Please help. My friend is doing a science experiment and she needs help~~~~~!!!!!!!!!!!!~~~~~~~~~~~~
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Flow of air is caused by a difference in air pressure, from high pressure to low pressure.   \n\nA low pressure area forms in the atmosphere, air will tend to flow in towards it, but will be deflected perpendicular to its velocity by the Coriolis acceleration. A system of equilibrium can then establish itself creating circular movement, or a cyclonic flow.\n\nThe force balance is largely between the pressure gradient force acting towards the low-pressure area and the Coriolis acceleration acting away from the center of the low pressure. Instead of flowing down the gradient, the air tends to flow perpendicular to the air-pressure gradient and forms a cyclonic flow. This is an example of a more general case of geostrophic flow in which air flows along isobars. On a non-rotating planet the air would flow along the straightest possible line, quickly leveling the air pressure. Note that the force balance is thus very different from the case of "inertial circles" (see below) which explains why mid-latitude cycles are larger by an order of magnitude than inertial circle flow would be.\n\nThis pattern of deflection, and the direction of movement, is called Buys-Ballot's law. The pattern of flow is called a cyclone. In the Northern Hemisphere the direction of movement around a low-pressure area is counterclockwise. In the Southern Hemisphere, the direction of movement is clockwise because the rotational dynamics is a mirror image there. Cyclones cannot form on the equator, and they rarely travel towards the equator, because in the equatorial region the coriolis parameter is small, and exactly zero on the equator.
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sorry, if my mother was still alive - chemist/physics major, then she could have helped... try this site:\n\nhttp://chemistry.about.com/
504011
I'm guessing the project needs to be an experiment and not just a demonstration.\n\nWhat area of science are you expected to work in? Are you allowed to use live subjects? \n\nPhysics:\nHow does the length of a string affect the period of a pendulum?\nHow does the density of a material affect the speed of sound?\n\nBiology:\nHow does the color of a light affect the growth of a plant?\nHow does caffeine affect a rat's ability to learn?\n\nAnother thing you might do is Google science projects or go to the library and look for a book.
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Here you go: http://www.gsfc.nasa.gov/scienceques2004/20041105.htm
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Try a search at these sites.\n\nhttp://www.scienceresearch.com/search/\n\nhttp://www.scirus.com/srsapp/
254029
Experiment w/ what works for you.
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http://www.bbc.co.uk/science/humanbody/body/articles/senses/tongue_experiment.shtml
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Okay, I'll try this one -\n\nRun this experiment twice (or more times), each time with a piece of metal having different density.  The metal piece should be of adequate size (a sewing needle isn't going to do it), it needs to be big enough to significantly affect the temperature of the water.  You will need to know the mass of the metal (i.e., weigh it) and have a thermometer capable of reading from room temperature up through boiling or so.  Please note this is not going to give you a highly accurate answer, but can give you a ballpark idea (I'm guessing you're probably not doing this in a 500 million dollar lab).\n\nThe procedure:\n\n1)  Measure and record room temperature as T1.\n\n2)  Weigh the metal, call it M1.\n\n3)  Bring a known quantity of water (weigh it, or measure it and convert to weight, call it M2) to a temperature just short of boiling (say 180F to 200F, use the same temperature for each run of this experiment).  Record the temperature as T2, and remove the heat source (take it off the burner, etc.).\n\n4)  Drop in a metal piece at room temperature.  Allow a couple of minutes for heat to exchange.  Make sure you use \nthe same amount of time for each run of this experiment.\n\n5)  Measure and record the new temperature of the water as T3.\n\n6)  Repeat with your other metal samples.\n\nYou can now estimate the specific heat capacity for each metal.  It will not be super-accurate (heat escapes your system, and temperatures won't have completely equalized), but should give you some idea.  Just assume all temperatures did equalize and that no heat escaped for calculational purposes.\n\nSince (you are assuming) the heat which left the water went into the metal, then the product of mass, specific heat capacity, and temperature change should be the same for both the metal and the water (but in opposite directions).\n\nThis means that:\n\n(M1)(c1)(T3-T1) = (M2)(cw)(T2-T3)\n\nwhere c1 is the specific heat capacity of the metal, and cw is the specific heat capacity of water (look it up on Google to get the units you need).\n\nSolving this, you get:\n\n......(M2)(cw)(T2-T3)\nc1 = -----------------\n........(M1)(T3-T1)\n\n(sorry about the dots, I'm trying to keep everything aligned)\n\nRepeat the calculations for each of the metals.\n\nYou will need to calculate (or look up) the densities of each of the metals.  Then, graph density vs. the specific heat capacities you calculated, and see if your hypothesis is true.\n\nHave fun!
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If it is for a science project, web sites may or nmay not have the answers....that is all part of a project, to figure it out for yourself, develop your own theories, hypothesis, etc.\n\nI will say it all depends on the temperature....beyond that you're on your own.
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Science Fair Projects\n\nSelecting the Subject\n\n•Hundreds of free science fair projects are categorized under the following topics. \n\n•Click on any of the topics below to view the science projects. \n\n•You can then sort the projects alphabetically or by their level of difficulty.\n\n\nhttp://www.freesciencefairproject.com/\n\nhttp://www.scienceproject.com/\n\nhttp://www.ipl.org/div/projectguide/\n\nhttp://www.all-science-fair-projects.com/\n\nhttp://www.energyquest.ca.gov/projects/index.html\n\nhttp://collaboratory.nunet.net/timber/scifair/2proj.htm\n\nhttp://www.ipl.org/div/kidspace/projectguide/\n\nhttp://www.niles-hs.k12.il.us/jacnau/IJAS/\n\nScience Fair Project Resource Guides\n\nhttp://www.sciencebuddies.org/\n\nhttp://www.sciencenewsforkids.org/\n\nTips for Success\n\nhttp://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientificmethod.html\n\nhttp://www.sciencebuddies.org/mentoring/project_tips.shtml\n\nGood luck.\n\nKevin, Liverpool, England.
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use a potato and two different metals as electrodes. The link will help you, do your own homework, or web searching atleast! it was the second link in google for g** sake!
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Here's a way to turn a common household chemical reaction into some fun.\n\nhttp://www.torgo.org/bpsubs/
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some good projects for kids are at-http://pbskids.org/zoom/activities/sci/\nthese might be too easy for anyone older than a 3rd grader, but they're still something!\n my little brother is doing the water filter.  he's going to see which of the materials filters water best. good luck! :)
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http://www.sciencentral.com/articles/view.php3?article_id=218391915&cat=2_4\n\nIs that what you are looking for?
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This site lists some interesting science project ideas...\nyou can modify them to make them more or less complicated depending on your grade/age.\nhttp://school.discovery.com/sciencefaircentral/scifairstudio/ideas.html#plants\nGood luck on your project!
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Here is a nice experiment to try.\nhttp://www.angelfire.com/mo/sasschool/DKScieMatter10.html\n\n"This tasty crystal making experiment is a great way to see the formation of crystals almost right in front of your eyes."\n\nAnother one.\nhttp://homeschooling.gomilpitas.com/explore/crystals.htm\n\n"Crystal Ornament"\n\nAnother.\nhttp://www.yesmag.bc.ca/projects/crystal_gardens.html\n\n"Crystal Gardens"\n\nOne for microscopic crystals.\nhttp://www.science.uwaterloo.ca/earth/waton/crystal.html\n\n"Crystal growing made easy"
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http://www.perfect-science-fair-projects.com/9th-grade-science-fair-projects.html\nthere's some ideas. good luck.