EZmath2
A project: Let's Talk About the Weather
For this project you will need a "good" source of weather data. I live near Syracuse, NY so I use the weather page from the local Syracuse morning paper: The Post Standard. It has local, state and region, national, international cities, basic data statistics, driving info, etc. You may have to tweak some of my questions in order to fit with your data source.
Sincerely,
John D. Sheffield (Math AIS Teacher)
This article courtesy of National Geographic http://environment.nationalgeographic.com
The Planet is heating up ------ and Fast
Glaciers are melting, sea levels are rising, cloud forests are drying, and wildlife is scrambling to keep pace. It’s becoming clear that humans have caused most of the past centuries warming by releasing heat-trapping gases as we power our modern lives. Called greenhouse gases, their levels are higher now than in the last 650,000 years.
We call the result global warming, but it is causing a set of changes to the Earth's climate, or long-term weather patterns, that varies from place to place. As the Earth spins each day, the new heat swirls with it, picking up moisture over the oceans, rising here, settling there. It's changing the rhythms of climate that all living things have come to rely upon. What will we do to slow this warming? How will we cope with the changes we've already set into motion? While we struggle to figure it all out, the face of the Earth as we know it—coasts, forests, farms and snow-capped mountains—hangs in the balance.
Greenhouse effect
The "greenhouse effect" is the warming that happens when certain gases in Earth's atmosphere trap heat. These gases let in light but keep heat from escaping, like the glass walls of a greenhouse.
First, sunlight shines onto the Earth's surface, where it is absorbed and then radiates back into the atmosphere as heat. In the atmosphere, “greenhouse” gases trap some of this heat, and the rest escapes into space. The more greenhouse gases are in the atmosphere, the more heat gets trapped.
Scientists have known about the greenhouse effect since 1824, when Joseph Fourier calculated that the Earth would be much colder if it had no atmosphere. This greenhouse effect is what keeps the Earth's climate livable. Without it, the Earth's surface would be an average of about 60 degrees Fahrenheit cooler. In 1895, the Swedish chemist Svante Arrhenius discovered that humans could enhance the greenhouse effect by making carbon dioxide, a greenhouse gas. He kicked off 100 years of climate research that has given us a sophisticated understanding of global warming.
Levels of greenhouse gases (GHGs) have gone up and down over the Earth's history, but they have been fairly constant for the past few thousand years. Global average temperatures have stayed fairly constant over that time as well, until recently. Through the burning of fossil fuels and other GHG emissions, humans are enhancing the greenhouse effect and warming Earth.
Scientists often use the term "climate change" instead of global warming. This is because as the Earth's average temperature climbs, winds and ocean currents move heat around the globe in ways that can cool some areas, warm others, and change the amount of rain and snow falling. As a result, the climate changes differently in different areas.
Aren't temperature changes natural?
The average global temperature and concentrations of carbon dioxide (one of the major greenhouse gases) have fluctuated on a cycle of hundreds of thousands of years as the Earth's position relative to the sun has varied. As a result, ice ages have come and gone.
However, for thousands of years now, emissions of GHGs to the atmosphere have been balanced out by GHGs that are naturally absorbed. As a result, GHG concentrations and temperature have been fairly stable. This stability has allowed human civilization to develop within a consistent climate. Occasionally, other factors briefly influence global temperatures. Volcanic eruptions, for example, emit particles that temporarily cool the Earth's surface. But these have no lasting effect beyond a few years. Other cycles, such as El Niño, also work on fairly short and predictable cycles.
Now, humans have increased the amount of carbon dioxide in the atmosphere by more than a third since the industrial revolution. Changes this large have historically taken thousands of years, but are now happening over the course of decades.
Why is this a concern?
The rapid rise in greenhouse gases is a problem because it is changing the climate faster than some living things may be able to adapt. Also, a new and more unpredictable climate poses unique challenges to all life.
