Even classes Tuesday 3/15/11

Odd classes Wednesday 3/16/11

INTRO RD Revisits

Following the Tsunami event I will extend the hard deadline for turning in Introduction RD revisits until the next class.
Even classes on Tuesday 3/15/11
Odd classes on Wednesday 3/16/11

Air circulation and more

even classes due 3/11

read p271-277 and RE-READ p278-291 (very important to meteorological disasters)
AND complete the Air Circulation & Water Cycle demonstrations on paper to turn in
1) you diagrammed the models and labeled the parts for DSW
2) after observing the models you should be able to describe how the model parts related to the water cycle, you should be able to describe how each model part relates to air circulation and you should use one of the models to describe the energy transfer from source>multiple transfers>PE>KE

volcano

read p 471-487 and answer the thinking critical questions on page 486

ND websites

usgs.gov   for gelogic disasters
noaa.gov   for meteorologic disasters
abag.ca.gov   for info about local disasters and preparedness

ND mechanics & e transfer practice

Even classes due on 3/7/11
odd classes due on 3/8/11
Attempt to describe the mechanics of your disaster type and some details for your specific disaster (number of deaths/injuries, magnitude, types of KE release) –AND- attempt to outline the energy transfer of your disaster including the source – at least one transfer – PE - KE

4th term progress reports

All of my earth science students have been given print outs detailing their 4th term grades.  There are ~9.5 weeks of school left before these grades become final.  I have offered a deal to succede for any students that have overall percentages below 50%; these students must meet with me during my office hours for details regarding the deal and the work they will need to do.

Natural Disaster Hard Deadlines in Science #1 & #2

#1 The Disaster Research worksheet is DUE 3/7/2011, an individual grade worth 100 points with no revisits or incompletes given.  If students coordinate with their group members each student only researches the answer to 4/16 questions and group members can exchange answers to complete all 16 questions.  I advised students to use the internet citation template (not for a grade) to help them collect source information for text notes and the group Works Cited Page.  The research worksheet is due for ALL classes; an electronic copy of the research can be turned into my Teacher Desk Inbox or a print out of the research can be turned into the Inbox in my classroom.  Grades are based on the percentage of questions that are answered based on student research.  There will be no revisit or option to earn more points; make the hard deadline, these points count in Humanities and Science.  Electronic copies of the research (preferred) are due to my Teacherdesk InBox by 12:45PM; my OutBox has a document describing how to submit work electronically.  Hard copies of research are due to my classroom InBox by 12:45PM

#2 Introduction to ND Rough Draft is due by 1PM on 3/9/2011, a group grade worth 50 points with chances to revisit.  ND groups will decide on one or two students that will be responsible for authoring the introduction essay on disaster mechanics, details about the specific disaster and the energy transfer in the disaster.  Students must use details from their research with text notes identifying the source for the details to construct the essay.  Information from the essay will then be bulleted on the final product and be referenced during the final presentation.

Expect more ND information to be posted, the project ends ~16th of March.

Describing an Energy Trnasfer (does not need to be ND E transfer)

Even classes due on 3/3/11
Odd classes due on 3/4/11

Give an example of an E transfer & conversion from one E type to another (from a source thru two transfers)

ie. my lunch is E source, glucose (chem. E) is transferred to nerve impulse (e- E) to muscle contraction (chem./physical E)