TEXT ACTIVIY WATER CYCLE

Answer these questions:

1. what percentage of the earth's surface is covered by water? 
2. what are the processes by which water vapor is produced? 
3. What are the two ways you can take the water after reaching the surface?

 Read the text and find:

1. The opposite of dryness:
2. The opposite of dead:
3. The synonym of wet:
4. The synonym of sea:

Three quarters of the Earth's surface is covered by the waters of the oceans, lakes, rivers, streams and springs. When drilling in the subsurface, usually water can be found. This is just a different depths (groundwater or groundwater).

The process known as "water cycle" is that by which the ocean water evaporates and precipitates on earth, where it is distributed in rivers and lakes, mainly ensuring groundwater recharge. This water is used by plants, animals and man.

Water vapor is produced by evaporation on land and water bodies, and transpiration of living beings. This vapor circulates through the atmosphere and falls as rain or snow. Upon reaching the surface, the water follows two paths:

In amounts determined by the intensity of the rain as well as porosity, permeability, thickness and antecedent soil moisture, some of the water is discharged directly into streams and rivers, where it is absorbed into the oceans and inland water bodies the rest infiltrates into the ground.

Some water is infiltrated soil moisture, and can evaporate directly or penetrate plant roots for transpiration from leaves. The portion of water that exceeds the forces of cohesion and adhesion of soil, filtered down and accumulates in the call saturation zone to form an underground water reservoir, whose surface is called water table.

Under normal conditions, the water level increases as intermittently filling or recharging will, and then declines as a result of continuous drainage gutters are natural springs.

Sulfuric acid is the main link in the chain of production of chemical muchosproductos. Use in chemical synthesis of many drugs, in lafabricación battery, purification of oil in the ácidosulfúrico metallurgy is used to remove the oxide layers formed on the steel and as in the production of synthetic fibers and dyes. It is obtained from the sulphate amonioque used in the manufacture of fertilizers. In ysulfonatos sulfate detergents are used also from the sulfuric acid, is also used in lapurificación of fats and oils. Thus, the sulfuric acid is not sóloresponsable of acid rain. Their uses are very varied and importantes.El sulfuric acid is commercially available in large numbers and purities deconcentraciones. There are two main processes for laproducción sulfuric acid method and the lead chamber process decontacto. The lead chamber process is the oldest of the two processes currently used to produce yes largely consumed lafabricación acid fertilizer. This method produces a relatively dilute acid (62% -78% H2SO4)

 This corresponds to the abstract of a scientific paper for concentrations of carbon dioxide in the atmosphere and how this impacts on global warming

 ABSTRACT. The glasshouse effect caused by atmospheric CO2: a new thermodynamic interpretation: At present times the use of models to simulate and predict the climate change and its consequences on global ecological processes has contributed to a better understanding of the phenomena in several disciplines. However, there is evidence that current models fail to simulate a number of well known climatic changes recorded around the world, which suggests that many of the processes involved in climatic change are still not fully understood. A new thermodynamic interpretation of the atmospheric glasshouse effect caused by CO2 is presented, which is based on the relationship between temperature and heat considered from the corpuscular theory of energy. The activated complex theory used in chemical kinetics is interpreted as probabilistic criteria, applicable therefore not only to the chemical reactions but also to physical interactions. Under this perspective, this article suggests that

This video is great for when you messed with cat

 it costs nothing to see the video, are 5 little minutes

http://www.lalocadelosgatos.com/construye-un-castillo-de-carton-para-que-su-gato-le-perdone/

http://www.youtube.com/watch?v=sVjMzZVafhc&feature=related

This video is of a pink floyd theme that is very good, not only to hear the song but the lyrics as well and do a few minutes of reflection to think about the children of our country

Here is the letter:

We don't need no education
we don't need no thought control
no dark sarcasm in the classroom
teacher, leave them kids alone
hey!, teacher, leave them kids alone
all in all it's just another brick in the wall
all in all you're just another brick in the wall

(children:)
we don't need no education
we don't need no thought control
no dark sarcasm in the classroom
teacher, leave the kids alone
hey!, teacher, leave us kids alone
all in all you're just another brick in the wall
all in all you're just another brick in the wall