Historically, Earth's climate has regularly shifted back and forth between temperatures like those we see today and temperatures cold enough that large sheets of ice covered much of North America and Europe. The difference between average global temperatures today and during those ice ages is only about 5 degrees Celsius (9 degrees Fahrenheit), and these swings happen slowly, over hundreds of thousands of years.
Now, with concentrations of greenhouse gases rising, Earth's remaining ice sheets (such as Greenland and Antarctica) are starting to melt too. The extra water could potentially raise sea levels significantly.
As the mercury rises, the climate can change in unexpected ways. In addition to sea levels rising, weather can become more extreme. This means more intense major storms, more rain followed by longer and drier droughts (a challenge for growing crops), changes in the ranges in which plants and animals can live, and loss of water supplies that have historically come from glaciers.
Scientists are already seeing some of these changes occurring more quickly than they had expected. According to the Intergovernmental Panel on Climate Change, eleven of the twelve hottest years since thermometer readings became available occurred between 1995 and 2006.
Now let’s take a look at our weather.
In this unit we are going to use weather data
for the week of Tuesday April 28, 2009 to Monday May 4, 2009.
Part 1: Finding Data (Answer in complete sentences)
What are the predicted high and low temperatures for the Syracuse area for Thursday?
What is the description of driving conditions on the road from Syracuse to Rochester?
What is the lake level in feet above sea level for Lake Ontario?
In the “State and Region” section what are the high and low temperatures for Old Forge?
On the “Nation Today” map which major city has the lowest temperature? Which major city has the highest temperature?
Using the major cities data table what is the weather in Baghdad?
Of Buffalo, Rochester, Syracuse, and Albany, which has the least amount of rainfall so far this year and what amount of rain have they had?
In the “State and Region” section what does the area enclosed in red represent?
Part 2: Statistics and Graphing
Using the weather data and your knowledge of math,
please answer the following questions.
Remember to follow all directions!
Using the temperature data for all 7 week days calculate the mean, median, mode, and range for the predicted low temperatures for the week. Round to the nearest tenth when necessary. SHOW ALL WORK NEATLY.
You will need a piece of graph paper, a regular pencil, and 2 colored pencils (markers, crayons, etc, for this next question.
Make a double line graph on your graph paper using the high temperatures and
the low temperatures for the week. Don’t forget your labels and key.
What type of graph is used on your weather data sheet for “This year’s rain?” Why is that type of graph used?
On a piece of graph paper draw a bar graph that compares the following data of 2008-2009 snowfall totals:
Rochester: 104” Buffalo: 100” Albany: 53” Syracuse: 150” Binghamton: 73”
What type of graph would you use when graphing percents?
A __________________ __________________ or a _________ ________________ (It has 2 names).
Draw a circle below and show how you would represent a day that was 75% sunshine and 25% rain. Be sure to include all information necessary.
Part 3: Weather and percents…whether you like it or not : )
What percent of Tuesday’s predicted high is Saturday’s predicted low? Show all work.
Using the Syracuse area forecast, what percentage of the total predicted weekend temperatures fall below sixty degrees? Show all work.
What percentage of days for the week in the Syracuse area are predicted to have lightening (round to nearest tenth)? Show all work.
What percent of lakes listed begin with the letter “S” ? Show all work.
If 25% of the lakes listed begin with the letter “C,” then what percent do not begin with the letter “C”? Show all work and explain your answer.
Make up your own percent problem.
Part 4: The weather with some fraction action!
Using fractions and the data table to answer the questions in this part.
Show all work and your final answer must be written in a complete sentence.
City in Average monthly precipitation
New York State 1961-1990
|
Albany, NY
|
3 1/6 inches |
|
Buffalo, NY
|
3 1/5 inches |
|
Rochester, NY
|
2 3/5 inches |
|
Syracuse, NY
|
3 ¼ inches |
|
Utica, NY
|
2 5/8 inches |
List the cities in order of least avg. monthly precipitation to greatest avg. monthly rainfall precipitation. Show work.
