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SIO15 2018: Lecture 2

handout notes

POSTED: 23 September 2018

Forces, Energy and Power

forces: act on a body

energy: work done on a body or the capacity to do work

power: energy spent in a certain time

trouble remembering from high school? download a printable crash course on forces and energy

Basic Types of Energy that Fuel Natural Disasters

Different types of Earth processes and natural disasters are fueled by different types of energy.

type

definition

natural disaster

potential
energy stored in a system resulting from a relative position to a reference point (gravitational potential energy; depends on distance to reference body and mass) or from the state of a system (elastic potential energy; depends on deformation and resistance to deformation)

impactors in Earth's gravitational field; unstable masses prone to landslides, volcanic material ejected into the atmosphere, earthquake faults, plate tectonics

kinetic
energy of motion (depends on speed and mass of body)

meteorite impact, landslides, volcanic explosions, lava flows, pyroclastic flows, earth movement resulting from earthquakes, wind storms

rotational
circular motion (depends on moment of inertia/resistance to change in angular velocity); orbiting (e.g. Moon around Earth); rotating (e.g. Earth)

tornadoes, some types of landslides, rotating storms

heat
internal: produced by radioactive decay inside Earth or primordial heat;
external: sun

internal: volcanoes, plate tectonics
external: amtospheric processes; severe weather

Heat: Earth's Internal Sources of Heat

Mostly relic of Earth's early formation (primordial heat).

1. impact energy during formation

2. energy from initial gravitational compression and contraction

3. early differentiation (sinking of heavy elements released potential energy)

4. decay of radioactive elements/fission (splitting of atoms); process still ongoing!

Heat: External Sources of Heat

now, sun as principal source

Earth's surface receives 5300 more heat from sun than from within

sun's heat generated by fusion (combining atoms)

locally, impacts from extraterrestrial bodies (transfer from kinetic energy to heat)

Transfer of Energy between Different Types

potential to kinetic: mass moving down a slope; snapping of loaded spring; earthquakes

potential to rotational: round body moving down slope

kinetic to potential: lava bombs ejected from a volcano

kinetic to heat: impact

The 4 Ways to Transport Heat

1. conduction: no mass transport; kinetic energy passed between vibrating atoms

2. radiation: no movement of mass at all; heat passed as electromagnetic waves

3. diffusion: migration of single particles (e.g. atoms or dust) that carry heat with them

4. convection: mass transport! moving mass carries heat with it; most effective mechanism to transport heat

Viscosity and Mantle Convection

viscosity: the resistance of a material to flow; high viscosity: material is difficult to deform; low viscosity: material deforms/can flow easily

mantle is made of hard rock which is ductile (i.e. flows) over geologic times

mantle deforms, convects and turns over (at rate of few cm per year)

convection driven by heat and/or density variations

speed controlled by viscosity (resistance to flow)

DID YOU KNOW? Assuming a velocity of 10cm/yr, it would take nearly 60 Mio years (million) for a piece of lithosphere to travel from the surface to the core-mantle boundary and back.

The Concept of Latent Heat

The concept of latent heat is very important as big storms are fueled by the immense amounts of energy stored in water vapor in the form latent heat.

The Phases of H₂O

H₂O has 3 phases:

ice (solid)

water (fluid)

water vapor (gas)

Energy is either taken up or released when going from one phase to another.

Heat Capacity

material heat capacity [cal/cm³°C]

air

0.0003

quartz sand

0.31

granite

0.52

aluminum at 20°C

0.58

copper at 20°C

0.82

glass at 20°C

0.5

human body⁽¹⁾

0.8

water

1.0

⁽¹⁾recall that the human body is 70% water.

water has high heat capacity (Table 2.1): it takes a lot of heat to increase T

oceans therefore serve as climate moderators
Oceans take a long time to warm, but also to cool. Costal areas therefore experience a milder climate than inland areas.

