Sentences with phrase «water at a different rate»

Different flours absorb water at different rates.

While everyone uses water at a different rate, this will give you an idea of how long it will last.

Aqualia Power Serum distributes water to evenly hydrate the skin, which is important since different facial zones lose water at different rates.»

For example, different showerheads emit water at different rates, and «flow rate» affects how efficient a showerhead is, or isn't.

Not exact matches

Feel free to substitute some rye or whole wheat flour for some of the white flour; you may have to adjust the water a little because all flours absorb liquids at a different rate.

More than 50 different eco-labelling programs operate in Australia, from energy and water savings ratings to Forest Stewardship Council, Rainforest Alliance and Fairtrade trust marks, all aimed at helping consumers make the right choice.

Curious how higher - CO2 conditions would affect this ability, researchers placed the animals in water tanks with different levels of carbon dioxide and shone lights at various flickering rates.

Individuals drank heavy water, which becomes incorporated into numerous synthetic processes making it possible for measurement of the rates at which different muscle components are being generated.

Certain oils cool at a different rate than water, which can cause separation if they are not periodically mixed.

Year 4 Science Assessments Objectives covered: Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors

*** These activities also require additional materials which are easy to come by: Plastic water bottles (4 per group) Plastic soda bottles (1 per group) Plastic cups (16 per group) Small rocks (2 - 3 cups per group) Sand (2 - 3 cups per group) Old t - shirts (1 per group) Dirt (1 large Ziploc bag per group) Variety of edible plant seeds, at least 8 different kinds (tomato, lettuce, etc...) Salt (1 large container per group) Sticks (10 per group) String (1 roll per group) Roll of plastic trash bags (1 bag per group) Duct tape (1 roll per group) Foam pool noodles (1 per group) Poster board (1 per group) Rubber bands (5 - 10 per group) A container large enough to hold water for testing floatation (ideally 1 per group but can be just 1 for the class) *** Please make sure to rate and leave feedback.

First, for changing just CO2 forcing (or CH4, etc, or for a non-GHE forcing, such as a change in incident solar radiation, volcanic aerosols, etc.), there will be other GHE radiative «forcings» (feedbacks, though in the context of measuring their radiative effect, they can be described as having radiative forcings of x W / m2 per change in surface T), such as water vapor feedback, LW cloud feedback, and also, because GHE depends on the vertical temperature distribution, the lapse rate feedback (this generally refers to the tropospheric lapse rate, though changes in the position of the tropopause and changes in the stratospheric temperature could also be considered lapse - rate feedbacks for forcing at TOA; forcing at the tropopause with stratospheric adjustment takes some of that into account; sensitivity to forcing at the tropopause with stratospheric adjustment will generally be different from sensitivity to forcing without stratospheric adjustment and both will generally be different from forcing at TOA before stratospheric adjustment; forcing at TOA after stratospehric adjustment is identical to forcing at the tropopause after stratospheric adjustment).

The difference lies in the absence of water vapour in the descending column which then warms at a different rate to the cooling in ascent.

Because different isotopes of water freeze at different rates at different temperatures, ice composition depends on the temperature at which it formed.

Scientists estimate the past volume of ice - sheets in the following way: As water freezes, different isotopes (types of chemicals) tend to freeze out at different rates.

If you want, you can compare the absorption rates of the whole atmosphere, or parts (poles, mid-latitudes and tropics), winter or summer, clear sky or cloudy,... for different CO2, O3 and CH4 levels and feedbacks of water vapour at the Archers page: http://geoflop.uchicago.edu/forecast/docs/Projects/modtran.orig.html

But the rate at which the ocean can transfer heat to the atmosphere is far slower, governed by the difference in air and water temperature (which at the surface are often not much different), and combined convective and conductive heat transfer coefficients of water to air.

It is known that surface tension decreases with decreasing temperature, the rate of decrease is different in different sources, but it is known that at low temperatures (can be around Tlim of -70 to -100 C), s becomes very low, even for pure water without surfactants, and may become even negative in some extrapolations to the low T, which prevents calculations at these T.

Each of these particles has different abilities to attract and control the rate of condensation and the temperature at which the water droplets formed around them freezes.