Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Ocean Motion Teacher Guide 5 Patterns of Energy Balance Cold are the feet and forehead of the earth, Temperate his bosom and his knees, But huge and hot the midriff of his girth, Where heaves the laughter of the belted seas, Where rolls the heavy thunder of his mirth Around the still unstirred Hesperides. The Belted Seas, Arthur Colton Ocean Motion Teacher Guide 5 1 Lesson Objectives Performance Tasks To demonstrate an understanding of ways to manipulate data collected using a specified measurement protocol. Identify graphs used to manipulate data. To use the human body as a model to understand energy balance in the Earth system. Identify parts of the energy-balancing mechanism of the Earth that mimic the human body. To demonstrate an understanding of patterns of the diurnal heating and cooling cycle of the atmosphere. Compare patterns of diurnal heating and cooling of the atmosphere to predictions of a Daily Metabolism model. To manipulate a computer model to show the fluctuations of solar energy received by Earth. Determine when solar intensity is highest and lowest at various sites on Earth. To read a computer model to show circulation of warm and cool ocean surface currents. Identify specific patterns from a computer model of sea surface current and temperature data. Materials: Student Guide (downloadable pdf file) Student worksheet (downloadable pdf file) Internet access Time: 90 minutes Introduction Scientists are concerned about the global warming that would result from a global imbalance in the flow of energy. Oceans play an important role in forecasting the consequences of an energy imbalance. An understanding of the flow of energy and the balance of energy at the ocean’s surface will help you interpret patterns in Sea Surface Temperature data images. Ocean surface water a few meters deep has the same heat capacity as the atmosphere above it. It takes nearly four times as much energy to increase the temperature of one kilogram of seawater by one degree Celsius than to do the same with one kilogram of air. In addition, one kilogram of air (at standard temperature and pressure) has almost 800 times more volume than 1 kilogram of seawater. The same heat energy will cause the same temperature change for either 3,200 cubic meters of air or one cubic meter of seawater. Because the ocean surface is always in contact with the atmosphere, these numbers mean that the ocean surface can act as a very effective heat storage medium for the atmosphere. Small changes in ocean surface temperature can be caused by large exchanges of energy with weather systems. Ocean Motion Teacher Guide 5 2 The state of the ocean and the atmosphere changes greatly throughout the seasons of the year–just like your body experiences diet and activity level changes during Summer, Fall, Winter and Spring. At any one location and time, incoming and outgoing energies do not have to balance. Data from the ocean surface show that the state of the ocean surface undergoes changes that may not be the same from one year to the next. This is not a concern as long as there is overall energy balance for the whole globe over the years. Specific heat of air 1050 J/(kg K), specific heat of seawater 3850 J/(kg K) Based on PV=nRT, mass of air = nx6.023x10 23x(0.8x28+0.2x32)x1.67x10-27, density of seawater=1025 kg/m3 2 Engage: Preconceptions Survey Students are asked to take an online consisting of nine questions. When they submit their responses online, a pop-up window appears that shows the correct response to each question and provides additional, clarifying information. All nine questions, the correct responses and additional information are provided below. Engagement activities such as this one are typically not graded. Student responses to this survey will help determine how much accurate information they already know about patterns of energy flow. TRUE or FALSE STATEMENT FALSE The sunlight energy absorbed by Earth is equally absorbed by land and oceans. Oceans make up 70% of the Earth's surface and their darker color (low reflectivity or albedo) guarantee that the oceans will take up most of the incoming solar energy. In addition, oceans are fluid and so the energy in the ocean tends to mix to depths. Heated soil is hot only at the surface and the heat does not penetrate far downwards. Water has a high specific heat that is five times higher than soil. A kilogram of water requires 5 times more energy than soil to increase its temperature by one degree. So even though most ocean water is very cool, this does not mean it is not absorbing solar energy. FALSE In July, the Earth is closest to the Sun. The Earth is closest to the Sun in January. Most of the seasonal change that we see is due to the tilt of the Earth on its axis of rotation. The axis is tilted at 23 degrees and it stays pointed in the same direction towards Polaris, the North Star. During winter in the Northern Hemisphere, the Northern Hemisphere is tilted away from the sun. Six months later at the other side of the Earth's orbit, the Northern Hemisphere tilts towards the sun and it experiences summer. 