Week 11: Weather

 

Week 11: Weather

·       What did you do in lab?

We discussed the water cycle in depth and all the different phases. The order of the water cycle is precipitation, evaporation, and condensation. We also talked about snow and how that occurs through sublimation. Weather is short term, and climate is long term. Before we could forecast weather with modern technology, people predicted the weather in different ways. They would keep detailed records, use patterns, and physical signs. Additionally, we made a list of terms related to weather and discussed their meaning.



·       What was the big question?

The big question we discussed was: What is weather and what are related terms?

·       What did you do in Thursdays discussion?

In Thursday’s discussion we took our assessment.

·       Read the online textbook chapter 2. 

 

o   What did you learn?

One thing I learned from the textbook chapter is more about cold and warm fronts. Cold fronts are when cold air gets pushed into a space with warmer air. The cold air is more dense and faster than the warm air, so the warm air gets pushed up. Warm fronts are when warm air replaces colder air. If warm air is moving in, it is a warm front. When depicted with a visual, the circles or triangles point in the direction that the air is moving.

o   What was most helpful?

Something that was especially helpful to me was more about the sayings that people say to predict the weather. I have commonly heard these sayings, but I did not know what they all meant. The example in that the textbook explained is, “Red sky at night, sailor’s delight. Red sky in morning, sailors take warning”. This means that the sky is red because the light particles are scattered more than blue waves. This happens in a high pressure system and means that good weather is coming. If this is at night, it means good weather is coming the next day. If there is a red sky in the morning, the good weather is gone and high possibility of bad weather coming.

o   What do you need more information on?

Something I need more information on is the current technology that meteorologists use to predict the weather with modern technology. In class we discussed things that were used before modern technology, but we did not discuss current technology used.

·       What questions, concerns, and/or comments do you have?

I do not have any further questions or comments. 

 

 

 

 

 

 

 

Comments

Post a Comment

Popular posts from this blog

Week 1: Sun, Earth, and the Moon

What did you do in lab today? ​ In lab, we were given an earth, moon, and green laser that represented a geometrical plane. We explored what causes the phases of the moon, what causes seasons, and what causes a lunar eclipse. We used the materials given to help us visualize and answer these questions.  I learned that seasons are  based on direct sunlight; not necessarily how close the earth is to the sun but the amount of direct sunlight the earth gets. For example, when the tropic of cancer is hit by direct sunlight, it will be summer. Additionally, I learned that the moon takes about 28 days to make a full orbit around the earth. Lastly, I learned that a lunar eclipse occurs when the earth is directly between the sun and the moon. What was the big question? ​ The big question we were trying to answer is the relationship between the sun, earth, and moon. What did you learn in Thursday’s discussion? ​  These are my notes and what I lear...
Read more

Week 10: Layers of Earth, Convection Cells, and Plate Tectonics

Image
        What did you do in lab? In lab we did a lab that shows the different types of tectonic plate movements. A convergent boundary is when one plate dives under another. A convergent boundary forms a mountain. A real-life example of this is the Himalaya Mountains in India. We watched a video about the theory of continental drift and plate tectonics. Plate tectonics is the cause. Continental drift is the effect of the movement. Scientists are starting to find new species in the trench in the ocean every day. We did an activity that showed the transform boundary, divergent boundary, and convergent boundary. We used graham crackers, rice cakes, and whipped cream to show the different types of boundaries. The whipped cream was the “magma” and it pushed up to fill the gaps. ·        What was the big question? The big question we discussed was: What are plate tectonics and how are they related to earthquakes and volcanoes? · ...
Read more

Week 8: Geology that kids see

Image
1.       What did you do in lab today? In lab we explored fossils that are found in Iowa. We sorted the fossils and looked at them under a microscope. We found lots of brachiopods and corals. Both were animals that would stick to the sea floor. Next, we looked at 11 different types of sand under a microscope. We wrote down observations and characteristics of each type. It was surprising to see how many differences there were because before looking at them under a microscope they all looked very similar. We finished lab by visiting the museum of Natural History in MacBride Hall and looking at the animals that were previously found in Iowa. Sand 1: not as much variety in the size, opaque colors, white, beige, brown Sand 2: orange color, some brown colored rocks some opaque rocks various sizes Sand 3: darker color, black, crystals, larger size   Sand 4: clear/white smaller size ricks, not as much variety in size Sand 5: multicolored rocks, red, ora...
Read more