Temperature Changes in the Atmosphere

Standard VI

Students will understand the source and distribution of energy on Earth and its effects on Earth Systems.

Objective 01

Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.

Indicator c

Investigate the converstion of light energy from the sun into heat energy by various Earth materials.

Intended Learning Outcomes:

  1. Use Science Process and Thinking Skills
    1. Observe objects, events and patterns and record both qualitative and quantitative information.
    2. Evaluate, sort, and sequence data according to given criteria.
    3. Select and use appropriate technological instruments to collect and analyze data.
    4. Plan and conduct experiments in which students may:
      • Identify a problem.
      • Formulate research questions and hypotheses.
      • Predict results of investigations based upon prior data.
      • Identify variables and describe the relationships between them.
      • Plan procedures to control independent variables.
      • Collect data on the dependent variable(s).
      • Select the appropriate format (e.g., graph, chart, diagram) and use it to summarize the data obtained.
      • Analyze data, check it for accuracy and construct reasonable conclusions.
      • Prepare written and oral reports of investigations.
    5. Construct models, simulations and metaphors to describe and explain natural phenomena.
  2. Demonstrate Understanding of Science Concepts, Principles and Systems
    1. Know and explain science information specified for the subject being studied.
  3. Communicate Effectively Using Science Language and Reasoning
    1. Provide relevant data to support their inferences and conclusions.
    2. Use precise scientific language in oral and written communication.
    3. Use proper English in oral and written reports.
  4. Demonstrate Awareness of Social and Historical Aspects of Science
    1. Cite examples of how science affects human life.
Summary: Students will test how different variables affect atmospheric temperature.

Category: Inquiry

Learning Objectives:

  1. Students will discover the factors that contribute to Global Warming.
  2. Students will develop skills relating to experimental research and controlling variables. ( A list of possible variables is located under the heading "General Description"
  3. Students will learn how to use current technology (CBL) or a thermometer to collect data.
  4. Students will learn the following science terms: Global Warming, Greenhouse Effect, Photosynthesis, Carbon dioxide.

Background Information:
DO NOT DISCUSS GLOBAL WARMING. It will be covered later in the activity.
Students will design an experiment that will measure temperature differences in two models. The teacher will construct a control model in advance and the students will design models that alter one variable as compared to the control. The steps for the control model are located under "materials." Students will then design an experiment to compare the temperature in their models and the temperature of the control model. Possible variables could include:

  • Height of the bottle
  • Distance from the light source
  • Thermometer placement
  • Different types of light
  • Dry soil
  • Wet soil
  • Closing the top (Make sure this is chosen)
  • Pool of water
  • Addition of acid
  • Grass
  • Black top surface
  • Misc. plants
  • Color of the bottle
  • Ice cubes
  • Size of the bottle
  • Size of rocks
  • Wind exposure
  • Color of rocks
  • Type of rocks

Steps to Prepare the Control Model:

  1. Cut the 2 liter pop bottle in half.
  2. Discard the top portion.
  3. Place a rock in the bottom half to stabilize it.
  4. Cut out a circular cardboard shape equal to the diameter of the bottle.
  5. Place the circular cardboard shape in the bottom of the bottle to serve as a base.
  6. Cover the cardboard with sand.
  7. Tape a thermometer or CBL temperature probe about 2" from the bottom of the inside of the bottle.

Background Knowledge Necessary for Students:

  • Students should be familiar with how to assemble the CBL and load programs if the CBL is used.
  • Students should be familiar with the use of a thermometer.
  • Students should know how to set up and write 1 variable experiments.
  • Students should know how to graph and analyze data.
  • Students should also be given a copy of the rubrics so they will know what is expected

Materials:

  • Computer Based Laboratories
  • T hermometers
  • Calcium carbonate
  • Straws
  • Stoppers
  • Acid (lemon juice)
  • Plastic 2 liter bottles
  • Plastic wrap
  • Tin foil
  • Rubber bands or tape
  • Cardboard
  • Ruler
  • Ice
  • Soil
  • Sand
  • Tar
  • Grass
  • Water
  • Worms or bugs
  • Light source (sun or 100+ watt light bulbs.)
  • Scissors or utility knife (BE CAREFUL!)
  • A Control Model (Prepared in advance or in front of your students )

Sequence and duration of each part of lesson:
Day 1 (This could take the whole day but is not necessary)

