Wednesday, 20 November 2013

Air Pressure doesn't Suck

Agenda:
Change seats
Demo - how high can air pressure push water up?
Complete test corrections for homework
Video on the Industrial Revolution, and oil
Seating Chart:
Demo:
Procedure-
Get a 3 meter long hose and a bucket with water
get a bucket filled with water
put one of the sides of the hose into the bucket
go up to a height 2 to 3 meters high
put one of the side of the tube into the mouth and suck in
get a 13 meter long hose
go up 4 meters heigh
suck in until you get water up
compare the two hoses

Hoses-

3 meters long 2 to 3 meters high- Mr. Pro had some difficulty pushing up the water, but he eventually made it

13 meters long 4 meters high-  Impossible to do, Mr. Pro was not able to push the water up.

Water went up due to the fact that the air pressure in the tubes was higher than outside.  To level it out, air from outside went in the tube while pushing the water up the tube.  As you can see, there is a time when the water did not go up.  This is because you cannot create air pressure string enough to cause such a difference in pressures.


The industrial Cycle Video:

-Link to search on fuel and the Industrial Revolution

Cycle Image-




Test Corrections:

Document-


Science 7.2:  KEY Atmosphere



Nov 12th, 2013
Student Name:   _____________________ Block:  ___
Time Allowed: 60 minutes
Instructions to student: Answer all questions on the test pages with well-communicated solutions.
Teacher: Justin Prophet
Fill in the blanks before you begin the test:
I studied _______ times for this test.
I studied a total of _______ hours for this test.
I studied by myself/with friends.
I predict I will get ________ on this test.


Graded
Achievement Descriptors
Letter: %
& Score
Test Descriptor
The student work demonstrates meeting the criteria for the learning goal(s) in original and insightful ways. Work reflects a consistent and thorough understanding of the explicitly taught content and skills.. Strong evidence of analysis, synthesis, and/or evaluation.
A: 90-100


99

  • I answered 60% of the A questions correctly. 713
  • I answered 60% of the D, C & B questions correctly.
The student work demonstrates mastery of the learning goal(s). There are no major errors or omissions regarding any of the content and skills that were explicitly taught. Some evidence of analysis, synthesis and/or evaluation; may demonstrate originality and insight.
B: 80-89


89
  • I answered less than 60% of the A questions correctly.
  • I answered 60% of the D, C & B questions correctly.
The student work demonstrates an acceptable mastery of the content and skills.  The student exhibits understanding in standard ways to show learning. Little to no evidence of analysis, synthesis and/or evaluation.
C: 70-79


79

  • I answered less than 60% of the A & B questions correctly.
  • I answered most of the D & C questions correctly.
The student work demonstrates a limited understanding of the required content and skills, reflecting limited achievement towards the learning goal(s), or clear difficulties in some areas.The student may require support to complete more complicated tasks and encouragement to show learning.
D: 65-69


69

  • I answered less than 60% of the A, B & C questions correctly.
  • I answered most of the D questions correctly.
The student work shows minimal or very limited achievement towards the learning goal(s). The work reflects a difficulty in communicating understanding for the required content and skills and  with no evidence of application, even with support.
F: Below 65


0 to 59
  • I answered less than 60% of every section correctly.


Your Test Level:  F  D  C  B  A
Test Reflection: Do all of the test corrections on your test paper n a different colour
I am (not/sort of/kind of/very) pleased with my results because ...give a reason
marking notes:
  • 0.5 means half a mark
  • 12 means one out of two marks
Unit 2 Test:

Level D:

Answer the questions correctly to demonstrate a limited understanding of the required content.


Vocabulary: Match the definition in the second column with the words in the last column.  Write the letter from the definition on the line after the word.  The first one is done for you.


letter
Definition
#
Word
a
movement in a gas or liquid in which the warmer parts move up and the colder parts move down
1
altitude __b_
b
the height of something (such as an airplane) above the level of the sea
2
atmosphere __r_
c
a natural movement of air outside often due to differences in air pressure
3
climate _d__
d
a region with particular weather patterns or conditions; the average weather in a region over years
4
condensation _o__
e
a state of matter in which particles are far apart and move quickly
5
convection __a_
f
a strong current of fast winds high above the Earth's surface
6
density _i__
g
ability to change things; ability to do work
7
differential heating _q__
h
H2O that falls to the ground as rain, snow, etc.
8
displace (v.) __t_
i
mass divided by volume
9
energy _g__
j
moving thermal energy
10
evaporate (v.) _s__
k
the height of the sea
11
gas __e_
l
the movement of air between cooler regions and warmer regions of the Earth
12
global winds _l__
m
the movement of air from the land to the sea or ocean
13
heat energy _j__
n
the movement of air within a local area such as a beach
14
jet stream _f__
o
the process by which a gas cools and becomes a liquid
15
land breeze __m_
p
the state of the air and atmosphere at a particular time and place
16
local winds __n/m_
q
the uneven warming up of land, ocean or other objects on Earth
17
precipitation __h_
r
the whole mass of air that surrounds the Earth
18
pressure __v_
s
to change from a liquid into a gas [no obj]
19
reflect (v.) _u__
t
to move (something) so that it is no longer in its original or regular location or position
20
sea level _k__
u
to move in one direction, hit a surface, and then quickly move in a different and usually opposite direction
21
weather _p__
v
when something pushes against something else over a certain area
22
wind __c_


