Do Now 1/4 1.Copy down this week’s homework and leave it out for me to stamp 2.Tape your reflection sheet p10 and rubric p11 3.Tape tech project rubric like a book on p11 4.Reflect on your tech project p10 5.Open your notebook to WC 14 #13-15 MondayTuesdayWednesdayThursdayFriday -WC 14 ALL ( 1/5) - CFU tomorrow -Study Your Knowledge Map --Goggles tomorrow - WC 15 #2 (1/7) -- WC 15 #4-6 (1/8) -WC 15 All (1/11)

10 11 Earthquake Project

Data Analysis Answer the following questions with your table group 1.Why did station 3 lose the most amount of water? Explain what happened to the water. 2.Why didn’t station 4 lose as much water as station 3? Explain the science behind what happened to the water in station 4. 3.Why did the fridge and freezer containers have condensation on the outside of the beaker while the other stations did not? 4.Why did the water in the beaker becomes darker over the week?

Sublimation Conversion between the solid and the gaseous phases of matter, with no intermediate liquid stage. Sublimation is most often used to describe the process of snow and ice changing into water vapor in the air without first melting into water.  Where did this occur in our lab?

Why does water expand when frozen? The expansion upon freezing comes from the fact that water crystallizes into an open hexagonal form. This hexagonal lattice contains more space than the liquid state. LiquidSolid

What occurred in our beakers?

What do you notice? Hot water in a containerCold water in a container

Explore Animation – As you watch, think about what is happening in each stage of the water cycle.

Dinosaur Pee Model On page 60 add to your model: – Energy sources – Time frame – Zoom in for what is occurring to the molecules of water at each stage. – Science vocabulary

HW: -Complete WC 14 ALL -CFU tomorrow PUSH IN YOUR CHAIR!!! Reminder

Do Now 1.Grade WC 14. Remember: 1.Swap notebooks 2.Highlight any questions that are missing (including data!) 3.You only get a 5 if EVERYTHING is done. Look carefully! 4.Swap back and make sure you agree with your score. 5.Turn in grade sheet. 2.As a table group come up with a summary for WC 14 for page 54 in your notebook.

How can we engineer our home to work with the natural water cycle so that we can sustain human water use well into the future? Weather & Climate: Scientific Principles WC 13: The water cycle is the processes by which water circulates between the earth's oceans, atmosphere, and land. WC 14: In the water cycle water changes state through evaporation, transpiration, condensation, and sublimation

CFU Clear your desk for the CFU. Hearts collect test blinds. When you are done: – Put the CFU in the In Box – Put your test blind away – Collect the next lab and cut and tape it on page 67 – Complete First Thoughts and Learning Target (front board)

Set-Up WaterSoil

WC 15 Investigative question: What is the effect of the Earth’s surfaces (soil and water) on their heating and cooling ability? 2.Hypothesis (What do you think is going to happen based on prior experiences) If the Earth’s surface is SOIL then it will heat _______________________ and cool______________________, because_____________________________________________ If the Earth’s surface is WATER then it will heat ___________________ and cool______________________, because_____________________________________________

Climate Data Activity Each table group has a different set of data for Washington state. Analyze the data with your table group. – What questions do you have? – What stands out to you? – What seems odd? Be ready to report out to the class: – what data you have – what it tells you – what questions you have after you have looked at it.

Do Now 1/6 1.Prepare for Learning Check #9 on p67 2.Tape your Scientific Explanation rubric on p9 3.Reflect on your scientific explanation on p8

8 9 EH: Geological Processes

Learning Check 9…

HW: Goggles tomorrow PUSH IN YOUR CHAIR!!! Reminder

Do Now 1/7 1.Open Notebooks to p67. 2.Share your hypotheses with your group. Are they complete or can you add detail to strengthen them? 3.Review the lab procedures on textbook p

Lab Set-Up Make sure beakers are 30 cm from the base of the light Be accurate in you measurements

Lab Set-Up Do not let thermometer touch the side of the beaker! Fill each to 150 ml

Data Table – Record temp. in Celsius before turning on the clamp lamp!

First 10 Minutes WaterSoil

Data Table – Record temp. in Celsius every minute per the class timer.

At 10 minutes…. Turn off clamp lamp but…. Do not stop timer!!!

Last 10 Minutes WaterSoil

Data Table – Record temp. in Celsius every minute per the class timer.

Safety Careful of the light bulb and glass beakers. Glass can get hot and is fragile.

Lab Roles Lab Roles: – Clubs: Project manager makes sure the group fully understands the lab procedures and keeps the group on task. Timer – Spades: Materials manager collects the materials, makes sure they are well taken care of during the lab, and are put away correctly at the end of the lab. Water thermometer – Diamonds: Data manager makes sure all data is collected and recorded on the lab sheet. Data – Hearts: Safety manager makes sure the group knows all the safety issues in the lab and follows them throughout the whole lab. Soil thermometer

Clean up 1.Dump water down the sink 2.Dump soil in bin in the BACK of the room. 3.Wipe down counters. 4.Return materials to your lab bin. 5.Return to your seats to work on the rest of the lab.

Graphing Graphs: Tables can be hard to interpret because you are looking at lists of numbers. To see the trends better we display the data in a picture or graph. To decide what type of graph to represent your data, you must first decide if your manipulated variable (MV) is discrete or continuous.

Discrete vs. Continuous Bar Graph (Discrete Data): – Only whole numbers – How many people voted for something – How many shirts sold in a day Line graph (Continuous Data): – You can have decimals – Temperature – Speed over time

HW: WC 15 #4-6 PUSH IN YOUR CHAIR!!! Reminder

Do Now 1/8 1.Take out WC 15 2.Swap notebooks with your elbow partner. 3.Check your neighbors graph and give them feedback: Are the #’s evenly spaced on both the X and Y axis? Did they use a break symbol if their Y axis doesn’t start at 0? Did they fill in the key? Did they spread their graph over the whole space?

Heating of Land vs. Water Time (min.) Heating Temp ( ◦c Time (min.) Cooling Temp ( ◦c) Time (min.) Heating Temp ( ◦c Time (min.) Cooling Temp ( ◦c) LandWater

WC How would you describe the heating and cooling rates of soil and water in the investigation? Soil: The soil heated up fast and cooled fast. Water: The water heated up slow and cooled down slow. 6. Which surface of the Earth held its heat the longest? The water held its heat the longest

Class Worktime Silently work on questions (20 min) Use pages 37 to 41 (text) Be sure to answer one “Output” question

What we know so far… The Sun is the energy source for weather on Earth.

The Sun’s energy and gravity power the movement of water in the atmosphere. This moves water around the Earth, through evaporation, condensation, sublimation, transpiration, and precipitation.

Water changes state when thermal energy is either added or removed. Adding thermal energy Removing thermal energy

The Sun’s energy also heats the surface of the Earth. Land and water heat and cool at different rates causing uneven heating of the Earth’s surfaces.

Weather and Climate Data Comparing data between graphs? Evidence of climate change over time?

HW: WC 15 ALL PUSH IN YOUR CHAIR!!! Reminder