Latent Heat

latent: from the Latin word latere for "to lie hidden"

latent heat is energy stored in a system that is not "sensed" immediately but can be used in a process

latent heat is released or taken up in phase changes

phase change from liquid to gas: evaporation: energy taken up as latent heat (latent heat of vaporiation); condensation: latent heat released

phase change from solid to liquid: melting: energy taken up (latent heat of melting); freezing: latent heat released

Uptake and Release of Energy during Phase Changes

it costs heat to turn water into water vapor (evaporation from oceans, lakes, rivers)

~600 cal per 1 g of evaporated water

this energy stored in water vapor as latent (hidden) heat

evaporation has a cooling effect on the surface water left behind

evaporation: air containing water vapor gains energy

condensation: air containing water vapor loses energy

condensation causes clouds, fog and rain to form

latent heat released during condensation can drive severe weather and storms

Recommended Reading

"Category 7" by Bill Evans and Marianna Jameson; ISBN: 978-0765356710; list price: $7.99. This is a science-based FICTION story about a scientist-gone-crazy who tries to manipulate the size and the path of a hurricane. The story is about how a hurricane can be fed, i.e. it's latent heat increased by a secret laser weapon. The author is a meteorologist so knows a thing or two about weather. The really interesting thing about this book is that it also talks about past (REAL!) efforts in the U.S. to control/manipulate weather and the consequences of an attempt in 1947 to divert a hurricane before it made landfall in Georgia (Project Cirrus). Project Cirrus was superseded in 1992 by Project Stormfury that was considered to be a failure. More recent cloud seeding attempts in China to increase rainfall are thought to have contributed to unusually severe snowstorms.

Five Random Review Questions (not a complete review!)
1) Which of these is NOT a type of energy?

1. heat

2. gravitational

3. kinetic

4. acceleration

5. potential

2) Which of type of energy is the energy of motion?

1. heat

2. gravitational

3. kinetic

4. acceleration

5. potential

3) Strain causes stress.

1. true

2. false

4) Sun's energy is generated through fission.

1. true

2. false

5) Which of these is an incorrect statement about latent heat?

1. latent heat is hidden energy

2. energy is released during evaporation

3. energy is released during condensation

4. it costs heat to turn water into water vapor

Answers: 1d; 2c; 3b; 4b; 5b

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handout notes POSTED: 23 September 2018 Forces, Energy and Power forces: act on a body energy: work done on a body or the capacity to do work power: energy spent in a certain time trouble remembering from high school?

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The book we will use in this lesson is called: A wind Storm in the forest- John Muir

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Vocabulary for this lesson: Wind, Storm, Nature, Forest, Hurricane, tropical storm

Wind: Precipital natural movement of air especially in the form on the current of air blowing from a particular direction

Storm: violent disturbance of the atmosphere with strong winds typically rain, thunder and lightning or snow

Nature: phenomenal of the physical world collectively, plants, animals, the landscape, and many other things that make up the Earth as opposed to humans or human creations

Forest: large area covered chiefly with trees and undergrowth

Hurricane: a storm with a violent wind in particular a tropical cyclone in the Caribbean

Tropical storm: a storm that is localised very intense blood pressure in system forming over tropical oceans with winds of hurricane force

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This will be a group discussion and we will do it during the middle of the lesson. The process of this lesson will be about the wind and then our lesson would be showing this image and showing what part high winds play during storms and other natural disasters. We will also discuss the wind cycle.

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Types of winds in disasters (Hurricane) 

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Types of winds in disasters (Hurricane) 

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What two subjects will be your connecting?

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What two subjects will be your connecting?

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The two subjects that will be my connecting is photography (art form) and science specifically butterflies and their life cycle

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What is the big idea or enduring understanding that you are connecting?

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What is the big idea or enduring understanding that you are connecting?

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The big idea that I am connecting is that photography can enhance our understanding of the intricate details, life cycle and ecological importance of butterflies,

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Identify a standard in each content area to connect and explore.

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Identify a standard in each content area to connect and explore.

