1. Energy Lesson and Activity
Introduction
The purpose of this activity is to have students make direct observations on the transmission of energy through space.
Objective
To observe the effects of radiant energy
Materials
Thermometers (2 per student pair)
Access to sunlight, or incandescent light bulb, or other radiant heat sources
Activity procedure
The procedure is to have student pairs take two thermometers and place one under a light source, or in the sunlight, and shade the other, but keep them in an area with the same conditions. This will reveal differences in temperature that can be compared across the class when all groups have completed the activity.
If there is access to photovoltaic cells, this activity could be made into a data-collecting laboratory. Another extension is to explore the rate of temperature change if the angle of light is changed, simulating the effect that occurs in the Northern and Southern Hemispheres.
Wrap up with discussion
Students will record data individually in their laboratory notebooks. As they finish their experimentation, they will add their data to a class list, either via computer with data projection, or to a table on the chalkboard.
Students will review their results, as well of the results of their fellow researchers. They will be guided to question the procedures, and make conclusions based on the available data.
2. Temperature Lesson and Activity
Introduction
This lesson will help students understand some properties of air.
Objective
To perform volume and mass calculations.
To perform temperature conversions.
Materials
Balloons
1 Liter soda bottles
Stockpots for hot and cold water
Ice
Activity procedure
The procedure is to place a balloon over a soda bottle and then place the bottle in a bucket of hot water and leave it there for several minutes to observe changes in the volume of the gas. Students will take the temperature of the water and convert it to Fahrenheit and Kelvin. Students will measure the diameter of the balloon.
After students have written down their observations, they may then immerse their bottle and balloon apparatus into the ice water (and this could be cooled even further with the addition of salt). Again, students will write down their measurements and observations.
Wrap up with discussion
Students will record data individually in their laboratory notebooks. As they finish their experimentation, they will add their data to a class list, either via computer with data projection, or to a table on the chalkboard.
Students will review their results, as well of the results of their fellow researchers. They will be guided to question the procedures, and make conclusions based on the available data.
Students need to be reminded that the amount of gas has not changed, simply the temperature and subsequently the volume.
3. Uneven Heating Lesson and Activity
Introduction
One major influence of our weather is the fact that different materials absorb energy at different rates.
Objective
To experience the fact that different materials have different heat capacities.
Materials
Thermometers (2 per student pair)
Access to sunlight, or incandescent light bulb, or other heat sources such a classroom radiator or heat exchange
Coffee containers of soil, sand, and water
Activity procedure
Suspend thermometers inside two samples of material, such as soil or sand and water. As in the activity for energy, students will place these containers near a light source and take periodic temperature readings.
As well as seeing how different substances respond to the introduction of heat, it is useful for students to see the effect of color on heat absorption. Students will be given dark and light colored construction paper and can design experiments to discover what effect the background colors have.
Wrap up with discussion
These data are to be graphed manually on graph paper, or using a computer and a graphing program such as Excel. Experimental data will reveal that water is much more slow to gain heat, and is also slower to lose heat. This
heat capacity
of water will be explored in more detail in the water vapor and geographic location units.
4. Pressure Lesson and Activity
Introduction
Students typically have a difficult time realizing that air has mass.
Objective
To determine that air has mass by conducting experiments.
Materials
Balloons
Triple beam or electronic balance, with precision of 0.01g
Activity procedure
The introductory activity is to determine the mass a balloon on a triple-beam balance and then inflate it and mass it again22.
Students can construct a barometer using a soda bottle23.
Another activity is to attach a sandwich bag to the mouth of a jar with a rubber band and then pull or push the bag in and out of the jar and ask students to explain which situation had higher or lower air pressure.
A simple wind activity: stand parallel to the wind and toss leaves, or some other very light objects, directly in front of you and see how far they go.
To demonstrate the expansion of air when it is heated, a balloon can be attached to an Erlenmeyer flask and placed on a hot plate. As the air inside the flask heats up, it will expand and inflate the balloon.
Another activity (easily given as a take-home assignment) would be to construct an anemometer. Students could measure wind speeds at different locations, at different times, and connect their data with air masses that are moving in or out of the area (by using the web or newspapers).
As an extension, it would be interesting to use the Internet to obtain local weather conditions and explore the shifting of winds at the end of the day along the coast ("the sea breeze").
Wrap up with discussion
Discuss results of massing balloon and lever activity. Students should have discovered that air has mass.
Other discussions will depend on activities chosen.
5. Atmospheric Water Vapor Lesson and Activity
Introduction
The goal of this lesson is to simulate the hydrologic cycle.
Objective
To make direct observations of a simulated evaporation, condensation, precipitation system.
Materials
Mass that can be heated (such as a brick)
Ice
Activity procedure
This system can be modeled by using a clear box (about the size of a shoe box), a warm mass (such as a rock, soil or sand) and a cup of ice placed in a hole in the top of the box. As the vapor condenses, it will drop back down onto the warm mass, and evaporate once again.
A simple activity is to calculate the dew point by using a can with ice and a thermometer.
For an extension, students could use the system modeling software STELLA to more carefully recreate this dynamic24.
Wrap up with discussion
Discuss observations and elicit student explanations for the condensation under the ice, and precipitation from this condensation.
Discuss with students why earthenware pots are used to keep water cool (they allow for evaporation and therefore cooler water).
6. Geographic Proximity to Water Lesson and Activity
Introduction
This lesson allows the instructor and students to explore myriad geographic regions, and make connections among the physical science concepts explored as part of the entire unit.
Objective
To recognize that oceans and other large bodies of water have dramatic impact on weather.
Materials
Internet access
Activity procedure
The activity to explore this would be to consult temperature maps of the region during weather events where the influence of heating from the water is evident.
Students will choose areas that are near oceans or large bodies of water, and make predictions about the weather and temperature conditions over a 24 hour period. Possible specific locations include the Pacific Coast, Great Lakes, Gulf of Mexico, Atlantic Coast, and then areas inland from these regions. Students then go online and gather real-time data on their chosen locations.
An extension is to encourage students to make predictions and gather information on locations from around the globe.
Wrap up with discussion
Discuss findings with students. What patterns emerge?