3 TRUE Sea surface temperature and currents are used to make forecasts of fishing conditions in the ocean. Each species of fish seeks out waters in a temperature range that suits its metabolism and biochemistry. Fishermen can access fishing forecasts based on maps of surface temperature, currents, phytoplankton and other environmental conditions to track down specific fish species (e.g., marlin, tuna). 4 FALSE The lowest sea surface water temperature is 0 °C. Salty water freezes at -2 degrees C. 1 2 Ocean Motion Teacher Guide 5 3 5 6 7 8 9 TRUE Most of the ocean water at the equator is near the freezing temperature. Most of the water on the equator lies deep below the surface where it receives no sunlight, and warm water tends to rise to the surface because of its lowered density. FALSE Satellites in space measure the temperature of ocean water by its color: light blue is warm and dark blue is cool. Temperature does not affect the color of water. Mapped ocean images sometimes use colors to represent the temperature of the surface waters, but these colors do not represent the true colors seen in nature. FALSE At the equator, the sea surface temperature does not vary seasonally in a regular cyclic pattern from year to year. The sea surface temperature at the Equator shows repeating cyclic variation at most locations. Sea surface temperatures depend on ocean currents as well as the sun. On the Equator the length of day is always the same (12 hours) and the Sun passes overhead twice during the year, near March 21 and September 21. FALSE Water is clear so sunlight penetrates the water surface and keeps the water warm deep below the surface. Water is blue. Water absorbs red light strongly and even blue light does not penetrate far into the water. Water warmed below the surface becomes less dense and so would rise upwards. Below the surface, it becomes very dark as you go deeper. FALSE Phytoplankton, a plant-like marine organism that grows near the surface of the ocean, has its highest density when the sea surface water is warmest. The data does not show a consistent relationship between the time of maximum temperature and chlorophyll concentration in the ocean. Chlorophyll concentration depends on nutrients and chemicals available in the seawater. Like many marine organisms, species of phytoplankton grow best within a certain range of temperatures and not necessarily at the highest temperature. 100 Overall Score (%) Explore: Measurement Protocol and Data Manipulation Basic Data Gathering and Processing Hydrologic science, an important interdisciplinary science dealing with the occurrence, distribution, and properties of water on Earth, is key to understanding and resolving many contemporary, large-scale environmental issues. Accurate data collection and proper manipulation of data are critical to better understand ocean surface processes. Scientists realize they can never make a perfect measurement; their goal, is to come as close as possible within the limitations of the measuring instruments and established protocols (i.e., set of rules to be followed for every measurement). Science cannot be done "on automatic pilot"—scientists have to think about what they are doing. Therefore, protocols are established and followed to insure as much accuracy as possible. Ocean Motion Teacher Guide 5 4 Suppose you wish to measure the surface temperature of the ocean, a river or a lake. First, you would decide on a measurement protocol to insure (1) your measurements are taken under similar (or known environmental) conditions, (2) every effort is made to eliminate mistakes (illegitimate errors) and reduce systematic (biased, one-sided) errors. It is assumed that random (unbiased, two-sided) errors cause the dominant variations in your data. Protocol to Measure Water Surface Temperature _________________________________________________________________ Determine: • • • • • • • Location(s) Time of day, day of year Calibration of thermometer Depth of thermometer in water Time of thermometer in water Weather conditions Water temperature Data Collection: Assume that 15 temperatures were collected using the above protocol. Data Manipulation: Each of the following five manipulations may help to better understand the data collected. 1. Graph Data: The data points make a pattern that seems to be level. If the points showed a systematic trend rising or falling from left to right, it would suggest that the “true” value being measured was systematically changing during the measurements. In this case, the protocol should be redesigned. 2. Expand Graph Scale: To see the variations in the data more clearly, expand (magnify) the data scale. The data points look different but correspond to original values graph. 3. Compute the Mean: Add all measurements and divide by the number of points (15). The mean value is shown by the red line in the figure. 