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Physical Geology 2018-19

Course Description

This page will contain news, links, and assignments for Mr. Kirschman's Physical Geology class.  

Posts

2/14/19: Air Powered Car - Increasing Your Potential

1.  Complete PLATO Mastery test for APC - Forms of Energy
 
2.  View Tutorial - Air Powered Car 2: Increasing Your Potential
     30 Minutes on the TUTORIAL!
     In your notes, write 3 ways you can increase the potential energy of a car powered by air. 

2/13/19: Air Powered Car - Forms of Energy Discussion

1.  Complete PLATO Tutorial: Air Powered Car - Forms of Energy
 
2.  Discuss Forms of Energy in a Balloon
    A.  Review Air Pressure.  How do we create Air Pressure in the balloon?            How does the pressure cause air to move? 
    B.  Where is there Potential Energy?
    C.  How do we make Kinetic Energy? 
 
3.  Complete PLATO Mastery Test.  Must earn 80% mastery or better. 

2/11/19: W.I.C.T.W. - The Coriolis Effect

Objective: Is heat and pressure the only thing that determines which way the wind and weather go on Earth?
 
1.  Read Blue Books Pg. 534-536 "Factors Affecting Wind".  Write one quote per paragraph about how the wind is affected.  
 
2.  Coriolis Effect Demonstration
     A.  Using a pencil, spin a piece of paper CLOCKWISE.  Try to spin it at a steady, consistent speed.  
     B.  Once the steady speed is established, try to draw a line from the middle of the paper outward.   You may need to do several trials.  
     C.  Describe the line you drew.  Straight?  Curved?  If curved, which direction? 
     D.  Repeat all steps but spin the paper COUNTER CLOCKWISE
 
3.  Conclusions - Turn in 
     1. Describe the Coriolis Effect and how it affects the wind and weather.  
     2. Which direction does the Earth spin when looking at it from the Northern Hemisphere? 
     3.  Which direction do all storm systems move in the Northern Hemisphere due to the Coriolis Effect?  
     4.  Which direction does the Earth spin when looking at it from the Souther Hemisphere?  
     5.  Which direction do all storm systems move in the Southern Hemisphere due to the Coriolis Effect? 
     6.  It takes longer to fly from New York to Los Angeles than the other way around, even though the flights are the same distance.  Explain this using your understanding of the Coriolis Effect.  
     7.  Without the Coriolis Effect, describe the movement of storm systems based on heat and pressure alone.  
     8.  Military personnel must account for the Coriolis effect when firing rockets and missiles into the air.  Explain which direction the U.S.  military must adjust for when testing missiles in the Northern Hemisphere.  
 
 

2/7/19: W.I.C.T.W. - "The Magic Can"

1.  Review the Magic Glass/Egg
     Brainstorm:  How do we get the Egg out without breaking anything?  (How do we create air pressure/wind?) 
 
2.  The Magic
     Hypothesis
     Results
     Discussion: What is the relationship between heat and pressure?
 
3.  Conclusions: 
     What does heat do to the amount of air pressure in a system? 
     What does cold do to the amount of air pressure in a system?  
     Air always moves from areas of ________ pressure to ________ pressure. 
     Draw a picture of the ocean and beach at noon side by side.  Label where there is high pressure air and low pressure air.  Draw arrows showing the movement of air.  
     Draw a picture of an two inflated tires side by side.  One in the winter and one in the summer.   Label where there is high pressure air and low pressure air. Draw arrows showing the movement of air.  
     Draw a picture of a mountain side by side with a valley at noon. Label where there is high pressure air and low pressure air. Draw arrows showing the movement of air.  

2/6/19: W.I.C.T.W. - Air and Weather Demonstrations

1.  Review the "Magic Glass"
 
 
2.  View "Magic Egg" 

      Hypothesis
      Procedures - What was done
      Data - What happened to the egg? 
      Discuss- Why do you think it happened?
 
3.  Conclusions
      What caused the lid of the magic glass and the egg in the magic egg to move?  
      What did the water and fire do to the system in both demonstrations? 
      What did the Lid and the Egg create to separate the air in the system? 
      Just like water, Air moves freely to maintain ______________ or equality in the environment.  
      Air always moves from areas of (more/less)  air to areas with (more/less) air?  
     What do we commonly call "moving air"?  
 

