QR codes

Today, you will be making a scavenger hunt using QR codes


STEP 1:  Watch the video



STEP 2:  Find out about qr codes https://sites.google.com/a/lshigh.org/gotbooks/qr-codes
and be able to compare them to bar codes.

STEP 3:  Decide what your qr codes will link to:

• a website
• a location on google maps
• a clue (perhaps on twitter or weebly) that will require you to solve a riddle
• other ideas

Here's how one person figured it out:   http://ilearntechnology.com/?p=4211

Here is another:   http://storify.com/720mi/qr-code-scavenger-hunt  (this includes the video above, as well as other ideas)

STEP 4:  Plan your hunt and make the qrcodes:   http://www.qrstuff.com/ is one maker that is kind of cool, but there are dozens of them out there.

Your QR scavenger hunt must have at least seven clues, which should be saved as .png or .jpg and pasted onto a word document.  Send this to me at the end of the class.

Three Instructables and Away you Go

http://www.instructables.com/id/How-to-mix-songs-in-Audacity/


http://www.instructables.com/id/Drum-Beats-in-Audacity/


http://www.instructables.com/id/Basic-recording-and-editing-with-Audacity/


http://audacity.sourceforge.net/


You must create a multiple track song.  This includes the percussion instrument you made (you'll have to bring it in by tomorrow), your instrument, a synthesized sound from an app, and something else.  Your song needs to be at least 30 seconds long.

Instructables

music that you create will be a combination of your wind instruments and other sources.  today you will need to look at the app that a company Google Chrome and the homemade instruments on Instructables.  your group must have a percussion instrument to go along with your wind instrument.

Many of you also need to correct your pipe lengths for your instrument.

then go to the Google Chrome App Store and look for music apps that you can use to help enhance your song.

at the end of the hour you will be asked to reflect on your progress.

Musical Instrument creation

1.  Print the 8notes.com piece.
2. Identify the notes

3.  Look up the frequencies in Hz.


http://www.phy.mtu.edu/~suits/notefreqs.html


4.  Identify 4 to 6 frequencies that you will use in your instrument.




5.  Watch 30 seconds of each video above.

6.  Go to instructables and search for an instrument with different notes that match yours.

http://youtu.be/8dZYfWRkBMM

http://www.flutopedia.com/naflutomat_1_37_1.htm

Individual Writeup

Personal Writeup

What is the exact URL of the completed project.

1. What colors can you see on the completed video?  
2. What color of shadows can you see?  Is this the same or different?
3. What reflections can you see?
4. Can you explain a plot with a beginning, a middle, and an end? (Answer in one or two sentences)
5. List a specific example in your video where there is a fuzzy-edged shadow( ____seconds)  How was it formed?
6. List a specific example in your video where there is a sharp-edged shadow( ____seconds)  How was it formed?
7. List a specific example in your video where there is a larger shadow( ____seconds) than the puppet.  How was it formed? 
8. List a specific example in your video where there is a smaller shadow( ____seconds) than the puppet. How was it formed?
9. A List a specific example in your video where there is a penumbra, or lighter shadow( ____seconds)  How was it formed? 
10. List a specific example in your video where there is an umbra, or darker shadow( ____seconds)  How was it formed?
11. Were there any wavelengths of light you could not see in your video?   How could you tell?
12. Make a table and compare the qualities of light and sound waves
13. Explain how you could improve your video to make the mood better through lighting or to make the quality of the shadows better.
14. Explain what each of the people in your group did Be very specific.
15. Compare the work of Philobus to your own show.  How does their work compare to yours, using a CLAIM, EVIDENCE, and REASONING.

Turn this completed work via email.

Electromagnetic Waves

Parts of the EM spectrum Notes and Activities

Teachers' Domain: Tour of the Electromagnetic Spectrum: Radio Waves

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE





ttp://www.pbs.org/wgbh/nova/gamma/spectrum.html



Discussion Questions

What are electromagnetic waves?

What is a photon?

Name one manufactured device or natural phenomenon that emits electromagnetic radiation in each of the following wavelengths: radio, microwave, infrared, visible light, ultraviolet, X-ray, and gamma ray.