4. Compute the Differences from the Mean: Compute the difference between each data point and the mean value. This will be used to estimate the variation in this set of measurements. 5. Compute the Standard Deviation: Use all the differences to compute the standard deviation (s) of the data set. The red lines show the limits of the [mean + s] and [mean – s]. Note that 10 data points lie between these limits and 5 lie outside: Within limits: 10/15 = 2/3 = 67% of the data set Outside limits: 5/15 = 1/3 = 33% of the data set Ocean Motion Teacher Guide 5 5 Try the Following Activity: Determine which of the following five graphs represent each of the five data manipulations listed above. The data points are shown on the x-axis, temperature in degrees Celsius on the y-axis, and the red x’s are the temperature for each data point. Examine the five graphs below and correctly label each graph with one of the five titles listed below. 1. Data Points 2. Data Points Expanded 3. Mean or Average Value ( = 21.56) 4. Differences from the Mean 5. Standard Deviation ( = 1.950) Title: Differences from the Mean Title: Data Points Title: Data Points Expanded Title: Mean or Average Value Title: Standard Deviation Ocean Motion Teacher Guide 5 6 More Challenging: Standard Deviation Computation Here is an example of how the mean and standard deviation are calculated. The data values (27.4, 26.5, 28.1, …) are arbitrary values: 1 2 3 4 5 COLUMN TOTAL Data XI 27.4 26.5 28.1 27.6 26.9 Difference XI-XM (27.4-27.3)=0.1 (26.5-27.3)=-0.8 (28.1-27.3)=0.8 (27.6-27.3)=0.3 (26.9-27.3)=-0.4 5 5 X I 136.5 (X I 1 Mean XM 136.5 27.3 5 Squared Difference (XI-XM)2 (0.1)2=0.01 (-0.8)2=0.64 (0.8)2=0.64 (0.3)2=0.09 (-0.4)2=0.16 I 1 Standard Deviation s I X M ) 2 1.54 1.54 0.5 5 The mean and the standard deviation are related in a very important way. For a given data set, the mean is the single value that minimizes the standard deviation of the data. Choice of any value other than the mean for calculating the standard deviation yields a larger standard deviation. If, for example, you replace the mean value 27.3 with 28.0 everywhere in the above calculation, you will find that the standard deviation increases. In this sense, choice of the mean value as the “best” value to represent a dataset is justified by the fact that it deviates least from the other members of the dataset. The following is a new dataset. Practice the calculation of mean and standard deviation values: Column 1 2 3 4 5 6 7 COLUMN TOTAL Data XI 4.73 4.65 4.82 4.70 4.69 4.83 4.77 5 X I 1 Mean XM I Difference XI-XM -0.01 -0.09 0.08 -0.04 -0.05 -0.09 0.03 Squared Difference (XI-XM)2 0.0001 OR 1.0E-4 0.0081 OR 8.1E-3 0.0064 OR 6.4E-3 0.0016 OR 1.6E-3 0.0025 OR 2.5E-3 0.0081 OR 8.1E-3 0.0009 OR 9.0E-4 5 (X ____ 33.19 I 1 4.74 Standard Deviation s Ocean Motion I X M ) 2 ____ 0.0277 0.063 Teacher Guide 5 7 Explore: Energy In = Energy Out How can an analogy to the human body be used to better understand energy in the Earth system? Energy balance is a familiar topic to most people because it relates directly to their health. Your body maintains an energy balance: Energy In = Energy Out + Energy Stored The above formula illustrates energy conservation—all the energy has to “go” somewhere. It cannot just disappear. Humans eat food which provides energy (calories) for biochemical processes necessary for life as well as for heat that is lost through radiation, conduction, convection and evaporation processes. The flow of blood in the body is regulated to control temperature and increase or decrease body heat. If too much food is consumed, it is eliminated as waste or stored as fat in the body. Ideally humans do not want to eat so much that body fat increases because increased weight stresses many important systems of the body. To be sustainable over long periods of time, the body cannot either continuously gain or lose stored energy (fat). The net energy stored over long time periods should be zero: Energy In = Energy Out In the chart below, complete the following analogies that compare the energy balance of the body to that of the Earth to help you better understand energy balance in Earth systems. Energy Human Body Earth Source of Most Energy Food Sun Ways to use the energy Exercise, work, heat loss Winds, storms, currents, photosynthesis Ways to store the energy Fat accumulation Latent heat, ocean temperature, fossil fuels Ways to control temperature Adjustment of blood circulation, sweat, clothing Air and water circulation Explore: A Study of Air Temperature What do data reveal about daily energy cycles in the Earth system? To investigate daily energy cycles, you will begin by examining air temperature data collected in Washington, DC on July 4–5, 2005. On July 3, the Earth is farthest from the sun—94,500,000 miles (in the first week of January, Earth is closest—91,400,00 miles). Many of the details that you will learn about this daily energy cycle will apply to the yearly cycle of ocean surface temperature as well. The daily cycle occurs because Earth rotates once on its axis every 24 hours. The yearly seasonal cycle occurs because Earth is tilted on its axis towards Polaris, the North Star. As Earth moves around the Sun, this tilt remains constant and the Northern Hemisphere experiences winter (i.e., Earth’s axis tilted away from the Sun) and summer (i.e., Earth’s axis tilted towards the Sun). Ocean Motion Teacher Guide 5 8 The graph below represents outside air temperature for July 4–5, 2005 in Washington, D.C. Read the graph and answer the following three questions. 