2/5/19: W.I.C.T.W. - Air and the Weather Background Info

***Make sure to complete your water lab presentations and assessment form from yesterday!!!
 
1.  Watch the video and answer the questions<iframe width="470" height="402" https://edpuzzle.com/embed/media/5c587338a836eb41740cea9a frameborder="0" allowfullscreen></iframe>
 
OR
 
 Read the blue books page 532-536 and answer the section assessment questions
 
2.  View the demonstration "The Magic Glass"  
 
Hypothesis - What will happen when the glass of water is turned upside down?
Summary - What happened? 
Possible Explanations
Discussion of best explanation - Up or Down? 

2/1/19- W.I.C.T.W. - Water and Heat Lab Presentations

Using the data you have collected from the lab, create a shareable group presentation (Google Slides, Apple Keynote, Office 365 PowerPoint) with the following sections.  Each section is worth 5 pts. and there must be evidence that all group members did an equal amount of the work.  
 
1.  Introduction and Procedures - What was your goal?/What were you trying to learn from this experiment?  What was your hypothesis?  What Scientific questions were you trying to answer?  Briefly describe what you did.  What controls and variables did your experiment have?  
2.  Data Summary - Summarize all of the measurements taken in your experiment.  IF YOU DIDN'T COMPLETE YOUR INDEPENDENT STUDY EXPERIMENT, DO A RESEARCH PARAGRAPH ABOUT WHAT OTHER PEOPLE HAVE LEARNED ABOUT IT. 
3.  Data Chart - Electronic Line Graph
Google Sheets App
Ed.gov
4.  Conclusions - Accept or reject your hypothesis.  Try to explain any uncommon results.  Explain how you think the data turned out the way it did.  How do your findings relate to how the Earth heats up and how the weather works?  What would you like to do in the future to learn more about the topic of heat and water? 

1/30/19
1.  Use your lab data from yesterday to complete the analysis and conclusion questions in this post.  
2. Read the following information https://water.usgs.gov/edu/heat-capacity.html
 
Compare the article to your lab data.  Does your data support this?  If not,  think of why your data may have been contaminated.  
 
Turn your work in for participation and daily work credit.  

1/28/19- W.I.C.T.W. - Water and Heat Lab Proposals

1.  Watch the video review and respond to the questions
2.  Read lab handout
3.  Draw a model of what you will be doing in this lab
4.  Think of a third container to test the heating of the Earth in.  What would you want to learn about in this one?  What does it represent? 
5.  Write up a proposal for your lab.  We will be completing it tomorrow.  
   
     A.  Objective and Scientific Question -
          Does _______ affect _______ in ______?
     B.  Procedures and Materials 
          Controls (What you will keep the same in both test groups)
          Independent Variable - The 1 thing you changed to learn something about water and heat.  - 
         Dependent Variable - The data you measure to see if there is a change. - 
         List any special materials you will need for your experiment.  
     C.  Data
         What will you be measuring to answer your question and meet your objective.  
     D.  Hypothesis- What do you think will happen?  If (independent variable)/then (dependent variable) 
     

1/14/19 - W.I.C.T.W. Water and the Weather

1.  View Water Demonstrations

https://www.stevespanglerscience.com/lab/experiments/fire-water-balloon/

https://www.stevespanglerscience.com/lab/experiments/colorful-convection-currents/

 2.  Terms to Know

Convection   Diffusion   Equillibrium   Heat Capacity

3.  Conclusions: 

Write a paragraph or draw a model about water's affect on heat from the Sun using the 4 terms to know. 

Draw a model of how water and heat interact at:

the middle of the ocean

the equator

the beach

 

 

1/23/19 - W.I.C.T.W. - Heat from the Sun Research

For the 3 Claims from yesterday:
 
1. The Earth rotates creating a difference in night and day
2. The Earth is tilted creating a difference in seasons for North and South
3. The Sun hits Earth at different angles, creating higher temperatures at the Equator. 
 
As a group, locate data that provides EVIDENCE for each claim.  It needs to be DATA, not a summary/google answer.  
 
Examples of data:  Sunrise and Sunset times, Length of the day, Temperature comparison by month, temperature difference by location
 
List all data on white board and chalk talk with the teacher.  
 
Summarize the evidence for each claim in your daily work.