Which type(s) of electromagnetic radiation do human bodies emit? Which type(s) can our senses detect?

List three ways that electromagnetic radiation is used to improve our everyday lives. 

Boo--Powell has the flu

Today you will be

I.  taking a test
II. working on a phet lab using this document

DO NOT print the document.  Simply #1 to 15 in your notebooks and answer.
buttonbass.com

Ok, finish the work from Friday to start.

Then we need to think about two pictures:

http://www.physicsclassroom.com/class/waves/u10l0c10.gif

and this document, which Christine will go over with you on the overhead screen.

http://phet.colorado.edu/files/activities/3551/prelab%20for%20mechanical%20motion%20KE%20PE.doc 


Then complete this and hand it in. (there should be printed copies of this to be handed in.)

Machine Exploration

Go to Edheads and pick at least 2 rooms room in the house.  In each room, search for 10 machines.  Make a list of the machine (for example, maybe it's a pencil sharpener) and the simple machine type for your journal today.

Good luck.



==============
Mousetrap car body ideas

http://www.instructables.com/id/Mouse-Trap-car/

http://www.pbs.org/saf/1208/teaching/teaching.htm

Tuesday-Thursday

What machines will a mouse trap car have?  Well, you need a body, wheels, and a mousetrap.

The mousetrap is a lever.  What type?  Does this make things faster or easier?







Here, we have two machines (3rd class lever and a wheel and axle) with an AMA less than 1.  What does this do for the racer?   How can we maximize this factor for the wheels?
===============



BY 12:30, please tell me or Christine if you are going with Option A, Option B, or Option C.

If you choose to analyze a pre-made video, you'll need to do the following.

1.  Watch the video.  Note the times that you observe the terms above.  For example, you may see negative acceleration at :42-:54   You need to use all the terms above.
2.  Put the terms in order of time, not in the order above.  This will help you think about the way you are going to speak about things.
3.  Listen to some color commentators in a sports broadcast so you understand better what you are asked to do.
4.  Start writing your script.  I will ask to see what you have done tomorrow.

If you choose one of the other two options, please plan out what you are going to do on paper.  Again, I will ask for your documentation.

Final Project

All videos must show evidence of the following.  You must define the term individually and hand in, as well as including a stick figure example of each.

• Newton's First Law
• Momentum
• Pressure
• Inertia (non-moving)
• Inertia (moving)
• Impulse (F vs. t)
• Newton's second law comparison of two objects
• Balanced forces
• Unbalanced forces
• Pairs of forces
• Mass
• Constant speed
• Acceleration, +
• Acceleration, -

Option 1:  Choose a YouTube video of a motorized sport. Identify each of the above terms and and a time associated with it.  Define each term.  Make a video voice over like a weekend sports' announcer that is entertaining and shows your understanding of the terms using a podcast tool.

Option 2:  The year after a teen gets his/her license is the most dangerous year of his or her life.  Use your knowledge of the concepts above to help keep kids safe by making a video for http://www.toyotateendriver.com/teens/video-challenge

Option 3:  Make a stop-motion movie that is at least 10 seconds long that tells a story. Explain in a summary how it uses what you learned in this unit.

Sample Video

Crumple Zones Test

Find a car that has a five star driver rating.  _____________________________

Find a car that has a three star driver rating.  _____________________________

Watch the videos of both undergoing a front end collision.

What happens to the crash test dummy in each.  Be specific.

What safety features does it have?  Be specific

Add to your thoughts by going here:  http://www.pbs.org/wgbh/nova/escape/timecar.html

Which would make a better demolition derby car, in your opinion?

Blue Book Analysis vs. Safercar.gov

Kenz's and Devin's group:  http://t.co/2VQmy07tYk 

Marshall's group:  http://t.co/WLFpDksXi6

Chaunda's group:  http://t.co/hQdgVhMDT8

Zoe's group:  http://t.co/r2KULubSlU


Using these cars, (or send me a tweet with different ones), go to safercar.gov and look at three cars.  Rate the safety of three cars, making some type of chart to support your reasoning (hint--use a rating scale or look at p. 8)

CLAIM

EVIDENCE

REASONING

argument for each

Show Christine or Mrs. D your group's evidence.