1. Determine the maximum temperature and the time and date it occurred. Max Temp: 30.2oC Time: 5 pm Date: July 4 2. Determine the minimum temperature and the time and date it occurred. Min Temp: 21.9oC Time: 8 am Date: July 4 3. Determine the temperature range. The temperature range was 8.3 °C (30.2 - 21.9). During the entire 24 hour interval, the Kelvin (absolute) air temperature was relatively constant: 30.2oC (max temp) = 30.2 + 273.15 = 303.35oK 21.9oC (min temp) = 21.9 + 273.15 = 295.05oK. Measured on this scale, the Kelvin temperature of the air changed by less than 3% over 24 hours: 303.35 295.05 100% 2.8% 295.05 The energy radiated by a substance or object depends directly on this Kelvin temperature. Objects with a higher temperature radiate more. Assuming that the nearby ground surfaces have temperatures similar to the air temperatures, it can be concluded that during the 24 hour period, the electromagnetic energy radiated around the site of the Washington, D.C. weather station site was fairly constant. Ocean Motion Teacher Guide 5 9 The following graph shows solar radiation (intensity in Watts per square meter) received at the Washington, D.C. weather station. Note: The solar radiation is NOT constant throughout the day. The incoming solar energy reaches a high peak around noon and is zero between 8:30 pm and 6 am (when Washington D.C. is not receiving light from the Sun). 4. Compare the two graphs (Solar Radiation, above and Outside Temperature, on page 9) and describe what happens to the air temperature between 2 pm and 8 pm and solar radiation steadily decreases. Air temperature continues increasing until 5 pm when it starts decreasing. Solar radiation decreases continuously during these 6 hours. 5. Why are there no values for solar radiation between 8:30 pm and 6 am? Describe what happens to the air temperature during this time. There are no values for solar radiation because there is no solar energy (i.e., the sun has gone down). Therefore, the air temperature continues to decrease at a very steady rate. Why Is There a Time Delay? Based on the graphs, it is evident that there appears to be a delay in response to the Sun’s energy. Air temperatures continue to rise and remain steady for hours after solar radiation reaches its peak. The air temperature reaches its peak near 5 pm. Why? To investigate this question, you will use our simple body energy balance model—call it the “daily metabolism” model. We expend energy constantly during each 24 hours, even when we are sleeping but absorb energy only when we eat meals or snacks. To make a direct comparison to air temperature, it will be assumed (perhaps unrealistically) that the nourishment peaks at noon—lunchtime. Ocean Motion Teacher Guide 5 10 Use the following Daily Metabolism Model Start with 9 units of energy (Total Energy) in the body at 1 am. By 2 am, no additional energy is absorbed; however 1 unit is spent, leaving 8 units of energy. Continue filling in the model’s Total Energy values: ET (2AM) = ET (1 AM) + EA (1 AM) – EU (1AM) = __8__ ET (3AM) = ET (2 AM) + EA (2 AM) – EU (2AM) = __?__ Daily Metabolism Model (Midnight to Noon) Time of Day AM 1 2 3 4 5 6 7 8 9 10 11 Noon PM Midnight 1 2 3 4 5 6 7 8 9 10 11 Energy Absorbed (EA) 0 0 0 0 0 0 1 1 2 3 3 4 3 3 2 1 1 0 0 0 0 0 0 0 Energy Used (EU) Total Energy (ET) 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 9 8 7 6 5 4 4 4 5 7 9 12 14 16 17 17 17 16 15 14 13 12 11 10 Explain: 6. When does absorbed energy reach its minimum? Its maximum? When does total energy reach its minimum and its maximum? Daily Metabolism Energy Absorbed (EA) Total Energy (ET) Time Minimum 6 pm - 6 am 6 am - 8 am Maximum 12 Noon 3 pm - 5 pm 7. How is the behavior shown by this model similar to, or different from, the air temperature situation? Just like the outside temperature graph, the total energy reaches its maximum in late afternoon and decreases steadily at night. Ocean Motion Teacher Guide 5 11 Explore: The Yearly Cycle How does solar energy received by Earth change throughout the course of a year? Extend your study of the yearly solar energy cycle received by Earth with an online solar energy animation. As you cycle through a year, changes in temperature are shown as color changes on a world map. Make a Prediction: Before you view the solar energy animation guess, which month the solar intensity will be greatest and which month will it be the lowest, for your hometown. 