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    Week6 PT

    Uploaded by

    Mac Ram
    This document provides instructions and questions for two science activities about tracking and analyzing tropical cyclones: 1. Activity 2 involves using latitude and longitude data to track the path of Tropical Cyclone Sendong on a map and answering questions about its formation, entry and exit from the Philippine Area of Responsibility, and direction of movement. 2. Activity 3 examines weather data from different locations within a tropical cyclone to determine the eye and asks students to explain the lower air pressure and wind speed found at the eye compared to locations closer to the eyewall.

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    © All Rights Reserved
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    Week6 PT

    Uploaded by

    Mac Ram
    12 views6 pages
    This document provides instructions and questions for two science activities about tracking and analyzing tropical cyclones: 1. Activity 2 involves using latitude and longitude data to track the path of Tropical Cyclone Sendong on a map and answering questions about its formation, entry and exit from the Philippine Area of Responsibility, and direction of movement. 2. Activity 3 examines weather data from different locations within a tropical cyclone to determine the eye and asks students to explain the lower air pressure and wind speed found at the eye compared to locations closer to the eyewall.

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    Week6_PT

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    This document provides instructions and questions for two science activities about tracking and analyzing tropical cyclones: 1. Activity 2 involves using latitude and longitude data to track the path of Tropical Cyclone Sendong on a map and answering questions about its formation, entry and exit from the Philippine Area of Responsibility, and direction of movement. 2. Activity 3 examines weather data from different locations within a tropical cyclone to determine the eye and asks students to explain the lower air pressure and wind speed found at the eye compared to locations closer to the eyewall.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    12 views6 pages

    Week6 PT

    Uploaded by

    Mac Ram
    This document provides instructions and questions for two science activities about tracking and analyzing tropical cyclones: 1. Activity 2 involves using latitude and longitude data to track the path of Tropical Cyclone Sendong on a map and answering questions about its formation, entry and exit from the Philippine Area of Responsibility, and direction of movement. 2. Activity 3 examines weather data from different locations within a tropical cyclone to determine the eye and asks students to explain the lower air pressure and wind speed found at the eye compared to locations closer to the eyewall.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Science

    Grade 8

    Week 6- Performance Task 3 and 4


    Name: Grade & Sec.: m
    Score: Teacher: m
    Date: Rating: m

    Activity 2
    Tracking a tropical
    cyclone

    Objectives:
    After performing this activity, you should be able to:
    1. determine if your location is in the path of a tropical cyclone, given the
    latitude and longitude position and
    2. explain why PAGASA regularly monitors when a tropical cyclone is
    within PAR.

    Materials Needed:
    ● map with the PAR (from Activity 1)

    ● tracking data

    ● pencil

    Procedure:
    1. Use the latitude and longitude (lat-long) in the table below to track the
    location of Sendong. Plot each lat-long pair on the map with the PAR.
    Q3. Where did Sendong form?

    Q4. When did Sendong enter the PAR?

    Q5. When did Sendong leave the PAR?

    Q6. In what direction did Sendong move?

    Conclusion:
    Name: Grade & Sec.: m
    Score: Teacher: m
    Date: Rating: m
    Activity 3
    Dissecting a tropical
    cyclone

    Objectives:
    After performing this activity, you should be able to:
    1. explain what two weather factors tell weathermen that a certain
    location is at the eye of a tropical cyclone; and
    2. put in simple words the statement “calm before the storm.”

    Materials Needed:
    weather data (air pressure and wind speed)

    Procedure:
    1. Figure 1 consists of two illustrations. The top one shows a tropical cyclone as
    seen at an angle. White rain bands move around the center or “eye”. The
    bottom illustration shows a cross-section of a tropical cyclone. It is like slicing
    it in half and looking at it from the side.

    Q7. Location A is within the eye of the tropical cyclone. B, C and D are
    locations that are more and more distant from the eye. The air pressure at
    the different locations are:
    Compare the air pressures at A, B, C and D. What do you notice?

    Q8. Location E is within the eye of the tropical cyclone. Location F is within the
    clouds surrounding the eye. The clouds at F make up the eye wall. The wind
    speed at the two locations is:

    Compare the wind speed within the eye and at the eyewall. What can you say?

    Conclusion:

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