Then, go to page 9 of your book and write in YOUR NOTEBOOK the answers to questions 1, 2, and 3.

================

Wednesday:  Write the answers to the journal questions in your notebook.

Read p.  11, Physics Talk.  (pair read, talk, and create pair examples)

Come up with four examples each of the two physics words on the right.

Read p. 12.

Class discussion questions:

How do the safety systems from yesterday impact the possibilities suggested on p. 12?

Answer the Journal Write and the What do you Think Now on p 13

Physics to Go  #1

Powers of 10

http://www.powersof10.com/film

=======================

Constellations

For the last two weeks, we have been studying HOW BIG the universe is, and HOW it was made.  Today, you will be creating a personal 2-sided model on your understanding. A model can be a picture or  a concept map with explanation, or a series of statements or a story that are somehow connected. At any rate, your model is UNLIKE anyone else's, because you are a UNIQUE person.  TO start this activity, I would suggest you look around at the links, writing yourself notes and sketching ideas for at least 30 minutes.


SIDE 1:  Tell me about our star, our solar system, our local galaxy, and the local galaxy cluster.  In some way, represent the following

• stellar life cycle
• terrestrials
• gas planets
• asteroid belt
• Kuiper belt
• powers of 10
• life
• gravity
• orbit
• Milky way galaxy
• black hole
• spiral arms

SIDE 2:  This model is a V.  At the point of the V, place the words Big Bang.  At the top of the V, put "about 14 billion years"  Then, using the diagram above, and the links below, fill out the V scape to show your understanding of:

• energy
• pieces smaller than atoms
• fusion
• galaxies
• size of the universe
• local galaxies
• stars
• chemical elements
• speed using the Doppler effect
• supernovas
• dust clouds (nebulas)

Please give any mini-marshmallows that you brought to Melyssa.  Melyssa will label them and put them in the wooden back cupboard and we will use them for tomorrow.

Hand these models in at the end of the hour.

LINKS:

Supernovas

Local Universe

Doppler Effect

Powers of TEN


History of the Universe

Planet Quest

Galaxy Zoo

Our Sun

Life Cycles

What happens as a star moves through its life cycle? This is a journey to find out. For each step, I need to know the following

• the size of the star
• what it is made of
• the tools we can use to study it
• the balance between pressure and gravity
• if fusion is happening
• if burps or eruptions are happening

Earthquake Measurement

Earthquake strength is measured by S and P waves.

http://aspire.cosmic-ray.org/Labs/SeismicWaves/


http://www.classzone.com/books/earth_science/terc/content/visualizations/es1002/es1002page01.cfm



A lab to do

http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html

Our Dyanmic Earth

• Plate tectonics
• Seafloor spreading:   http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_seafloorspreading.html
• Volcanos
• Ring of Fire
• New Madrid Fault  http://www.ceri.memphis.edu/awareness/nmsz.html

Use the Internet to research the geographic region known as the Ring of Fire. They should look at the following Web sites and others they can find by searching:

National Geographic: Forces of Nature—Ring of Fire 
The Ring of Fire 
PBS: Savage Earth 
USGS: Active Volcanoes and Plate Tectonics, "Hot Spots" and the "Ring of Fire" 
USGS: Ring of Fire

As they go through the sites, answer these questions:

• Where is the Ring of Fire?
• Why is it called the Ring of Fire?
• What does the Ring of Fire have to do with plate tectonics?
• What events on the Earth's surface tend to occur in this region more frequently than in other regions of the Earth? Why do they occur here?
• What do trenches and mountain ranges have to do with the Ring of Fire and plate tectonics?

What should you do about it?

Climate change.  It matters.


Today, you need to figure out what we should do for climate change.  It must involve the following:

a) bringing the geochemical cycles into balance
b) deciding what you do should do differently to reduce your carbon footprint
c) figuring out how methane and carbon dioxide move around the geochemical cycles
d) deciding if there is technology out there to store carbon or methane, or if it still needs invented
e) deciding on what the best strategies should be to control energy and population


EEEEEEEEK.  That's a lot of information to process.