1. In what town/city do you live? _________________________________ 2. During which month do you think solar intensity is greatest at your home? ______________________________________________________ 3. During which month do you think solar intensity is lowest at your home? ______________________________________________________ Link to the Solar Energy Animation , pictured below. (Note: Because of the file size, give the web page time to download its images.) Manipulate the computer model until you feel comfortable with it. Then return to this page for further instructions. Ocean Motion Teacher Guide 5 12 4. Use the computer model to estimate the energy intensity at your home and at the Equator at the start of each month during the year. Use the drop-down menu to select months January through December; note the color changes on the map; and use the legend below the map to determine energy values. Note: The colors shown on each map may be used to determine the total energy (i.e., ignoring atmosphere absorption/reflection) provided by the Sun within a ground area of 1square meter for the date shown. In the image, shown on January 1, Washington D.C. lies in the middle of the dark blue color on the map, which means on January 1 the Sun provided the Washington D.C. region approximately 0.3 x 10 8 J/m2 during a day. On a very clear day, approximately 20% of this passed through the atmosphere. Sample values for Washington D.C. and the Equator are shown below. Intensity Jan 1 Feb 1 Mar 1 Apr 1 May 1 Jun 1 Jul 1 Aug 1 Sep 1 Oct 1 Nov 1 Dec 1 Wash., D.C. 0.32 0.44 0.6 0.76 0.96 1.02 1.06 1.0 0.84 0.6 0.4 0.36 0.72 0.84 0.88 0.92 0.92 0.88 0.84 0.92 0.92 0.92 0.84 0.84 Equator Explain: Use the values you recorded in the table to answer the following three questions: 5. In which month was solar intensity the greatest at: Washington, D.C.? July Equator? Apr, May, Aug, Sep, Oct 6. In which month was solar intensity the lowest at: Washington, D.C.? January Equator? January 7. How accurate were your earlier predictions? Explore: Sea Surface Temperatures How does solar radiation affect sea surface temperatures? In this activity, you will examine sea surface environment data that are superimposed on a map and incorporated into a computer model that can be manipulated. Click on the Sea Surface Environment model, pictured on the top of page 14; set the date to November 1981; and set the parameter to temperature. Observe the map generated and respond to the following 5 questions. Ocean Motion Teacher Guide 5 13 The colors of the image represent sea surface temperatures measured over the week of November 8, 1981. It is important that students are able to accurately read maps: The top of the map is North, the bottom is South, the left is West and the right is East. A natural coordinate system (i.e., near spherical objects) employed for planets and moons uses angles of longitude and latitude to identify locations. The numbers across the top and bottom of the map give longitude values. The numbers on the right and left side of the map indicate latitude numbers. At the Equator, latitude = 0o, at the North Pole, latitude = 90o (or 90N) and at the South Pole, latitude = -90o (or 90S). 1. What patterns do you see in the November 1981 Sea Surface Temperature data (SST)? Temperatures vary with latitude. 2. Where are the water surface temperatures coldest? Temperatures are coldest near both poles. 3. Where are the water surface temperatures warmest? Temperatures are warmest near the Equator. 4. Do you see regions where cool surface water moves into latitudes where warm surface water dominates? Western coasts of South America and Africa 5. Do you see regions where warm surface water moves into latitudes where cool surface water dominates? Scandanavia, north of Europe Ocean Motion Teacher Guide 5 14 Next, return to Sea Surface Environment data visualizer. • The Click-On-Map Data, selector, determines the type of data displayed when you click on any 5o x 5o ocean site on the map. Available options are a graph or a table of median parameter data for the site during all the available years. • Set the Click-On-Map Data option to Graph and click anywhere on the ocean map. A time series graph will appear showing you how the sea surface temperature at that site varied over the years. For example: The graph above shows sea surface temperature, at a selected site—near the Galapagos Islands. Before proceeding with interpolation of any graph, including this one, it is important to make certain that you understand what the x- and y-axes represent. Answering the following questions correctly is critical to reading this graph accurately. 6. What is measured on the x-axis? Time in years 7. What does each vertical line (blue) on the graph represent? One year 8. What is the range of the entire graph? 