Which city’s precipitation total is greater: Utica or Rochester? How much more? Show all work.
What is the difference between the Buffalo precipitation statistic and Rochester’s?
What is the sum of all the precipitation statistics?
Explain how you would determine the average annual precipitation for any of the cities listed by using the monthly data given? (Hint: It helps to know what “annual” means).
If Rochester were to get an average precipitation that was 3 times greater what would it be?
If Buffalo had an average precipitation that was 2 ½ times greater what would it be?
If the average monthly precipitation for Syracuse was divided by the average monthly precipitation for Rochester what would the answer be?
Part 5: Algebra and the Weather
There is a standard math formula that utilizes distance, rate, and time. It simply states that Distance = Rate multiplied by Time.
1) Think about how we could write that as an algebraic formula?
2) How could we use the above formula to write a formula to find Rate?
3) How could we use the above formula to write a formula to find Time?
A hurricane is approaching the Florida coastline at a rate of 40 mph. It is predicted to hit in 3 hours. How far away from the coast is it?
If the hurricane in the above problem were 60 miles away from the coast, moving at the same rate of speed (40 mph) how long would people have to evacuate?
A tornado is approaching a house at a rate of 80 mph. It is 30 minutes away. How close is it?
Another tornado is approaching a house at a rate of 90 mph. It is 30 miles away. How long before it strikes the house?
The following questions in "Blow Wind Blow"can be found at
The Franklin Institutes Resources for science Learning; it can be found on the web at http://sln.fi.edu/school/math/wind.html
Blow Wind, Blow!
Complete the following questions on a separate sheet of paper.
- Most people think that Chicago is the windiest city in the U.S. It's not. Boston is the windiest city. The numbers below indicate the miles per hour of the winds for Boston for a 2-week period. Use the information to make a stem and leaf plot. Then find the range, median and mode.
22 35 27 15 38 32 22 35 25 29 22 18 24 36
- Thirty-seven states use wind as a source of energy. What fraction of the states does not use wind energy?
Twelve states in the midsection of the country, Texas to North Dakota, contribute 90% of the wind electric potential. What fraction of the states is this? What percentage?
Wind power plants in California produced over 3.1 billion kWh of electricity during 1995, about 1.2% of the electricity used by California. What % of California's electricity does not come from wind?
Would you say that California depends on wind for most of its electricity? Explain.
- Tornadoes and the threat of tornadoes are a key part of the USA's spring weather because spring brings favorable tornado conditions. Forecasters and researchers use a wind damage scale called the F scale to classify tornadoes. The ratings are based on the amount and type of wind damage. The ratings are:
F-0: Light damage. Wind up to 72 mph. F-1: Moderate damage. Wind 73-112 mph. F-2: Considerable damage. Wind 113-157 mph. F-3: Severe damage. Wind 158-206 mph. F-4: Devastating damage. Wind 207-260 mph. F-5: Incredible damage. Wind above 261 mph.
What is the range for an F-2? F-3?
What would the median wind be in an F-1 tornado?
If winds were clocked at 165 mph how would the tornado be classified? What kind of damage could be expected?
- Damon loves to fly his kite on the weekends. If March 1st is on a Saturday, how many days will he get to fly his kite in March?
If one weekend is a washout, what fraction of the weekend days is this?
What fraction shows the days out of the month when he can fly his kite?
- Who is the kiteflier, sailor, windsurfer and balloonist?
Kate, Wayne, Ben, and Sarah are all 20 years old. Here are some clues to help you solve the problem:
No one is involved in the sport that has the same first letter as his or her name.
Kate is not friends with the balloonist but she is best friends with the sailor.
Wayne is a male chauvinist and he can't believe that a girl could be a balloonist.
Ben is afraid of water.
f. On one windy day in March, the combined winds of Philadelphia and Pittsburgh totaled 68 mph. The winds in Pittsburg
were 10 mph more than in Philadelphia. What were the winds in each city?