First, break it down.

Define the following:

• geochemical cycle
• carbon footprint 
• methane
• carbon dioxide
• energy sink
• population control

Now, figure out where each of those fit in the 

Carbon Cycle

Water Cycle

Nitrogen Cycle

Find out how population changes the geochemical cycles

Find out about your carbon footprint by using a calculator or two (there are dozens)

You will turn in your group notes and a poster at the end of the class.

The poster should identify the three most important worries we have about climate change.

It should also identify what YOU can do differently 

Geochemical cycles

http://www.colorado.edu/GeolSci/courses/GEOL1070/chap04/chapter4.html  (take a look at the pictures of all the cycles

Student Blog

This is your climate change blog.  Click on it for this unit to get additional information about the assignments.


http://wdclimatechange2013.blogspot.com/


It belongs to you.

Your table has to build your page.   First, I have posted the six links.  But how do you edit something on the web?

Well, the names on the top of the page are the authorsfor that page.  If your name is not listed and you want it to be, let me know.

The authors of the page have all been invited to become editors using their school email address.  That means I sent you an email asking you to contribute to your blog.

You can edit it by accepting the invitation and then creating a limited Blogger profile.  Use your name.

The Perils of Climate Change Opinion

Today, you will be asked to take a look at the issue of climate change.  To do this, you will need to find three print resources and three video resources on each side of the debate.  In addition, you must watch at least ONE clip from Al Gore's Inconvenient Truth and ONE clip from an opponent of global change.  As you do this, you will need to keep track of a) the arguments and b) the quality of the resource being used.  Some of the places below may help you in your search (they are not highlighted as links because I want you to be purposeful in your searching....copy or paste these into the browser, as desired.


Keep track of your URLs as you go

Solar Oven Questions

1.  What was the temperature change for the

• chocolate
• marshmallow
• oven temp

2.  How many data points did you take for the marshmallow?  Can you tell if the marshmallow heated at a constant rate/min or a changing rate from your graph?  Why or why not?

3.  Which got hotter--the chocolate or the marshmallow?  How can you tell?

4.  Did you use insulation in your oven?  Why or why not?

5.  Did you use reflection in your oven?  Where or why?

6.  Did the color of the oven matter to you?  Why or why not?

7.  How often would your oven need to be adjusted for the moving sun?  Why do you believe that?

8.  Compare your data to another group.  Look at a picture of their oven and make a sketch.  Write the group names down.   Which oven was better and how do the designs compare?

9.  Draw a sketch of your oven.

10. Where is radiation, conduction, and convection present in the design of this oven?

11.  If you had to depend on your oven to sterilize water or cook food, how high are the odds of your survival?

12.  Why is solar power such a big idea for the world?






=================

Windmill redux.   Most of you have not been able to wrap your mind around the shape and design of angles in windmills.


Check out this resource to help you

What is the ideal when designing a windmill?

http://www.grc.nasa.gov/WWW/K-12/airplane/foil3.html
Draw your top three designs and specifications.

Read and summarize:  http://www.thenakedscientists.com/HTML/questions/question/2025/

Where are the windmills located?   http://www.caller.com/data/economy/windfarms/

What about wind in Iowa?   http://www.iowawindenergy.org/whywind.php

Find the average wind at three locations in the West Delaware school district:   http://www.iowaenergycenter.org/wind-calculator-tool/

Watch the videos found here:


Advances in Wind Power. A&E Television Networks. 2006 Learn360. 31 August 2012http://www.learn360.com/ShowVideo.aspx?ID=350393


Humongous Wind Turbines. A&E Television Networks. 2002 Learn360. 31 August 2012http://www.learn360.com/ShowVideo.aspx?ID=366420

======================

A whirligig is a design that captures wind energy and makes something spin.

Here is one design for a whirligig that travels up and down, like a helicopter.

