Transcript Joshua N.`s SFP

By: Jahmel Roache
Weather Fronts
Ms. Allen
The Four Types of Fronts
Science Vocabulary
Front- a boundary between air masses with different
temperatures.
Cold front- a front where cold air moves in under a warm
air mass.
Warm front- a front where warm air moves in over a cold
air mass.
Occluded fronts- when cold air is replacing cool air with
warm air above.
Science Vocabulary(continued)
Stationary front- occur when neither warm nor cold air
advances.
Learning Objective
Students will be able to identify and name the properties
of all four weather fronts.
Problem Question
Is their any other type of front scientist have not
discovered yet?
Hypothesis
If there are four types of weather fronts, then are they
connected with the four types of seasons?
Purpose/Focus
The purpose of this project is to study the properties of
fronts and be able to identify a front in the clouds.
Today, we will focus on the four weather fronts and how
their importance in the meteorology.
Science Fair Project
Cloud Coverage
Devaun Singh
Elijah Jones
Class 708
Observation
 The clouds move from left to right. In the
night time you really cant see it. The thing
about clouds are that you can right through
them. It may look like it’s a solid but its not. A
cloud is just a visible collection of particles
of water or ice suspended in the air, usually
at an elevation above the earth surface.
That’s all clouds are. When it rains the water
can get in the cloud and stay there. That’s
only sometimes.
Problem
 How long does Cloud coverage take to take
over the sky? How does it cover?
Hypothesis
 What I think about this project/topic is that
its good. I have a advantage and so do the
kids. We have the chance to learn
something else. We did this project to learn
new things that we did learn in class and
teach it to other students.
Purpose
 The purpose is to teach these kids
something new. It’s a chance to see how
cloud coverage works.
Research
 We have got our information from the
internet and a cloud scanner. You could say
google.
 http://www.google.com/ig
Materials
 1. Scanner
 2. Clouds
 3. Sky
Procedure
 1. First you need to get a scanner.
 2. Then you take the scanner outside.
 3. Next you need to read what ever the
radar on the scanner says.
 4. Lastly, fill in the data chart so you know
the cloud coverage.
Data
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Days
Thursday
Friday
Saturday
Sunday
Monday
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Cloud Coverage
Partly Cloudy
Mostly Cloudy
Partly Cloudy
Partly Cloudy
Partly Cloudy
Analysis
 We had to use the scanner to measure the
cloud coverage of the sky. Then we had to
compare it to the meteorologist calculations.
Some of the professional calculations were
wrong. Some of ours we correct.
Conclusion
 In conclusion, we see that the professional
calculations are sometimes wrong about
cloud coverage. Our clouds play a big part
in our lives. It produces rain so that the earth
can cool.
Project by- Joshua Nwambuonwo
Teacher- Ms. Allen
Class 707
Purpose
• The purpose of this lab is to
explain the effect of the ice
cube in a glass of vegetable
oil. Also, to determine whether
it sinks or swims.
Problem
• If you put an ice cube in a
glass of vegetable oil, will
the effect of it come to it to
be sinking or swimming?
Hypothesis
• I think that if you put an ice
cube in ¾ filled glass of
vegetable, the ice cube will
sink to the bottom of the
glass.
Materials
• 1.Tall glass or jar
2.Vegetable oil or other
cooking oils will do
3.Ice Cube
Key Terms
• The key terms for this lab are
sink, swim, and molecules.
• Sink- to descend to the bottom or
submerge
• Swim- to move through water by
means of the limbs, fins, or tail
• Molecules- a group of like or
different atoms held together by
chemical forces
Procedure
• 1. Fill glass 3/4 full with
vegetable oil
2. Place an ice cube in glass and
watch what it does - Does it sink
or swim?
3. As the water melts, watch what
happens - Does is sink or swim?
Observation
• While doing this experiment, I
observed that when the water
was frozen, molecules expanded
and took up more room than when
they were liquid. Because both
the ice cube and water weigh
the same, the ice cube is less
dense when it floated in oil.
Conclusion
• I was wrong. When I put the ice
cube in the glass of oil, it
swam in the glass. It didn’t
sink. My hypothesis turned out
to be incorrect.
Bibliography
• www.kids-science-experiments.com
• www.lessonplanspage.com/SciExperime
nts.htm
• http://carol.gimp.org/writing/image
s/Ice_cubes_openphoto.png