Our planet and our energy:
Transportation Fuel Facts
- Relying on the Middle East for energy compromises national security. The U.S. could move closer to energy independence with alternative fuels. Converting to an alternative fuel vehicle economy could create thousands of jobs. Building plants, manufacturing parts, selling equipment, and developing technology would all be U.S. investments that stimulate U.S. jobs and economic growth.
- Fossil fuels are nonrenewable. Some alternative fuels are renewable and, therefore, unlimited. Solving energy supply problems today will ensure our nation’s stability tomorrow.
- Pollution from cars and other mobile sources has created air quality problems across the country. Alternative fuels emit fewer pollutants.
- Billions of dollars are spent every year on oil exploration and to militarily defend access to oil in the Middle East. Oil spills, though less common, still cause environmental problems with long-term, far-reaching effects.
- Mass consumption of petroleum requires continued exploration and production. Such activities can have adverse affects on fragile ecosystems. U.S. trade balance sheets show that oil imports drain $1 billion from the U.S. economy every week.
The following project can be found at Open Tutorial located on the web at
http://www.opentutorial.com/Build_a_pizza_box_solar_oven
Build a Pizza Box Oven
The sun is hot enough to bake food. Here's how to make a simple solar oven that gets hot enough to warm up cookies and other treats, like s'mores. It won't get really hot, though, so you can't bake things in it and you won't burn yourself when playing with it. Be sure to have an adult help you with this!
To make your own solar oven you need:
- One pizza box from a local pizza delivery store. Here's a good excuse to ask your parents to order pizza tonight!
- Newspapers
- Tape
- Scissors
- Black construction paper
- Clear plastic wrap
- Aluminum foil
- A piece of notebook paper
- A pencil or pen
- A ruler or a wooden dowel or a stick
Now you are ready to build:
1. Make sure the cardboard is folded into its box shape and closed.
2. Place the piece of notebook paper in the center of the lid of the box and trace its outline on the lid. Put the piece of paper aside.
3. Carefully cut the two long edges and one of the short edges of the rectangle that you just traced on the lid of the box, forming a flap of cardboard.
4. Gently fold the flap back along the uncut edge to form a crease.
5. Wrap the underside (inside) face of this flap with aluminum foil. Tape it on the other side so that the foil is held firmly. Try to keep the tape from showing on the foil side of the flap. The foil will help to reflect the sunlight into the box.
6. Open the box and place a piece of black construction paper in so it fits the bottom of the box. This will help to absorb the sun's heat.
7. Close the box, roll up some newspaper, and fit it around the inside edges of the box. This is the insulation that helps hold in the sun's heat. It should be about 1 to 1 1/2 inches thick. Use tape to hold the newspaper in place, but only tape it to the bottom of the box, not the lid.
8. Cut two pieces of plastic wrap an inch larger than the flap opening on the box top. Open the box again and tape one piece of plastic wrap to the underside of the flap opening. After taping one side, BE SURE TO PULL THE PLASTIC WRAP TIGHT, and tape down all four sides so the plastic is sealed against the cardboard. Then close the box and tape the other piece of plastic wrap to the top of the flap opening. Again, be sure the plastic wrap is tight and tape down all four edges to form a seal. This creates a layer of air as insulation that helps keep the sun's heat in the box.
Finished building—Let's give it a try!
On a sunny day, pick a treat to warm up and carry it and the box outside to a sunny spot. If it's cold outside, put a towel or blanket under the box so the bottom doesn't get cold. Open the box, put the treat in the center, and close the box. Now open the flap and turn the box so the foil is facing the sun. The shadow of the flap should go straight back from the back of the box. Move the flap up and down and note how it reflects the sunlight. Use a dowel, ruler, or stick to prop up the flap so that it bounces the sunlight into the box.
Wait about a half hour for the box to warm up in the sun. Then enjoy your warmed-up treat!
I hope you liked the unit, learned something about our planet, and enjoyed your treat!
Sincerely,
John D. Sheffield
(aka: "Mr. Sheff")