Here is a pinwheel

http://www.leslietryon.com/3dcolorcutout/makepinw/makepinwheel.html



Each person should make a whirligig and a pinwheel.   You can use the paper that is located in the southwest corner of the room.

Figure out how to make the whirligig spin clockwise or counterclockwise.  Explain your reasoning in your notebook.



=======================================

Design a lab that will allow me to see which designs are most effective when subjected to a constant wind (someone will have to borrow a fan from PT to use).  You need to have a

CLAIM

EVIDENCE

REASONING.

Tape your whirligig and pinwheel into your book (but not the stick)

Solar Cooker Designs and the Power of Insulation

Home Insulation

Part 1:   House R-value simulation

We discussed r-value and insulation sandwiches last week.  Today, you are going to do work to check your understanding.  Make certain you leave your notebook in the classroom at the end of the day.

Choose from the three choices below to answer the questions.

House 1: a cathedral ceiling house, mock-log cabin, with 2 x 4 walls and cedar wall siding
House 2: a traditional house with an attic, with 2 x 6 OVE wall cavity
House 3: a traditional house with an attic, with 2 x 4 wall cavity , with brick facing.

1.  Which house would work best for passive solar heating?  Explain why you believe that.
2.  Pick ONE of the houses and go to Insulation Design    Decide what type of heat you want and where you are going to build it (you need a zip code).  Make a table from the data you find.

FEATURE	R-VALUE
attic
Cathedral ceiling
wall cavity
OVE-wall cavity
floor
type of heat
zipcode

3.  Use the Table of Common R-values to calculate R-values for your House Ceiling, Walls, and Floor.  This will show as three different sketches, and must equal or exceed the R-value in the table you just made. 

Just because something is thicker doesn't necessarily mean it is better.  Sometimes, though, higher R-value material is more expensive.  It's a trade-off, just like many things in life.

4. Also, when it comes to windows, we have a problem...It is going to be a very thin sandwich, unless we put up drapes (curtains) or some sort of a quilted batting at night.  Even so, that part of the wall will be colder.   The other trade-off is that windows that have bigger R-values have a bigger cost.
Based on this, what type of windows do you think your house should have?

Be ready to share.  When you get done, you can start building your solar oven.  You will have half of the period tomorrow to work on them as well, and we will be using them on Wednesday.

Questions?  Call me at five-six-three six-zero-eight one-nine-0-0

Solar Power Basics

Sun Research

photo credit: Vijay Bandari - Moved to other account via photo pin cc

Today, we will be asking questions about the Sun. 

Step 1:  Open up your Google Doc about the Sun.   SHARE this document with me and your teammates.

Step 2:  Answer the following questions to the best of your knowledge.  This will require you to SEARCH on Google.  When you get the answer, write it down in ONE to TWO sentences, and then paste the URL in.  IF you use a textbook, write down the page that you found the answer.

• How does the Sun make its heat?
• How does the heat travel to Earth?
• How far is it between the Sun and the Earth?
• Do we depend on the Sun?  Why?
• What is passive solar energy?
• How does a solar cell work?

LAB

Pick a shiny, a dark, and a light object and place on a whiteboard.  Go outside and gather 10 minutes of data for each in full sunlight.  Then, move the objects quickly to full shade and gather 10 minutes of data.   Your temperature data in degrees C  will be gathered with a digital thermometer.

Graph the data for all three objects on a graph paper sheet.  Place your independent variable on the x-axis and your depedent variable on the y-axis.

Answer the following questions:

1. Which trial had the biggest change in temperature in the sunlight?  How do you know?
2. Which cooled the fastest in the shade?  Again, show evidence
3. Which item came closest to its orgiginal temperature by the end of the 20 min?
4. If you want an object to get hot, what color should it be?  Does your data support this?
5. If you have a choice of roofing material (light, dark, or shiny) what keeps the summer heat out?  Why?
6. What is insulation, in your words or in a picture?
7. What is radiant heat cooling in your own words or pictures?
8. What is heat capacity (Google it) and how it is related to this activity?  

