Current Connecticut Standards
Content Standards
Energy in the earth’s systems — How do external and internal sources of energy affect the earth’s systems?
Standard 6.3 — Variations in the amount of the sun’s energy hitting the earth’s surface affects daily and seasonal weather patterns and climate on a long term scale (20,000 years).
Standard 6.3.a. Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water.
This unit addresses the Connecticut Content Standards related to Energy in the Earth’s System. More specifically it seeks to answer the question: How do external and internal sources of energy affect the earth’s systems? It addresses Connecticut Science Standard 6.3a.
CMT Expected Performances
C7. Describe the effect of heating on the movement of molecules in solids, liquids and gases.
C8. Explain how local weather conditions are related to the temperature, pressure and water content of the atmosphere and the proximity to a large body of water.
C9. Explain how the uneven heating of the earth’s surface causes winds and affects the seasons.
Current New Haven Curriculum Standards
Grade-Level Concepts
Students should understand that…
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Earth is surrounded by layers of gases (atmosphere) that influence the environmental conditions on its surface. Earth’s atmosphere (air) is a mixture of different amounts of gases (mainly nitrogen and oxygen, along with small amounts of carbon dioxide, water vapor and other gases).
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Weather on Earth is caused by the daily changes in the temperature, pressure and amount of moisture in the lower atmosphere.
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Climate is the long-term conditions experienced by different regions on earth, and is influenced by the amount of solar energy penetrating the atmosphere to reach Earth’s surface.
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The atmosphere allows solar energy to pass through it and reach Earth’s surface. Carbon dioxide and water vapor in the atmosphere absorb some of the outgoing heat energy, preventing it from going back into space.
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The molecules that make up all matter are in constant motion. Solids, liquids and gases differ in the movement and arrangements of their molecules. Molecules in gases move randomly and independently of one another. Molecules in liquids move around each other randomly, but are loosely held together by an attraction force. Molecules in solids are closely locked in a patterned position and can only vibrate back and forth. The closer the molecules, the greater their density.
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When heat energy is added to a substance, its molecules move faster and spread apart from each other. When heat energy is removed, molecules move slower and come closer together.
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Matter changes state (phase change) due to the absorption or release of heat energy. If enough heat energy is absorbed, the molecules of a solid overcome the forces holding them together, move farther apart and change to a liquid state (melt); molecules of a liquid may change to a gas (vaporize). Conversely, if enough heat energy is released to the surroundings, then molecules of gases will move closer together and become liquid (condensation) or solid (freezing).
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Solar energy is absorbed by different surfaces on the earth and radiated back to warm the atmosphere. Land absorbs solar energy at a faster rate, and releases it at a faster rate, than water. Air temperature above the land or water depends on the amount of solar radiation absorbed.
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Air molecules constantly press on and around objects on Earth (air pressure). Due to the pull of Earth’s gravity and weight of are above, air pressure close to Earth’s surface is always greater than air higher in the atmosphere. Temperature of air molecules affects their density. Cool, dense air molecules sink and exert greater pressure on Earth; warm, less dense air molecules exert less pressure on Earth’s surface and rise.
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Wind is caused by air moving from areas of high pressure to low pressure. Local winds result from air pressure differences caused by uneven heating of land and water. Near coastal areas, land and sea breezes change predictably during the day/night cycle due to temperature differences above land and water.
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Global winds are caused by the rising of warm equatorial air and the sinking of cold polar air.
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Water on Earth evaporates into the atmosphere (humidity) driven by energy from the sun. Higher temperature causes more evaporation. Clouds form when warm, moist air evaporates, rises and cools, causing its molecules to condense onto tiny dust particles suspended in the air. Different cloud formations are associated with different weather.
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Weather on Earth is caused by daily variations in the temperature, pressure and humidity of different bodies of air (air masses). Decreasing air pressure usually indicates that cloudy, wet weather is approaching. Increasing air pressure usually indicates that clear, dry weather is approaching.
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Areas of warm air meet areas of cold air at a “front.” Precipitation generally results where a cold and a warm air mass meet. Areas of cold air move under areas of warm air, forcing the warm air to rise, cool and condense to form clouds; areas of warm air move above areas of cold air, causing warm air to rise, cool and condense to form clouds.
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Connecticut weather is influenced by its closeness to the Atlantic Ocean and Long Island Sound. Water temperature causes coastal temperatures to be cooler in summer and warmer in winter than temperatures inland.
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Connecticut often has rapidly changing weather because three patterns of moving air interact here: cold, dry air from the north, warm, moist air from the Atlantic Ocean coastline, and air moving across the US from west to east.
Grade-Level Expectations
Students should be able to:
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Compare the composition and functions of the earth’s atmospheric layers.
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Explain how changes in temperature, pressure, moisture and density of air create weather.
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Describe differences between climate and weather.
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Demonstrate the arrangement and motion of atoms or molecules in solids, liquids and gases.
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Predict the phase change that will result from the absorption or release of heat energy by solids, liquids or gases.
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Create models or diagrams that demonstrate how solar energy drives different phases of the water cycle.
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Design, conduct and report in writing an investigation to compare the heat absorption and release rates of water and earth materials.
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Compare and contrast conditions that cause local sea breezes/land breezes and global wind patterns.
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Predict the type of weather that may result given certain cloud types, warm and cold fronts and air pressure.
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Explain the causes of temperature differences between coastal and inland areas.