1981 – 2005 9. What does each horizontal dot on the graph represent? Month of the year 10. What is the month and year that data were first shown on this graph? November 1981 11. What is measured on the y-axis? Temperature in oCelsius 12. What does each graduation on the y-axis represent? .5 oC 13. The graph shows data that varies considerably from year to year. Complete the following chart by identifying three years when sea surface temperature was highest and three years when it was lowest: Mean Sea Surface Data (95W – 90W, 0N – 5N) Highest Temperatures Lowest Temperatures Year 1983 1987 or 1998 1985 1988 1992 Month April April March August July/August Temp oC 30.2 29.5 30.2 23.2 22.6 Ocean Motion Teacher Guide 5 2004 August 23.3 15 A scientist would be interested in knowing whether other ocean sites, both nearby and far away, would reach highest and lowest surface temperatures during the exact same years. 14. If during a certain year, many widespread sites experience the same unusually high or low temperatures, there is good reason to look for the cause of such behavior. To study the effect on other types of data and to see how the unusual temperatures affected the weather of the region, complete an analysis of one more site off the east coast of North America. Mean Sea Surface Data Highest Temperatures Year Month Temp oC Lowest Temperatures To develop a measure of how unusual, or normal, a data value may be, one needs some measure of both. To quantify data values as normal or unusual, people often compute two measures from their data: • Mean—a weighted or unweighted average of data values • Standard deviation—measures the scatter of data values with respect to the mean value Elaborate: Currents that Circulate Warm and Cool Waters When you examined the sea surface temperature map earlier, you were asked to identify regions where cool water intruded into regions normally warm and warm waters intruded in regions normally cool. One of the regions where cool water intrudes into a region of warm water is in the Eastern Pacific, near the west coast of South America. The reason for this intrusion is the flow of surface currents. Shown below is a Tropical Pacific Surface Currents data computer model that uses OSCAR data showing ocean surface currents around October 15, 1992. The gray area on the right of the map shows part of the west coast of South America. The white area, along the coast of South America, has no data. The arrows show the direction of the currents and the current speed in meters per second. Ocean Motion Teacher Guide 5 16 1. What speed do the following colors represent? Magenta - 0 m/s Darker blue - 0.3 m/s Lighter blue - 0.5 m/s 2. What direction do the surface currents just south of the Equator appear to travel. East to West. 3. Note in the southeast corner of the map a strong (blue) current flows along the coast of South America. What is the direction of this current? North and Northwest The current moving up the western coast of South America is the Peru Current which brings cool water from the South Pacific and Southern Oceans. The westward-moving current along the equator is called the Pacific South Equatorial current. These currents are very important for understanding the dynamics of El Niño. These currents provide an example of the currents that circulate warm and cool waters and mix the two. This circulation, like the body’s well-regulated circulation, provides important climate control to moderate global temperatures. Evaluation: Holistic Rubric for Grading Lesson 4 Expert 3 Proficient 2 Emergent 1 Novice Responses show accurate identification of graphs used to explain manipulation of sample data. Shows solid understanding of analogy of the human body to explain energy balance in Earth system. Proficient interpolation of graphs to show diurnal heating and cooling cycle of the atmosphere. Proficient manipulation of computer model to read near realtime satellite data, and analysis of data is complete and accurate. Responses show accurate understanding of models and analogies used to explain scientific concepts and processes used in the lesson. Shows good understanding of analogy of the human body to explain energy balance in Earth system. Mostly proficient interpolation of graphs to show diurnal heating and cooling cycle of the atmosphere. Mostly proficient manipulation of computer model to read near real-time satellite data and analysis of data are mostly complete and accurate. Responses show partial understanding of models and analogies used to explain scientific concepts and processes used in the lesson. Shows some understanding of analogy of the human body to explain energy balance in Earth system. Mostly proficient interpolation of graphs to show diurnal heating and cooling cycle of the atmosphere. Somewhat proficient manipulation of computer model to read near real-time satellite data and analysis of data are partially complete and accurate. Responses show very limited understanding of models and analogies used to explain scientific concepts and processes used in the lesson. Shows limited understanding of analogy of the human body to explain energy balance in Earth system. Mostly proficient interpolation of graphs to show diurnal heating and cooling cycle of the atmosphere. Limited or no ability to manipulate computer model to read near real-time satellite data and analysis of data are not complete. Ocean Motion Teacher Guide 5 17 Ocean Motion Teacher Guide 5 18