Short answer questions:
  1. Write down a measuring device to measure mass. [1]  electronic scale/balance/scale


  1. Write down the base unit for volume. [1]  liters or L


  1. Write down the definition of density. [1]density is mass divided by volume.


  1. Write down the quantity for the units grams.[1] mass


  1. Complete the following sentence by filling in the blank with one word: Objects that are less dense than the fluids they are in will ________.[1] rise/go up/float


  1. Write down the two main gases that the atmosphere is made of.  [1] nitrogen and oxygen


  1. Write down what keeps the atmosphere close to the surface of the earth. [1]  gravity


  1. Write down the main energy change when sunlight hits the surface of the earth.  [1] sunlight --> heat/thermal


  1. For temperature:
    1. Write down a unit for temperature. [1] degrees Celsius/ degrees Celsius


    1. Write down the symbol for the unit of temperature. [1] (C)/(F)



Level C:

Answer the questions correctly to demonstrate an acceptable mastery of the content.


Fill in the blanks: write a word or phrase in the blanks to complete the sentences. [1 mark each)



  1. Weather associated with high pressure areas is ________sunny/clear skies___________
  2. Wind blows from _____high_____ pressure to ____low_____ pressure.
  3. Imagine a quantity of gas.  Fill in the blanks with increase/decrease/stays the same.
    1. As the volume increase, the pressure ______decreases______.
    2. As the volume increases, the density______decreases______.
  4. The energy of wind originally comes from ________sunlight______.
  5. A chocolate bar has a mass of 100 ____grams______.
  6. A bottle of juice has a volume of 500 ____milliliters______.


Short answer questions:
  1. The layers are stratosphere, mesosphere, troposphere and thermosphere.
    1. Write down the order of the atmospheric layers from the surface of the earth to space.  [2]   troposphere, stratosphere, mesosphere and thermosphere.
    2. Write down the layer of the atmosphere that contains the ozone layer. [1] stratosphere
    3. Write down the most dense layer of the atmosphere. [1] troposphere
  2. Use the following image to answer the questions:
    1. Write down the name of the measuring device. [1] measuring cylinder/ graduated cylinder


    1. Write down the quantity it measures.[1] volume
  1. Density is mass divided by volume.  Calculate the density of an object with a mass of 3.2g and a volume of 1.6mL.  [2]
density = 3.21.6= 2.0 gmL
SW = show your work.
  1. Write down the main quantity that scientists measure and use to determine the layers of the atmosphere. [1]
temperature
  1. Write down one reason why the troposphere is important to us. [1]
it provides us with oxygen/provides freshwater from rain/it keeps us warm/contains all lifeforms or weather


  1. Define climate. [2]
climate is the average condition of the atmosphere in a given area



  1. Write down two different things we can measure to predict the weather.  [2]
air pressure/temperature/humidity/wind speed and direction/air density
(if students gives 2 measuring devices - 1 mark given)



  1. Describe the mesophere. [2]
it’s the coldest and middle layer of the atmosphere (HINT: if it’s two marks, you must write two things.)

Level B: Answer the questions correctly to demonstrate mastery of the learning goals.



Short Answer Questions:
  1. When dry ice is put into water, it sinks and bubbles.  
    1. Describe why the dry ice sinks.  [1]
it’s denser than water


    1. Describe why the bubbles rise to the surface.[1]
bubbles are less dense than water


  1. Compare a sea breeze to a land breeze. [2]
a sea breeze come from the sea and goes to the land while a land breeze flows from the land to the sea/both come from differential heating/sea breeze is usually stronger/sea breeze is more humid than land breeze


  1. Describe a main cause of weather. [2]
differential heating of the surface of the earth by sunlight/spin of the earth/evaporation of water by sunlight


  1. The following is the altitude of different places in the world.  Predict and put the places in order of highest pressure to lowest pressure: Seattle 20m, Sucre 2800m, Brasilia 1200m, and Santiago 500m.[2]
Seattle 20m, Santiago 500m, Brasilia 1200m and Sucre 2800m/ 1 mark for reverse order


  1. When sunlight hits land, describe two things that can happen to the light. [2]
It’s absorbed and or reflected.  If it’s absorbed it changes to heat.



