National Standards:
- Science Content: A Science as Inquiry
- Science Content: D Earth and Space Science
- Science Content: E Science and Technology
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AP Environmental Science Topics
- Latitude
- Seasons
- Solar intensity
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Virginia Standards of Learning:
- ES.1b: The student will plan and conduct investigations in which technologies, including computers, probeware, and global positioning systems (GPS), are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions.
- ES.1c: The student will plan and conduct investigations in which scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted.
- ES.2a: The student will demonstrate scientific reasoning and logic by analyzing how science explains and predicts the interactions and dynamics of complex Earth systems.
- ES.2c: The student will demonstrate scientific reasoning and logic by comparing different scientific explanations for a set of observations about the Earth.
- ES.3d: The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key concepts include location by latitude and longitude and topographic profiles.
- ES.4b: The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include sun-Earth-moon relationships (seasons, tides, and eclipses).
- ES.13: The student will investigate and understand that energy transfer between the sun and the Earth and its atmosphere drives weather and climate on Earth.
- PS.7: The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include Celsius and Kelvin temperature scales and absolute zero.
- PS.9: The student will investigate and understand the nature and technological applications of light.
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Prerequisite
- Students should be familiar with the methods of heat transfer: radiation, convection and conduction.
- Students should be able to cite examples of heat transfer in the Earth system.
- 'Convection Activity' and 'Heating of Earth Materials Activity' in the student handouts are two great activities that can precede this unit.
- Students should know how to find the latitude and longitude of geographic locations.
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Tools
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Vocabulary: |
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Lesson Links:
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Background:
The seasons on Earth are caused by the tilt of the Earth on its axis as it revolves around the sun. The 23.5 degree tilt of the Earth's axis results in changes in the angle of incident radiation. The surface shortwave downward flux has been measured by the Surface Radiation Budget project, SRB. For many locations, this monthly trend in surface shortwave downward flux will have a direct relationship with mean surface temperature, corresponding to seasonal changes. This change in surface radiation during the year can be visualized with animations and through satellite data collected at various latitudes. The differences in climate along similar latitudes can be explained by local variations in heat transfer such as sea and land breezes. The absorption of solar radiation by different surface materials also contributes to variations in temperature along similar latitudes. |
Procedure:
Divide students into 7 groups. Distribute Scientist Tracking Network (STN) Entry Document and surface shortwave downward flux data for a different subject to each group. Student groups pinpoint a geographic location on the animation of Earth's net radiation and observe the change in net radiation with the seasons. Does this cycle correspond to the data given for their scientist's location? Once they have a possible location, students write a hypothesis using a logical statement modeled after this pattern. If the scientist is located in ___________, then that location will have the highest solar radiation during the month(s) of ____________.
While students are observing and testing their hypothesis, arrange for a special STN data delivery with satellite photo images and scientist photos from each location. Discuss the correlation between changing radiation measurements and the tilt of the Earth's axis. By the end of the period, groups must submit a written hypothesis about their scientist's location.
In the next class period, students receive additional data on total column ozone and a graph of mean surface temperature to further test hypothesis of the location. To compare surface shortwave downward flux data provided for the location with the data from the NASA Live Access Server choose:
DATASET: Atmosphere, Atmospheric Radiation, Top of Atmosphere, Top of Atmosphere (TOA) All-sky, Daily TOA All-sky SW Downward Flux (SRB)
Click NEXT.
Set these parameters
View Time series
line plot
Region select the appropriate location
Set the latitude and longitude of the subject's location.
Select next to view graph and compare the data with that supplied for each location.
To compare mean surface temperature graph return to
DATASETS: Land Surface, Surface Conditions, Monthly Surface Clear-sky Temperature (ISCCP).
Click NEXT.
Set the same parameters as before. The coordinates should remain from the previous dataset. Select next to view graph and compare the data with that supplied for each location. Unfortunately the selection of years for this data does not correspond to the years of data for surface shortwave downward flux. Data of total column ozone is also provided for a further confirmation of location. To check this parameter,
Select DATASET: Atmosphere, Air Quality, Monthly Total Column Ozone(ISCCP) and set the same parameters as for previous data sets.
After students have successfully identified the location of their scientist, students are provided with rubrics to guide them in constructing products. Students write a paper to discuss the evidence supporting their proposed scientist location. They also create a MISSING poster displaying the geographic coordinates, map of the scientist's location, and graphs of NASA data. |
Questions:
1. How does the surface shortwave downward flux change with latitude for a given date?
2. Is there a correlation between the surface shortwave downward flux measurements and the mean surface temperature for a given season? (even though years of data collection are different)
3. How does total column ozone change with season and latitude?
4. Compare the variation in surface temperature of Sweden with Brazil.
5. Hawaii and the Sahara Desert are only a few degrees of latitude apart and have similar surface radiation measurements. How can we explain the differences in surface temperature?
6. Does correlation between datasets necessarily mean that there is a cause and effect relationship? |
Extensions:
STN follow up assessment requires each student to interpret graphs of surface radiation for all seven locations and synthesize the information into a coherent explanation of the cause and effect relationship between the tilt of the Earth's axis and the amount of surface shortwave downward flux received in a given location. |
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Student Handouts
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Lesson plan contributed by Janell Simpson
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Click here for Teachers Notes |