=============things to share 

http://www.npr.org/blogs/thetwo-way/2013/09/03/218536265/death-ray-ii-london-building-reportedly-roasts-cars

http://home.howstuffworks.com/home-improvement/construction/green/10-best-roofing-materials.htm

http://www.iowaenergycenter.org/renewable-energy/solar/

Home Insulation


Insulation in Iowa   (take a look at this website)

Table of Common R-values

To calculate R-values, we make a sandwich of insulation material.  Just because something is thicker doesn't necessarily mean it is better.  Sometimes, though, higher R-value material is more expensive.  It's a trade-off, just like many things in life.

Make the following sandwiches for your table on a piece of paper, big enough for the entire class to see.:

A sandwich with a R-value of 15 or better
A sandwich with a R-value of 50 or better
A sandwich with a maximum thickness of 6 inches
A sandwich with a maximum thickness of 12 inches

Also, when it comes to windows, we have a problem...It is going to be a very thin sandwich, unless we put up drapes (curtains) or some sort of a quilted batting at night.  Even so, that part of the wall will be colder.   The other trade-off is that windows that have bigger R-values have a bigger cost.

Based on this, what type of windows do you think your house should have?




Personal Evaluation (to be filled out in teams of two)




http://www.dummies.com/how-to/content/what-are-passive-and-active-solar-energy-systems.html

Size, shape, and volume

Create a house that is  round and then one that is cubic.  Both should have flat roofs, for the sake of simplicity.

Measure the volume of each of the houses in cubic cm.  

Table 1:  Measurement Data

CUBIC                                     ROUND

Length___cm                     Diameter___cm

Width___cm                      Height___cm

Height___cm

Table 2: Calculated Data

Volume of a Cube:  L xW x H

Volume of a Cylinder  3.14 x (DIAMETER/2) x  (DIAMETER/2) x Height

Part A
Place an overhead light 30 cm above the two houses.
a) place a thermometer instie of each for 5 minutes and record the temperature change.  Record the outside temperature using the digital thermometer.   Your measurements should be in F

Outside Temp Roof (Start):  ___ F

Inside Temp Start: ___ F

Inside Temp End:  ___ F

Outside Temp Roof (End):___F

Organize this information into a Table for Part A.  It should have 8 pieces of Data

==============

Part B
Insulate your house before you proceed further.  Insulation may be up to 2.5 cm thick on the ceiling and 1 cm thick on the sides.

Follow the procedure in Part A

Organize this information into a Table for Part B.  It should have 8 pieces of Data

===============

Part C

USE an OVERHEAD LIGHT 30 cm above the two houses.
a)  place a thermometer inside of each for 5 minutes and record the temperature change.
b) now add a open door and a window opposite the door.  

Follow the procedure in Part A

Organize this information into a Table for Part C.  It should have 8 pieces of Data
==============

Part D

USE a SIDE LIGHT 30 cm from the two houses.

a) close the windows and door with saran wrap or wax paper.   Place a thermometer
inside of each for 5 minutes and record the temperature change.
b) make an awning for the windows.   Place a thermometer
inside of each for 5 minutes and record the temperature change.


Organize this information into a Table for Part D.  It should have 8 pieces of Data
=============

Heat and Weather on the West Delaware Campus.

Yesterday, you used digital thermometers to gather data.  Today we are going to share that data.

• 
  
• 1.  Mark your data points on the map.
• 2.  Mark another person's data points on your map.
• 3.  Make sure that both samples are in the same units.  You can use GOOGLE as a conversion tool by entering CONVERT ___F to C.  Alternatively, you can use the formula (°F - 32) x 5/9 = °C

1. Does your data suggest EVEN or UNEVEN heating on the schools grounds?  Explain, remembering that the greater temperature differences create MORE winds.
2. If the wind was flying in my face when I stood on the curved section of the parking lot with my back facing the school bell at the old entrance, what does that tell me?  Draw this motion as a large area across the page.
3. Heat moves from hotter areas to colder areas.  Use a green pencil and create arrows that represent this.
4. Order the surfaces from coldest to warmest, based on the average temperature you were assigned to find.  All temperatures should be in degrees C.   Make a list from cold to warm of the surface and its respective temperature.
5. When the air is hot, it rises and the cold air sinks.  What phenomena does that cause?

