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General Science

MidTerm Exam

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Index Page 3 Introduction

Page 5 Global Warming

Page 8 Types of Storms

Page 19 The Scientific Method

Page 21 LAB report Guideline

Page 36 References

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Introduction: Welcome to the General Science Midterm Book. In This Book you can find information about Global Warming, Types of Storms, The Scientific Method, Tomorrow´s Weather Experiment, and L.A.B Reports.

In Chapter 1, Global Warming, you can find what is Global Warming, How is it created, and some Consequences.

In Chapter 2, Types of Storms, you can find information about each storm that is presented.

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In Chapter 3, The Scientific Method, you can find a description of each step.

In Chapter 4, Tomorrow´s Weather Experiment,. you can find information about an experiment created by 9th graders about predicting the weather.

In Chapter 5, L.A.B Reports, you can find the Outline of you to create your own Scientific Report.

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Global Warming What is Global Warming?

Global Warming is the increase of temperature in the atmosphere and oceans on Earth.

How is the Global Warming created_

The global warming comes from a lot of different things, which affects the health of the people and the Earth. Some of the causes of the Goal warming are: The emission of Carbon Dioxide from Fossil

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Fuel, Carbon dioxide emissions from burning gasoline for transportation, Deforestation,

Consequences: Some impacts from increasing temperatures are already happening.

Ice is melting worldwide, especially at the Earth’s poles. This includes mountain glaciers, ice sheets covering West Antarctica and Greenland, and Arctic sea ice.

Sea level rise became faster over the last century.

Some butterflies, foxes, and alpine plants have moved farther north or to higher, cooler areas.

Other effects could happen later if Global Warming Continues:

Precipitation (rain and snowfall) has increased across the globe, on average.

Sea levels are expected to rise between 7 and 23 inches (18 and 59 centimeters) by the end of the century, and continued melting at the poles could add between 4 and 8 inches (10 to 20 centimeters).

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Hurricanes and other storms are likely to become stronger.

Species that depend on one another may become out of sync. For example, plants could bloom earlier than their pollinating insects become active.

Floods and droughts will become more common. Rainfall in Ethiopia, where droughts are already common, could decline by 10 percent over the next 50 years.

Less fresh water will be available. If the Quelccaya ice cap in Peru continues to melt at its current rate, it will be gone by 2100, leaving thousands of people who rely on it for drinking water and electricity without a source of either.

Some diseases will spread, such as malaria carried by mosquitoes.

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Type of Storms Anticyclones

Cyclones

Blizzard

heat wave

hurricane

lake-effect snow

mid-latitude cyclone

thunderstorm

tornado

tropical depression

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Anticyclone

Wind system that rotates around a high pressure center.

a large-scale circulation of winds around a central region of high atmospheric pressure, clockwise in the Northern Hemisphere, counter clock

The center of an anticyclone has a characteristic pattern of air circulation, with subsiding air and horizontal divergence of the air near the surface. The name anticyclone comes from the circulatory flow of air within the system; anticyclonic circulation has a local circulation that is opposed to the Earth's rotation. Winds, generally light, circulate around the high pressure center in a clockwise direction in the Northern Hemisphere and anticlockwise in the Southern Hemisphere. Wise in the Southern Hemisphere

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Cyclone

A cyclone is a system of winds rotating counterclockwise in the Northern Hemisphere around a low pressure center. The swirling air rises and cools, creating clouds and precipitation. There are two types of cyclones: middle latitude (mid-latitude) cyclones and tropical cyclones. Mid-latitude cyclones are the main cause of winter storms in the middle latitudes. Tropical cyclones are also known as hurricanes.

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IN THIS IMAGE, YOU CAN SEE HOW A CYCLONE IS FORMED.

Mid-latitude Cyclone

Mid-latitude cyclones, sometimes called extratropical cyclones, form at the polar front when the temperature difference between two air masses is large. These air masses blow past each other in opposite directions. Coriolis

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EffectdeflectswindstotherightintheNorthernHemisphere, causingthewindstostrikethepolarfrontatanangle. Warm and cold fronts form next to each other. Most winter storms in the middle latitudes, including most of the United States and Europe, are caused by mid-latitude cyclones

Hurricanes/Tropical Cyclones

A hurricane is a huge storm! It can be up to 600 miles across and have strong winds spiraling inward and upward at speeds of 75 to 200 mph. Each hurricane usually lasts for over a week, moving 10-20 miles per hour over the open ocean. Hurricanes gather heat and energy through contact with warm ocean waters. Evaporation from the seawater increases their power. Hurricanes rotate in a counter-clockwise direction around an "eye" in the Northern Hemisphere and clockwise direction in the Southern Hemisphere. The center of the

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storm or "eye" is the calmest part. It has only light winds and fair weather. When they come onto land, the heavy rain, strong winds and large waves can damage buildings, trees and cars.

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Blizzard: A blizzard is a long-lasting snowstorm with very strong winds and intense snowfall. You need three things to have a blizzard; cold air at the surface, lots of moisture, and lift. Warm air must rise over cold air.

