What do these words mean?
- static electricity
- current
- positive and negative charges
- conductors and insulators
What is electricity? (BBC Bitesize)
Static electricity (BBC Bitesize)
Uses and Dangers of Static Electricity (BBC GCSE)
What IS electricity? What do these words mean?
Find out more about electricity:
What is electricity? (BBC Bitesize) Static electricity (BBC Bitesize) Uses and Dangers of Static Electricity (BBC GCSE)
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When asked what you wanted to spend the last few classes on, the top replies were "atoms and molecules" and "test prep". Let's do both! Atoms, Elements, and Compounds (BBC Bitesize)
Video clips related to Building Blocks of Matter (PBS)
It's time for a practice test. But first, a few practice questions. What are some ways of dealing with a question about something you don't know or haven't studied recently? Let's think out loud together. Information about the GED and HiSET, including links to online practice tests: https://clcsci.weebly.com/the-tests.html Science class reflection
How might climate change affect our health? We'll explore one angle of this question through another great lab from Science Take-Out, called "Is Climate Change Making Us Sick?" We will also get in some more practice on interpreting and plotting line graphs. Thanks again to Ms. Logan for being such a great guest speaker and class participant last week. Read more about this issue: Health and Climate Change (World Health Organization, December 2018)
Climate Impacts on Human Health (EPA, snapshot January 2017) Climate Change and Health Risks (National Geographic) Climate Change and Health (World Health Organization, February 2018) This week is a continuation of last week's class. We will finish the lab on "Diagnosing Diabetes" and will host a guest speaker. Remember the concept of HOMEOSTASIS, which we can also relate to the study of the earth as a system of systems. Graphing Practice (2 handouts) Diagnosing Diabetes (activity, images)
Diagnosing Diabetes--Core Concepts
Information on Diabetes
This week we move from looking at weather reports to exploring long-term climate data.
In this lesson we will use median and range to analyze data, and will make use of dot plots to see if there is evidence that climate patterns are changing in MA. Your friend has been looking at the data from wonder.cdc.gov and presents you with the following argument:
People claim that the planet is warming up, but I’ve looked at the data and I don’t agree. In 1992 there was not a single heat wave day in Massachusetts but in 1991 there were 9 heat wave days just in Bristol County. How can you say the planet is warming up when it was clearly hotter in 1991 than it was in 1992? How might you respond? How could you use any of these in your response: • data • a dot plot • discussion of median and range. In last week's class, with substitute teacher / mathematician Pat Fina, you explored these two big questions:
Specific questions that began and ended the class:
Weather/Climate vocabulary that may come up when examining weather reports:
Math vocabulary:
PRECIPITATION as a part of Weather and Climate Documents used in today's class include
Precipitation Towers presentation Precipitation Towers visual backups Precipitation Towers worksheet Vocabulary Guide & Reading passage
Resources for today's class: Handouts for image sorting Online articles/videos about three major currents -- to go with the printed readings and question prompts: Global Weather Machine; about El Niño (Carlos, Carmen) A five day view of the Jet Stream (Kim, Nkemji) What causes the Gulf Stream? (Ingrid, Florine)
From Scientific American:
https://www.scientificamerican.com/article/seawater-science-model-ocean-currents-in-your-kitchen/ Key concepts Ocean currents Fluids Density Salinity Movement Heat Introduction Under the waves the world’s oceans have currents that can move massive amounts of warmer or cooler water from off the coast of one continent to that of another. These currents have profound effects on the continental climates, especially those regions bordering on the ocean. For example, the Gulf Stream (a warm current that flows up from the Gulf of Mexico into the North Atlantic Ocean) likely makes northwestern Europe much warmer than it would otherwise likely be. Have you ever wondered what causes these important currents? In this science activity you will model the behavior of these “rivers” of warm and cold water within the ocean to find out how temperature affects the direction and speed of the currents. Background Ocean currents profoundly affect weather and climate, marine transportation and the cycling of nutrients. Deep-ocean currents are driven by differences in the water's density, which is controlled by temperature (cold water is denser than warm water) and salinity (salty water is denser than freshwater). How does the varying density of the ocean's waters create the global currents? To understand the deep-ocean currents, it's easiest to look first at Earth's polar regions. Water flowing into the these regions becomes cold, which increases its density. As ice forms when the water freezes, freshwater is removed from the ocean (it has turned into ice), making the ocean water saltier. The cold water is now denser, due to its lower temperature and the additional salt, so it sinks toward the ocean bottom. Surface water then moves in to replace the sinking water, creating a current. A global “conveyor belt” is set in motion when dense water forms in the North Atlantic, sinks, moves south, circulates around Antarctica and then moves northward to the Indian, Pacific and Atlantic basins. This conveyor belt moves lots of water—it is a huge circulation pattern that transports about 100 times more water than the Amazon River! Although ocean currents depend on temperature and salinity to move, in this activity you will see how temperature alone can create currents in a liquid. Last week, we completed The Case of the Poisoned Picnic! (It was botulism, due to an improperly cooked green bean casserole that used a contaminated can of green beans.) This week, as a transition from human body systems to earth systems, we'll examine the concept of HOMEOSTASIS and NEGATIVE FEEDBACK. By the end of this class, we'll understand what these statements mean:
In order to figure out these statements, we’ll do some readings, a simulation, and an application of what we’re learning to blood glucose regulation. Online readings (with short quizzes) to explore: https://www.bbc.com/bitesize/guides/z4khvcw/test https://www.bbc.com/bitesize/guides/zcdf8mn/revision/1 https://www.bbc.com/bitesize/guides/zxgmfcw/revision/1 https://www.bbc.com/bitesize/guides/zc8qdxs/revision/1 https://www.bbc.com/bitesize/guides/znc6fg8/revision/1 https://hwb.gov.wales/nnest/repository/resource/7b9a1d79-76b2-4c80-948b-2f2da4b57594/en Khan Academy on Homeostasis (includes a video, article, and quiz) Just an article (without a quiz): www.scientificamerican.com/article/what-is-homeostasis/ |
AuthorLakshmi Nayak has always been a questioner and loves encouraging everyone to follow their curiosity. How perfect to explore science with courageous adult learners at the Cambridge Community Learning Center! Archives
June 2019
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