Earht science hw 2/24-25

Read and take notes for ch 19.1 & 2, pgs. 494 - 504.

What are stress ?  strain?  and faulting?

Diagram three types of faults in your notebook?

Earth science Convection current analysis Q's

Analysis Observations:

1. What was the motion of the food color at minute zero?

2. Describe any differences in the food colors movement just after the candles have been lit.

3. Describe the motion of the food coloring after the candles have been lit for five minutes

4. What is the relationship between the motion of the sticks and the motion of the water?

 

5. Describe how the temperature of the water relates to the movement of the sticks/current.

6. In relation to the Earth’s interior what do the candles, water and sticks each represent?

7. Explain how the demonstration exemplifies the Earth’s interior convection currents.

 

 

Biology 1* Variation data

	Name		handspan(cm)		S.D.
	Mr. Orth		25
	Grace		20
	Erin		19
	Gwyn		21
	Mariana		18
	Leah		21
	Violet		20
	Barra		21
	Aaron		22
	Dante		21
	Joseph		23
	Desi		22
	Danielle		20
	Christian		20
	Ryan E		22
	Ashruf		22
	marvin		24
	Nandi		19
	Caro		18
	Rose		18
	Veronica		18
	Nataly		19
	Gabe		20
	Tiffany		18
	Jaden		19.5
	Renz		19
	Ryan S		20
	Josue		22
	Shannon		19
	Chris L		19
	Josh		22

Biology Variation 6* data

	Name		handspan(cm)		Standard deviation
	Mr. Orth		25
	Christine		21
	Erica		21
	Elizabeth		18
	Nadia		17
	Linda		17
	Jessica R		18
	Jessica A		19
	Rianna		16.5
	Bart		25
	Danielle		21
	Kyla		20
	Zeel		20
	Gloria		23
	Joanna Q		20
	Nathan		21.5
	Kunal		19
	Kevin		21
	Christie		18
	Chapman		21
	Nicholas		16.5
	Ceasar		22
	Michael		24.5
	Isaac		23
	Juelian		21
	keith		22.2
	Josh		22.5
	Matt		21
	jhoanna		18
	Alex		21
	Angelica		18.5
	Martha		20

Sochi Winter Olympics 2014 ( USATODAY sports)

Sochi winter olympics Final medal results ( foxSports)

1. 2014 Winter Olympics Medal Tally

   msn.foxsports.com/olympics/standings · STATS, Inc. © 2014

   #	Country/Region				Total
   1	Russian Federation	13	11	9	33
   2	Norway	11	5	10	26
   3	Canada	10	10	5	25
   4	United States of America	9	7	12	28
   5	Netherlands	8	7	9	24
   6	Germany	8	6	5	19
   7	Switzerland	6	3	2	11
   8	Belarus	5	0	1	6
   9	Austria	4	8	5	17
   10	France	4	4	7	15
   11	Poland	4	1	1	6
   12	People's Republic of China	3	4	2	9
   13	South Korea	3	3	2	8
   14	Sweden	2	7	6	15
   15	Czech Republic	2	4	2	8
   16	Slovenia	2	2	4	8
   17	Japan	1	4	3	8
   18	Finland	1	3	1	5
   19	Great Britain	1	1	2	4
   20	Ukraine	1	0	1	2

Biology: Variation Lab guidesheet 2/23-4

Variation Lab

Pre-Lab Discussion:  The members of a species are not exactly alike. Small differences called variations exist in each member of a species. Some variations may be passed on to the offspring of an organism through reproduction. Most inherited variations are neutral; that is, they do not affect the survival of the organism. Some variations are helpful. Helpful inherited variations are called adaptations. Harmful inherited variations will cause the organism to be less well-suited to its environment.

The process by which organisms with adaptations to the environment survive is called natural selection. Natural selection tends to allow well-adapted organisms to reproduce and pass the beneficial trait to their offspring.

1. After you have read through the entire handout discuss with your partners whether you think plants or animals will show a greater degree of variation.  DO NOT just guess your discussion should include examples and why you think one or the other will vary more.  Doing this will help you with the Framework and Logic scores on your conclusion; take notes!
2. Make a rough draft of the Q, H, T, diagrams, DT; you do not need to include procedures in your rd or fd.
3. the data manipulation section of the rubric will be 3x score (graph=1x & analysis questions=2x)
4. Graph the number of variation measurements (hand spans or blade lengths) vs the sizes in cm.  Make a bar graph for the plant leaves and hand spans it will look similar to the traits lab graphs

Question:  Will there be a greater degree of variation in the leaves of a plant species or in the hand span of Humans?