A heat wave is different for different locations; it is a long period of hot weather, at

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least 86°F (30°C) for at least three days in cooler locations but much more in hotter locations. Heat waves have increased in frequency and duration in recent years.

Lake-Effect Snow

In winter, a continental polar air mass travels down from Canada. As the frigid air travels across one of the Great Lakes, it warms and absorbs moisture. Whentheairmassreachestheleewardsideofthelake,itisveryunstableand it drops tremendous amounts of snow. This lake-effect snow falls on the snowiest, metropolitan areas in the United States: Buffalo and Rochester, New York.

Thunderstorm: a transient storm of lightning and thunder, usually with rain and gusty winds, sometimes with hail or snow, produced by cumulonimbus clouds.”

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Formation:

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Tornadoes:

Tornadoes, also called twisters, is a funnel shaped, whirling column of air extending downwards from a cumulonimbus

Abundant low level moisture is necessary to contribute to the development of a thunderstorm, and a "trigger" (perhaps a cold front or other low level zone of converging winds) is needed to lift the moist air aloft. Once the air begins to rise and becomes saturated, it will continue rising to great heights to produce a thunderstorm cloud, if the atmosphere is unstable. An unstable atmosphere is one where the temperature decreases rapidly with height. Atmospheric instability can also occur when dry air overlays moist air near the earth's surface. Finally, tornadoes usually form in areas where winds at all levels of the atmosphere are not only strong, but also turn with height in a clockwise or veering direction.

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Scale chart.

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The Scientific Method The scientific Method is a series of steps that

scientist follow in order to gain knowledge about the world.

Different Scientific methods based in the career in which you are applying the Scientific Method.

Question

A scientist proposes the Problem that he wants to solve.

Hypothesis

The next stage of the Scientific Method is known as the "hypothesis." This word basically means "a possible solution to a problem, based on knowledge and research." The

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hypothesis is a simple statement that defines what you think the outcome of your experiment will be.

Experiment:

This is the part of the scientific method that tests your hypothesis. An experiment is a tool that you design to find out if your ideas about your topic are right or wrong.

Observation:

Collect the information of the Experiment

A statement of knowledge gained through the senses or through the use of scientific equipment.

Analysis

Comparing the results of the experiment to the prediction posed by the hypothesis.

Conclusion:

A statement whether the original hypothesis was supported or refuted by the observation gathered.

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Tomorrow´s Weather Tomorrow´s Weather Experiment

Laboratory, 9th Grade, Sept-24-2015, 12:55-13:40, Sept-16- 2015

Matheu, José Gabriel

Guzmán, Sarah Daniela

Ubieto Iturbide, José David

Introduction:

The purpose of this experiment was to try to predict the weather of the day September 17 of 2015 based on the weather of the day September 16 of 2015 and the observation of several Tuesdays and Thursdays of August and September of 2015

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The Weather is the atmospheric conditions over a short period of time.(1) “Meteorologists are able to predict the changes in weather patterns by using several different tools. They use these tools to measure atmospheric conditions that occurred in the past and present, and they apply this information to create educated guesses about the future weather.”(2) Methodology:

The materials that were used to perform this experiment were the following: Computer to write down all of the notes, photos taken days before, notebook to write down the observations and the estimations of tomorrow's, September 17th of 2015, weather. First, Photos were taken by the members of the group. Then, a chart was created (Chart shown in Results). Meanwhile the chart has been created, notes were taken about the observations and possibilities of Tomorrow´s weather. Finally, The members of the group got gathered and discuss their theories.

Calculations: In this experiment a qualitative methods were used more than quantitative or mathematical methods. The observation was the principal method used as it is shown in the table ubicated in the results section. In this table raining and types of clouds were shown. A bar

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graph was used to show the temperature rates in each of the observations of each photo.

Results:

This chart shows the temperature that

seemed to be in the photos that were used for this experiment Characteristics of weather of five pictures taken

during June and September and characteristics of the sky the day of the laboratory

Picture Information

Picture 1 Picture 2 Picture 3 Picture 4 Picture 5 Today’s sky

Date and Time

June 28 2015 June 10 2015

May 19 2015

Between may and June

6/9/2015 at 1:00pm.

16 of September 2015

Place Chicago, Illinois

Chicago, Illinois

Estadio Erick Barrondo

Irtra Petapa, Guatemala

Carretera al Salvador

Village School

Temperature

Hot Hot Warm Between Warm and Cold

Warm Between Normal and Cold

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Type of Clouds

Cirrocumulus

Cumulus Cumulus Nimbostratus

Cumulus Cumulus

Rain It did not rain

It did not rain

I did not rain

It rained it doesn't rain.