  1. The following fluids with the following densities are placed in the same container. Predict the order of the layers of the fluid from bottom to top: honey (1.07g1mL),  water (1.00g1mL), mercury (13.60g1mL),  air (0.0056g1mL), and coconut oil (0.870g1mL).
mercury (13.60g1mL), honey (1.07g1mL),  water (1.00g1mL), coconut oil (0.870g1mL). air (0.0056g1mL) / 1 mark for reverse order


  1. Describe what happens to UV radiation in the stratosphere. [2]
it passes through the upper stratosphere/most of it is absorbed/blocked/filtered at the [ozone layer]/little of it passes to the lower stratosphere



  1. The following data is collected to find the density of an object.
  • Starting volume of water in a measuring cylinder: 35.0mL
  • Final volume of water after the object is placed in the measuring cylinder: 49.2 mL
  • Mass of object: 7.1 g
Density is mass divided by volume.  Find the density of the object. [3 - show your work! Don’t forget to include the units!]
volume = 49.2 - 35 = 14.2 mL
density=massvolume=7.1g14.2 mL= 0.50 gmL




Level A: Answer the unfamiliar questions correctly to demonstrate meeting (and mastery of) the criteria for the learning goals in original and insightful ways.



  1. Describe why your ears ‘pop’ or experience discomfort when you go to the bottom of a swimming pool. [2]


The pressure increases as you go deeper (because there is more water weight above you), so the pressure on the outside of your ear drum is greater than the pressure inside your ear. the pop is from air pressure increasing in your ear to equal the water pressure.  
0.5 marks for the pressure is higher.



  1. A straw is made that is 3 meters long so people on the second floor could drink from a glass on the ground level.   Then, a straw of a height of 12 meters was made to reach people on the 5th floor.  No matter how hard people tried, the liquid from the ground floor would not make it to the top floor through the straw.  Explain why the 12 meter straw doesn’t work.  [3] [2]
The air pressure pushes liquid up in a straw.  The atmospheric air pressure is large enough to push water up 3m but not enough to push water up to 12m to overcome gravity pulling down the water.


1 mark given
  • the water travels a shorter height so there’s less gravity
  • because the power/force is not as strong as gravity  






  1. The picture below shows a valley in which the sun is shining on one side of it.  Predict which way the wind will blow.  Explain your prediction using the following words: cooler, hotter, higher pressure, lower pressure, sunlight, wind. You may use a diagram to aid your explanation. [3]
ONe side of the valley absorbs sunlight and heats up.  It becomes a higher temperature and lower pressure than the other side of the valley.  Winds from the dark side of the valley, which has a lower temperature and higher pressure, to the sunny side of the valley. Some rights reserved by Ruben Holthuijsen



57.  The image on the left is a satellite image showing the thickness of the ozone layer.  The darker areas - like over Antarctica - indicate a thinner ozone layer, and the lighter areas indicate a thicker ozone layer.  Explain a difference you would expect to find if you compared areas with normal thickness of the ozone layer to areas that have a thin ozone layer. [2]


We would expect to have higher levels of UV radiation in darker areas (like Antarctica) than lighter areas/  We would expect to find higher rates of skin cancer or sunburns in darker areas than lighter areas. /more glacial melting in thinner areas because less radiation is being blocked
1 mark given: more sunlight in thinner areas/colder in thinner areas and hotter in thicker








58.  The image on the left shows a hurricane over the Atlantic Ocean.  North is towards the top of the page.
a) Predict which way the hurricane is moving.  Explain your prediction. [2]


The hurricane is moving northwest/towards top left corner of the page.  This is because upper troposphere winds go from the tropics to the poles and the earth is spinning to the east (to the right)










b) The hurricane has a spiral shape.  Explain what causes it to have a spiral shape. [2]


The spiral shape is caused by the spin of the earth/ it’s caused by low pressure area (from high temperatures) in the middle and high pressure winds flow to the middle from all directions










________________________________To top of page__________________________







4 comments:

  1. Did you make the graphic Nico? It summarizes the content very well. Next time use arrows.

    ReplyDelete
  2. Very good post Nico. I liked how you put images in your post to explain better. I was getting a bit confused but the pictures really helped me. Good job with the information, there was a lot and that is very good. Did you make that graph or not?

    ReplyDelete
  3. Nico - Very good post I think you were able to summarizes the post very well and i think you over all did a good job. I think that if i had missed that class that i would definitely be able to follow along and be able to do the missed work. But at times it looks a bit cluttered.

    ReplyDelete
  4. Very good post Nico, I agree with Robbie that you summarized your post very well, more like excellently done. Also I liked how you added images to help explain what you wanted to say on your post, and I agree with Robbie that this was a very good post overall because I missed class on that day I would not know what you were talking about the very next class, so then I could read this and the next class I would know what you are talking about because I read your post.

    ReplyDelete

Please write positive comments or constructive feedback in full sentences.