  1. Inform the students that they will be constructing models of ecosystems.
  2. Pass out a materials list to the students.
  3. Inform the students that they may use other materials not on the list if they bring them.
  4. Have the students get in groups of 2 or 3.
  5. Provide a list of variables from the "General Description" section.
  6. Have the groups choose 1 variable (Do not let groups choose the same variable.)
  7. Tell the students that the duration of the lab can not exceed 5 days.
  8. Have the students design a procedural list for their experiment.
Day 2 (30 minutes)
  1. Have the students construct their ecosystems.
  2. Check the student's experimental procedure list to obtain lengths of time needed and to check completeness. (Watch for errors in setting up their experiments)
  3. If time permits, have the students begin their experiments. (Some will be designed to last 1 class period and some will require daily measurements for 5 days.)
  4. Inform the students to bring reports and other class work if they will not need the entire class period the following day.
Day 3 (Variable)
  1. Have the students conduct their experiments.
  2. Have the students graph their data upon completion of their experiment.
  3. Depending on the variable chosen, some students may need several days to obtain results.
Day 4 (50+ minutes)
  1. Have the students report their findings to the class in brief 3 minute oral reports.
  2. As the opportunity arise in the reports, discuss the reasons for the results.
  3. Ask the students to summarize what factors contribute to Global Warming.
  4. Introduce the terms Global warming, Greenhouse effect, Photosynthesis, Heat absorption, carbon dioxide, etc.

Extensions of this Inquiry lesson could include:

  1. Experiment on how different colors, type of soil, and vegetation affect heating of the atmosphere.
  2. Discuss how Carbon dioxide is produced. (respiration, combustion, etc.)
  3. Discuss the Carbon dioxide cycle. (photosynthesis, respiration, etc.)
  4. Discuss the effect of global warming on the world's weather patterns.
  5. Have students design experiments to test for the effects of increased temperatures on living organisms. (plants and animals.)
  6. Have students research other gases that contribute to Global Warming.

Evaluation:

  1. Have students list the factors that contribute to Global Warming and then have them design plans to stop Global Warming.
  2. Use the following Rubrics to assess the student's experiment and subsequent oral report

Rubric for Assessing the Student Designed Experiment

Score
Observations
4 The design of the experiment is well thought out and scientifically accurate. The procedural steps are clear, concise and easy to follow. Only one variable was chosen and this was accurately compared to the control. The design showed exceptional thought and insight as to how as experiment should be conducted.
3 The design of the experiment is well thought out and scientifically accurate. The procedural steps are clear, and easy to follow. Some structural changes in the procedural steps would enhance experimental design. Only one variable was chosen and this was accurately compared to the control.
2 The design of the experiment showed some thought and was fairly accurate. The steps were mostly clear but some structural changes are necessary to increase the ease of reading. Multiple variables were chosen but these were accurately compared to the control.
1 The design of the experiment was structurally flawed. The procedural steps were unclear and difficult to read. No variables or multiple variables were used and these were not accurately compared to the control.

Rubric for Assessing the Students Use of Data

Score
Observations
4 The data was organized in a table or chart. The table was complete and accurately labeled. The display of the data was easy to follow and showed exceptional thought and preparation. Conclusions were accurately drawn from the data and were extended to real world situations.
3 The data was organized in a table or chart. The table was complete and accurately labeled. The display of the data was fairly easy to follow. Some restructure would enhance the display. Conclusions were accurately drawn from the data but lacked real world connections.
2 The data was loosely organized into a table or chart. The table was incomplete or was not accurately labeled. The display was fairly easy to follow but some restructure is necessary to increase clarity. Conclusions did not "fit" the data.
1 The data was not organized into a table or chart. Information on the data was difficult to find due to a lack of organization. No conclusions were drawn from the data or the conclusions did not "fit" the data.

Rubric For Assessing the Oral Presentation

Score
Observations
4
 The presentation was well organized and demonstrated clarity of thought. The presentation included easily seen graphs to enhance understanding. Students used appropriate terminology. All members were able to respond to questions and exhibited exceptional stage presence. Audience interest was maintained during the entire presentation.
3
 The presentation was well organized and demonstrated clarity of thought. Graphs were not used or were unclear. Students used appropriate terminology. At least 2 members were able to respond to questions and exhibited good stage presence. Audience interest was maintained adequately during most of the presentation.
2
 The presentation demonstrated minimal organization and understanding of the data gathered. Graphs were not used or were unclear. At least one member was able to respond to questions and exhibited good stage presence. The presentation was inconsistent and audience interest was low.
1
 The presentation lacked organization and demonstrated little clarity of thought. Students did not use appropriate terminology. Students were unable to respond to questions and stage presence was poor. The presentation was confusing and audience interest was low.