It did not rain

Source: “Experimental data” This chart shows the information of weather of 5

pictures taken during June and September As shown in the chart the clouds and the

temperature can influence in whether it rains or not, for example usually there is no rain when the temperature is warm and the type of cloud is cumulus Discussion:

The pictures that were used in this experiment were from previous days. It shows that the weather and probably it is estimated that on the next day the weather will be kind of similar, for example today’s weather looked like it was going to rain the clouds were dark and the temperature was kind of cold, because of the weather it could inferred that it is going to rain, so it will be similar to today’s weather, but it will rain and the temperature will be a little colder instead. Also, a pattern was founded. The past Tuesdays and Thursdays of the same month and from August rained, a fundamental clue. This showed that the weather may vary, not every day has the same weather conditions, so it could

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be the opposite of the weather of the previous day.

Conclusions: | It was right that the weather can be predicted, by observing the sky of previous days, the estimated temperature and patterns in the climate that can be useful to predict the weather. Although the weather can vary, but most of the time it is a continuous pattern. The Hypothesis created was correct. The day, September 17th of 2015 did rain.

References: 1) http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html Editor/Author: Dr. J. Marshall Shepherd, NASA/GSFC, Drew Shindell, NASA/GISS, Cynthia M. O'Carroll, NASA/GSFC Date: July 31 of 2015 2) http://www.gpb.org/blogs/talking-up-a-storm/2012/02/15/students-ask-how-do-meteorologists-predict-the-weather Editor/Author: Georgia Public Broadcasting Date: February 15, 2012 1:25 (EST)

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Picture 1:

Picture 2:

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Picture 3:

Picture 4:

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Picture 5:

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LAB Reports Guidelines

GUIDELINES FOR WRITING SCIENCE LABORATORY REPORTS

This document has been created to guide you through the writing report process. Follow them in order to have good grades on your science reports. Practice Title

Reports must have the following sections:

Section Weight

I. INTRODUCTION 12 points

II. METHODOLOGY 11 points

III. RESULTS 20 points

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IV. CALCULATIONS (the teacher will let you

know when to include this part) 1 point

V. DISCUSSION 25 points

VI. CONCLUSIONS 12 points

VII. REFERENCES 5 points

VIII. ANNEXES 10 points

Sub-total 96 points

Format: 4 points Total: 100 points

Title related to the experiment Subject name/ grade/ date/ lab. Hour / day of

laboratory Last name, name (for each member)

I. INTRODUCTION You must describe antecedents and justify/argument your experiment. Also describe the purpose. - Hints: Write a paragraph with information from a formal source that helps you to explain your results. Also, write the purpose of the experiment. Cite all the references used to write this section. II. METHODOLOGY

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This section describes equipment and materials you used. Describe in detail the procedure that you went through in order to get your conclusions. - Hints: Write a paragraph describing each material or equipment used. Write a paragraph explaining the procedure in order to perform the experiment. III. CALCULATIONS Demonstrate all the mathematical methods (equations, mathematical models) used during the laboratory in order to get to your conclusions. - Hints: Write all the mathematical models in this section. Add all the handwritten calculations as an attachment for the report. IV. RESULTS This section is used to describe the data obtained. Use graphics, charts, pictures, lists or other important information. If you think there is information that cannot be shown as previously described (graphics, charts, pictures or lists) you must consult your laboratory instructor about it. Results also include descriptive paragraphs before each graph, chart, picture or list. You must not discuss or widely explain information rather than purely describe it. - Hints: Place here charts and graphs. Write a title for each one. At the bottom of each graph, chart, picture or list write the “source” of the information, usually the source will be “experimental data”. Describe briefly each graph or chart.

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V. DISCUSSION In this section you must explain why the results vary or not. The explanation has to be coherent with the information you found for the introduction. Specify the variables of the experiment. Accept or refuse the hypothesis. Give a recommendation to improve the experiment. VI. CONCLUSIONS Conclusions are answers to your objectives and hypothesis. Those are main ideas that come from the discussion. Conclusions are described in paragraphs, just like any other section. - Hint: Be coherent with the discussion. VII. REFERENCES This section must describe the different papers, books, or any other reliable sources you consulted and cited in the text. This means that if any person (a teacher, for example) would like to check if what you reported is real and correct, he or she could easily go to any paper and revise it. In order to know how to cite references visit: https://www.library.cornell.edu/research/citation/mla#citing -Hints: List all the references with numbers. Numbers have to appear in the paragraphs to show where the information came from. VIII. ANNEXES Include in this part all the calculations made by handwriting or any chart to support the content

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of the report or to evidence the work during the laboratory.

If you need more help for writing reports visit:

http://labwrite.ncsu.edu/po/po-partiallab.html

Book References:

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CK-12-Earth Science for High School Student Book

http://cambioclimaticoglobal.com/que-es-el-calentamiento-global

http://www.nrdc.org/laondaverde/globalwarming/fcons.asp

http://environment.nationalgeographic.com/environment/global-warming/gw-effects/

http://planetsave.com/2009/06/07/global-warming-effects-and-causes-a-top-10-list/

http://www.weatherwizkids.com/?page_id=62

http://dictionary.reference.com/browse/thunderstorm

http://www.weatherwizkids.com/weather-tornado.htm

http://www.weatheronline.co.uk/reports/wxfacts/Anticyclone.htm

https://en.wikipedia.org/wiki/Anticyclone

http://www.nhc.noaa.gov/climo/