For our final section of the year, we end our study of Ecology first by studying the biomes of Earth, and then constructing models of the biomes complete with students solving a human-made problem found within each biome.
For our first day of work, students will assemble into groups of three students each. Requirement: team members cannot have worked on a project together yet this year!
- Step 1: Come up with a team name
- Step 2: Select a unique color white board marker
- Step 3: Given the definition of biome (a large naturally occurring community of flora and fauna occupying a major habitat, e.g., forest or tundra), race to list as many of Earth’s biomes as possible in two minutes
- Step 4: Describe the key features of each biome, including
- climate (the weather conditions prevailing in an area in general or over a long period)
- dominant vegetation (plants)
- Step 5: Select three biomes and research ecological disasters caused by humans. Be prepared to share with the class.
Notes from the white board:
For lesson 59, we learned about Gay-Lussac’s Law (P=kT), the third gas law needed to connect pressure, volume, and temperature. Gay-Lussac’s Law helps explain the egg-in-a-bottle trick, where boiled water displaces the air inside a bottle, and as the water condenses, an egg placed over the bottle will be pulled inside because of the change in pressure inside the bottle.
For students who missed the demonstration in class today, see the video below:
The Lesson 59 worksheet and Lesson 59 PowerPoint are available for download. By the end of class tomorrow, students should be able to explain the outcome of the experiment below using Gay-Lussac’s Law:
Below are notes from the white board where we modeled the candle experiment (demonstrated in class) and a discussion of Gay-Lussac’s Law where we used algebra to replace the proportionality constant in the P=kT equation to the create the ratio of P1/T1=P2/T2. Using the ratio, as long as we have three of the four parts of the ratio, we can solve for the missing piece without having to solve for k first.
Time-lapse of images from the candle experiment demonstrated in class:
Update: We continued our study of Gay-Lussac’s Law for a second day as yesterday the class period was abbreviated and our seniors were absent from class due to an assembly. Our work for today includes:
- Re-introduction to Gay-Lussac’s Law
- Homework for L59, textbook Qs 3-5
- Bonus (+1 per completed activity): Gas Law Gizmo