(teacher:)
wrong! do it again
wrong! do it again
if you don't eat your meat, you can't have any pudding
how can you have any pudding if you don't eat your meat?
you! yes, you behind the bike shed
stand still, laddie
you! yes, you behind the bike shed
stand still, laddie

This video made me laugh and so I leave the link to enter and look, it's about the evolution of technology in education
http://www.youtube.com/watch?feature=fvwp&v=UFwWWsz_X9s&NR=1

Laboratorio de química del IPA

Interesting acidic foods

This video is very good for varaias reasons:
1 - serves to contextualize acids and bases in 4 th year of high school if the approach of the year is related to life
2 - general information and serves as the vocabulary used is quite understandable
I hope you like


http://www.youtube.com/watch?v=4TaKyYMciEw

A strategy for teaching chemical change.

Educators Dutch de Vos and Verdonk proposed a strategy for introducing the topic of chemical reactions on "A New Road to Reactions". This technique requires five steps that teachers avoid a traditional approach based on detailed understanding terminology, however, present chemical processes that force students to think explanations about what they see.
This sequence of steps describes a valuable way of providing images to help students form an accepted view of the chemical changes. In the end it helps them distinguish between physical change and chemical change, and after this, to understand that chemical changes occur on a microscopic scale between atoms. This approach suggests that the sequence commonly used to teach basic chemical ideas seems to create confusion in many high school students. 

Help them recognize that they form a new substance.
Students milled separately (in mortars and their respectivepistils) potassium iodide and lead nitrate. Then pour over each other. By mixing the powders, immediately produce a bright yellow solid (lead iodide) mixed with a white solid (potassium nitrate). The teacher feigns anger and asks, "Who put this yellow solid in mortar?". This causes confusion, "I do not know, just appeared," "I do not know where it came from," "not me". The teacher's response is, "Well, could not have simply appeared, must have come from somewhere! Where did it come? ". Perhaps the students say that the egg white powders are like tiny yellow powder that was inside of them, so that, when mixed broke the "eggs" and made the yellow material appeared.
 Andersson (1990) suggests that this reasoning arises because: "It seems that most children 14 years old, still adhere firmly to the idea that tacit and unconscious of each individual substance is preserved, we pass what happens" (p. 4).
The recognition of yellow material as a new substance is the important point, therefore, made to see if a white substance was made of "tiny eggs", the material should have appeared yellow since the ground, ie before mixing with the other white powder. Students prefer to think intuitively that the two original substances and the material contained yellow but something prevented them from seeing it from the beginning.Through a continuous questioning, students admit that the substance is new and "just appeared". The experiment creates a cognitive conflict, as both the result of the teacher signs put into question the thinking of students.De Vos and Verdonk show that:
"The teacher's role is to make harder, not easier for the student to abandon his earlier idea. The new point of view on the substance must be a student's personal victory and something to be proud "(p. 239).
Extend this reasoning to other reactions
Students carry out the same reaction, but add small amounts of solids to water in a petri dish. Are made small amounts of lead nitrate and potassium iodide on opposite sides of the box. After a few moments, a line of yellow crystalline lead iodide appears in the center of the box. Students can explain this by the idea that "molecules" substance "attract" each other. However, this idea vanishes when repeating the experiment and add a reagent few minutes before the other, and there is then the instantaneous formation of the precipitate. Other combinations of substances, including salt or sugar and salt and silver nitrate to help students understand that there is always a precipitate, even when the "molecules" of substances collide. At this stage, they can be encouraged to think that the particles are very small, otherwise the water would move in some way "
(From Vanessa Kind (2004) Beyond appearances. Students' previous ideas on basic concepts of chemistry, Santillana, Mexico.)

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meaningful learning theory

David Ausubel is a psychologist who advanced a theory which contrasted meaningful learning from rote learning. In Ausubel's view, to learn meaningfully, students must relate new knowledge (concepts and propositions) to what they already know. He proposed the notion of an advanced organizer as a way to help students link their ideas with new material or concepts. Ausubel's theory of learning claims that new concepts to be learned can be incorporated into more inclusive concepts or ideas. These more inclusive concepts or ideas are advance organizers. Advance organizers can be verbal phrases (the paragraph you are about to read is about Albert Einstein), or a graphic. In any case, the advance organizer is designed to provide, what cognitive psychologists call, the "mental scaffolding: to learn new information.