Transcript Earth Space Science - Ms. McGowan`s Science Page

Warm Up
Explain the science behind hang gliding.
Pass you article summaries to the aisle.
3/6

Objective:
◦ SWBAT
 Use air pressure to explain 3 lab demos.

Agenda:
◦
◦
◦
◦
◦

Gradesheet
Weather
Air Pressure Demos
Notes: Air Pressure
Closing
Homework:
◦ Textbook Reading Packet due Monday
Gradesheet

Ms. McGowan is handing back the
following assignments. Please enter them
into your Q3 gradesheet
◦ Atmosphere Unit Test (50 points)
Weather

Who would like to present yesterday’s
weather?
Air Pressure Demos:
Crushing Cola

What will happen to a hot soda can
placed in a cold bath of water?
Air Pressure Demos:
Erlenmeyer Egg

Can an egg fit into an Erlenmeyer flask?
Air Pressure Demos:
Wet Head

What will happen if we place an index
card on a cup of water and flip it over?
Warm Up
3/7

Use the idea of air pressure to explain
why the cola can imploded when placed
in a cold bath of water

Pass your air pressure demos WS to the
aisle

Objective:
◦ SWBAT
 Explain how the different heat capacities of sand, soil, and
water create sea breezes and other winds.

Agenda:
◦
◦
◦
◦
◦

Gradesheet
Weather
Notes: Air Pressure
Sand, Soil, Water Lab
Closing
Homework:
◦ Textbook Reading Packet due Monday
Gradesheet

Ms. McGowan is handing back the
following assignments. Please enter them
into your Q3 gradesheet
◦ Old work
Weather

Who would like to present yesterday’s
weather?
Notes: Air Pressure
Air Pressure—the force per unit area of
air’s weight (due to gravity) on Earth’s
surface
 Air moves from areas of high pressure
(hot areas like Earth’s surface) to areas of
low pressure (colder areas like the
atmosphere), creating wind

◦ Air pressure decreases with increased altitude
Sand, Soil, Water Lab

In partners, measure the difference in
temperature change between beakers of
sand, soil, and water
Closing

Why do we have sea breezes?
Warm Up
•Think
3/10
back to our lab on Friday…
•Which substance heated up the
fastest?
•Which substance cooled down the
fastest?

Objective:
◦ SWBAT
 Explain how differences in temperature and air pressure
create 1 of the 4 local wind patterns

Agenda:
◦
◦
◦
◦
◦

Weather
Review Homework Packet
Review Sand, Soil, Water Lab
Notes Foldable: Local Winds
Closing
Homework:
◦ None!
Weather

Who would like to present yesterday’s
weather?
Air Pressure Packet
Take out your air pressure homework
packet
 It will be checked for completion
 Then, move around the room, checking
your answers with those posted on the
wall

Sand, Soil, Water Lab

Thinking back to the lab….
◦ Why did the sand heat up the quickest?
◦ Why did the water take the longest to cool?
Wind

What do you think causes wind?
◦ Differences in temperature!

Two types of wind patterns
◦ Local
◦ Global
Local Winds
100km or less in distance
 Four types of local winds

◦
◦
◦
◦
Sea-Breeze
Land-Breeze
Mountain Breeze
Valley Breeze
Sea Breeze
Land-Breeze
Sea Breeze
Land Breeze
Mountain and Valley Breezes

Use what you know to draw air
movement arrows for mountain and
valley breezes on your foldable
◦ DO THIS IN PENCIL!
Closing
Choose a local wind that we learned
about today.
 Explain how temperature and air pressure
create this local wind.

Warm Up
3/11
Choose a local wind that we learned
about yesterday.
 Explain how temperature and air pressure
create this local wind.


Objective:
◦ SWBAT
 Explain how differences in temperature and air pressure
create 1 of the global wind patterns

Agenda:
◦
◦
◦
◦

Weather
Notes: Global Winds
Global Winds Diagram
Closing
Homework:
◦ Finish your Global Winds Questions
Weather

Who would like to present yesterday’s
weather?
Sea Breeze
Land Breeze
What factors affect wind?
Coriolis effect
 Friction

Notes: Coriolis Effect

Coriolis effect—tendency of an object
moving over Earth’s surface (airplane,
rocket, wind) to curve away from its path
of travel
◦ Caused by Earth rotating
◦ Therefore, objects curve to the right in the
Northern hemisphere and to the left in the
Southern hemisphere
Notes: Friction

Friction—force resisting surface winds
◦ Rough land=more friction=move
slower=more deflection from Coriolis effect
(and vice versa)
◦ Higher altitude=less friction=move faster=less
deflection from Coriolis effect (and vice
versa)
Notes: Global Winds

Global winds—uneven heating of Earth’s
surface creates pressure differentials and
therefore predictable winds on a
worldwide scale
Global Winds Diagram
Use pages 422-425 in your textbook to
label your global winds diagram
 When you finish, we will review your
diagrams as a class
 If you finish early, please begin working on
your global winds questions on the back
of your diagram worksheet

Closing

Explain how differences in temperature
and air pressure create 1 of the 3 global
wind patterns you learned about today.
Warm Up

3/12
How does the Coriolis effect and friction
impact wind traveling over a smooth
portion of Maryland’s surface?

Objective:
◦ SWBAT
 Explain how differences in temperature and air pressure
create 1 of the global wind patterns

Agenda:
◦
◦
◦
◦
◦

Weather
Review: Global Winds Diagram
Notes: Global Winds and Weather
Global Winds Stations
Closing
Homework:
◦ None!
Weather

Who would like to present yesterday’s
weather?
Review: Global Winds Diagram
Follow along as we review our global
winds diagram as a class
 When we finish, you will turn in your
worksheet for a grade

Notes: Global Winds and Weather

Low Pressure
◦ When hot air rising
◦ Rhymes with snow or Lowsy/Lousy weather
◦ At latitudes: 60N, 0, 60S

High pressure
◦ When cold air is sinking
◦ Rhymes with dry weather
◦ At latitudes: 90N, 30N, 30S, 90S
Global Winds Stations
Ms. Goldsmith and Ms. McGowan will
place you in groups of 3
 You will have 5 minutes at each station to
analyze the artifact in front of you and
answer the appropriate questions

Closing

Explain how differences in temperature
and air pressure create 1 of the 3 global
wind patterns you learned about today.
Compass Partner
Ms. Goldsmith and Ms. McGowan will play
8 song clips
 At the stop of each clip, you are expected
to find one partner and put their name in
one of your compass partner boxes

◦ If you are writing your partner’s name in the
north box, they must write your name in their
north box!