Use your map to answer the board questions.

Claim Evidence Reasoning

You will be using this site to collect information on three different locations.  You will need to use the process above to gather evidence on the winds affecting these areas.  This is complicated.  Winds occur because of uneven heating and cooling, but they also occur because of the fact that air can contain different amounts of moisture (dew point), there are fronts (large areas of high or low pressure) and there are prevailing winds, as shown yesterday.


http://www.uni.edu/storm/wximages/index.htm

Weather and Energy

SO far, we have looked at examples of extreme weather and the idea of a natural disaster.  These are not the same thing.

To go further, we need to look at the concept of energy.


1.  Go to http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304 and take notes.  When you get done, three definitions should be present.

2.  We will be starting with a lab (mirrored from http://www.pcds.org/share/sci8/labs/concurlab.htm):

Materials:

Each group or team will receive one set of materials.

1. One plastic pan to hold water.
2. 4 styrofoam cups to support pan and to contain the warm water.
3. Red and Blue food coloring.
4. Water.
5. Test tubes and droppers.
6. White paper.
7. Data recording sheets.
8. Small rocks or rubber stoppers for the seafloor features.

You will be completing five trials in this experiment, each time you begin a new trial you will
want to get a new pan of water and refresh your heat source if it has cooled.

You will be placing the drop of food coloring in different locations and carefully observing its pattern of movement. You will record your observations in detailed sketches done with colored pencils and including directional arrows.

Be careful not to bump the tables or you will disturb your currents.

Be frugal with the food coloring. Using only a few drops will allow you to see the currents most clearly.

Basic diagram of pan and cups.

Trial A. No heat source

Place the drop of food coloring in the still water with no heat source.
The drop of color should be placed at the center of the pan, right on the bottom.
Draw what happens to the food coloring as you look at it from the side and top views. Be sure to include arrows.
Write a brief description of what you see.

Trial B. Heat in Center /Drop in Center

Place the drop of food coloring in the still water with heat source under the center.
The drop of color should be placed at the center of the pan, right on the bottom.
Draw what happens to the food coloring as you look at it from the side and top views. Be sure to include arrows.
Write a brief description of what you see.

Trial C . Heat in Center /Drop close to side / bottom of pan

Place the drop of food coloring in the still water with heat source under the center.
The drop of color should be placed near the side of the pan, right on the bottom.
Draw what happens to the food coloring as you look at it from the side and top views. Be sure to include arrows.
Write a brief description of what you see.

Trial D . Heat in Center /Drop on top of pan

Place the drop of food coloring in the still water with heat source under the center.
The drop of color should be placed near the top of the pan.
Draw what happens to the food coloring as you look at it from the side and top views. Be sure to include arrows.
Write a brief description of what you see. 

Trial E . Heat on one side / ice on other side

Place two drops of food coloring in the still water with heat source under the side of the pan and a baggie of ice near one edge.
One drop of color should be placed near the side of the pan, right on the bottom over the heat source. The second near the ice bag.

Draw what happens to the food coloring as you look at it from the side and top views. Be sure to include arrows.

Please write your definition for these in your notebook.
even heating
uneven heating
current
trade winds


Read through http://convectioncurrentscienceproject.weebly.com/weather.html  (Click on the different tabs)

Write three things you KNOW are true about energy and weather
Write three things you have QUESTIONS about regarding energy and weather.

8/16 Extreme Weather

Sites to check:


http://www.spc.noaa.gov/

http://www.ncddc.noaa.gov/activities/weather-ready-nation/

http://www.noaa.gov/wx.html

http://www.ncddc.noaa.gov/activities/climate/

Please write a 3 bullet points in your notes for each link.

photo credit: HikingArtist.com via photopin cc

Personal Eval

Evaluation

Laser Mazes

Mirror Disequilibration

Laser Game (solve at least 1evels 1-12)

Laser Challenge.   Draw three sketches of this room and  try to reflect it using the notation shown in the second game.   Come up with a strategy to use 3, 4, and 5 reflections