Procedures Hand Span variation:  make a diagram

1.      Place the palm of your hand on a blank piece of paper, with your fingers spread out as much as possible. Make a mark on the paper at the top of your thumb and another mark at the top of your little finger is. Don't include fingernails.

2.      Measure your hand span between the two marks with a ruler. Round off your measurement to the nearest centimeter and record the information in your data table.

3.      Next, gather hand span measurements for everyone in class and put them into your data table.

Procedures leaf variation:  make a diagram

1. Obtain a number of leaves equal to the number of students in class.
2. Measure the length of the leaf blades in centimeters. Record the measurements
3. Depending on the supply of leaves you may have to share leaves between tables.  Try to not measure the same leaf multiple times.

Analysis Questions   

1. Calculate standard deviation for each sample by finding the total average of all for both hands and leaves (separately).  Next. Subtract each sample from the average and this is your “standard deviation- round to nearest whole number!)
2. Did the number of hand spans measured in your class influence the shape of the graph? If you had a much larger sample of hand spans, how do you think the graph might change?
3. Would any of the variations you observed in hand spans be an advantage in terms of the survival of humans? List two advantages each for larger and smaller hand spans.
4. What is the most common hand span?  Leaf blade length?
5. What is the least common hand span? Leaf blade length?
6. What are two other variations observed in Humans?  Leaf blades?

 

Minerals class Data

Density of minerals 2nd period science 1 -Orth
Group	Density: Quartz (g/cm3)	Density: Galena (g/cm3)	Density: Magnetite(g/cm3)	Density: Calcite (g/cm3)	Density: Hematite (g/cm3)
1	2.5	7.16	3.86	2.38	3.36
2	2.4	4.17	4.06	2.68	2.67
3	2.54	3.83	5.81	3.31	5.11
4	3.66	9.9	5.56	2.4	3.71
5	2.8	7.9	4.47	2.8	2.6
6	2.56	7.78	3.06	3.07	3.43
7	2.9	7.62	5.1	2.74	3.4
8	2.58	7.13	5.06	3.02	3.38
9	2.85	10.1	4.62	2.2	3.69
10	4.2	7.9	4.06	3.3	5.1
11	2.9	7.4	6.3	2.5	5.8
Accepted values	2.6	7.5	5.2	2.7	5.3
	% error  {A - o/ A} * 100%
		A = accepted value
		O = experimental average Orth 3* Galena Magnetitite Hematite Calcite Quartz g/cm3 7.7 nil 4 nil 2.6 g/cm3 11 4.1 2.5 4.4 2.8 g/cm3 8 4.8 5.5 3 2.7 g/cm3 7.3 5.3 5.3 2.8 3 g/cm3 10 4.7 3.6 2.8 2.4 g/cm3 7.7 3.7 3.2 2.2 2.1 g/cm3 8.6 4.6 3 3.5 3 g/cm3 10 4.8 3.6 2.3 2.4 g/cm3 9.6 2.6 3.7 5.7 6.1 g/cm3 6.8 3.5 3.5 2.2 2.5 Accepted Density/ 2.6 7.5 5.2 2.7 5.3 specific gravity  % error  {A - o/ A} * 100% A = accepted value O = experimental average Density of minerals 5th period science 1 -Orth/Barnett 2014 Density (g/cm3) Group  Quartz (g/cm3)  Galena (g/cm3)  Magnetite(g/cm3) Calcite (g/cm3) Hematite (g/cm3) 5.62 4.13 3.76 4.32 3.73 3.27 7.16 4.67 2.6 3.95 2.3 9 4 2.55 3.86 4.02 9.9 5.58 3.69 5.16 5.5 nil 5.2 nil 3.6 2.46 7.2 5.14 2.64 2.15 3 6.92 4.35 2.5 3.32 2.34 7.7 4.63 2.96 3.6 2.54 6.67 4.71 2.56 3.43 4.32 3.76 4.13 5.62 3.73 class averages  Accepted Density/ 2.6 7.5 5.2 2.7 5.3 specific gravity  % error  {A - o/ A} * 100% A = accepted value O = experimental average