# 1.19 Temperatures

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## Memorandum

• <
• –30 degrees Celsius = -22 degrees Farenheit

21. a) Storm petrel en king penguin

1. No

c) I) 75 degrees

Il) 50 degrees

• 70 degrees

d) No. Can not survive in temperatures below freezing point.

1. No. Can not survive in tempretures less than -10 degrees.
2. -125 degrees

22. x = 12; 3

x – 9 + 4: 0; -8; -12; -23

## Activity: temperatures [lo 2.6, lo 2.1]

20. DID YOU KNOW?

Water freezes at 0°C and boils at 100°C. A Swedish astronomer discovered the Celsius scale. Examine the difference between the Celsius scale and the Fahrenheit scale.

20.1 Fill in:<;>or = : -30 ........ -22

20.2 According to the thermometer on the previous page -30°C = -22°F. Explain how this is possible.

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21. Look at the maximum and minimum temperatures that these living organisms are able to withstand. Then answer the questions that follow.

a) Who / what can survive at -60°C? ___________________________________

b) Can an earthworm survive temperatures below freezing point?

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c) What is the difference between the minimum and maximum temperatures at which the following living organisms can exist?

i) storm petrel ____________________________________________________

ii) housefly _______________________________________________________

iii) king penguin ___________________________________________________

d) Will a garden snail be able to survive in London in December?

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e) Do you think that you will find many houseflies around the North Pole? _____________________________________________________________________

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f) Take another look at the illustration. What is the sum of the minimum temperatures for all the organisms?

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22. Can you complete the following table?

 x 5 –3 –7 –18 x - 9 + 4 7 –2

## Assessment

Learning Outcome 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.1: We know this when the learner investigates and expands numeric and geometric patterns looking for a relationship or rules, including patterns;

Assessment Standard 2.6: We know this when the learner describes a situation by interpreting a graph of the situation, or draws a graph from a description of a situation (e.g. height of a roller-coaster car over time; the speed of a racing car going around a track).

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