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9.1. PK-K.A: Exploration and Experimentation: Identify and describe the elements of art in everyday life. (focus on color, shape, line as seen in butterfly photography).

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What is one essential question in each area?

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What is one essential question in each area?

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One essential question in each area is Science: How does a butterfly change as it grows, and why are these changes important?

Photography:How can we use a camera to show others what's interesting or beautiful about butterflies?

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What will students be able to do/know as a result of this lesson? (objectives)

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What will students be able to do/know as a result of this lesson? (objectives)

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Students will be able to describe at least two characteristics of butterflies (colors, patterns, wings, etc) that was observed in the photographs.

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Choose a visual literacy strategy to integrate into your lesson. Describe the process (it is important to understand if it will be a discussion or written. Will it be a whole group or small group? Will you do it at the beginning, middle or as closure to the lesson?

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Choose a visual literacy strategy to integrate into your lesson. Describe the process (it is important to understand if it will be a discussion or written. Will it be a whole group or small group? Will you do it at the beginning, middle or as closure to the lesson?

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Visual Literacy Strategy Integration:

Strategy: Using art to develop critical thinking, communication and visual literacy skills with the See, Think,Wonder Chart.

Process:

Timing:This activity will be implemented in the middle of the lesson, after the basic introduction to butterflies and their life cycle.

Grouping:Whole Group Discussion

Materials:Three contrasting images of butterflies with different stages of the life cycle, different colors/patterns, color markers, paper

Procedure:

1.Present the first image of a butterfly to the students.

2.Guide the students through the See, Think, Wonder prompts.

See:What do you see in this picture? Describe the colors, shapes, patterns, and any other details that you notice.

Think:What do you think is going on in this picture? What is the butterfly doing? Where might it be? What does this image tell you about butterflies?

Wonder:What does this picture make you wonder about butterflies? What questions do you have? What would you like to learn more about?

3.Record the students responses on a whiteboard under the appropriate headings of See, Think, and Wonder.

4. Repeat the process with the second image of the butterfly.

5. Repeat the process with the third image of the butterfly.

6. Compare and contrast the observations, interpretations and questions.

7. Discuss how the different images help us to understand more about butterflies.

Purpose:

The strategy encourages students to look closely at visual information, make interpretations based on their observations, and formulate questions that guide further learning. It helps to promote critical thinking, communication skills, and visual literacy skills.

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Butterfly: A flying insect with large, colorful wings.

Larva: The caterpillar stage of a butterfly.

Pupa:The chrysalis stage, where the caterpillar transforms.

Life Cycle: The stages and growth of an organism.

Photography:The art of taking and processing photographs.

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The book that we will use in this lesson is called The Very Hungry Caterpillar by Eric Carne

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Describe the lesson activities. Be Detailed-Can I understand your process as if I was going to teach the lesson you wrote.

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Describe the lesson activities. Be Detailed-Can I understand your process as if I was going to teach the lesson you wrote.

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Lesson Activities:

Introduction (10 minutes)

1.Begin by asking students of what they know about butterflies.

2.Read a book about butterflies called The Very Hungry Caterpillar by Eric Carle.

Image Presentation and See, Think, Wonder (20 minutes)

Show the students three different images of butterflies with different shapes and colors and picture hatching.

I will guide a group discussion using the see, think, wonder chart.

What do you see in the photographs? (Colors, shapes, patterns)

What do you think is happening in the photographs (butterfly growing, changing).

What do you wonder about the butterflies? (where they live, what they eat).

3.Activity (20 minutes)

I will have the students draw their own butterfly and label its parts.

I will have the students use different colors and patterns to make their butterflies unique.

4. Conclusion (10 minutes)

I will have the students share their drawings and what they learned about butterflies.

I will review the life cycle of a butterfly and the new vocabulary words.

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Types of winds in Disasters (Tropical storm) 

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Types of winds in Disasters (Tropical storm) 

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we will be covering winds, wind cycle and we will be discussing different types of natural disasters