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TEKS 8.10 B Red at Night, Sailor’s Delight TAKS Objective 5 – The student will demonstrate an understanding of Earth and Space systems. Learned Science Concepts: Complex interactions occur between matter and energy. Cycles exist in Earth systems. Characteristics of the universe. Natural events and human activity can alter Earth systems. TEKS Science Concepts 8.10 The student knows that complex interaction occur between matter and energy. The student is expected to: (B) Describe interactions among solar, weather and ocean systems. Overview Systems can work together with major consequences. The weather system is affected by the ocean system and the solar system. In return the ocean system is affected by the weather system. Students will learn how energy is transformed between systems and the results that occur. They will understand how specific heat capacity differences between land and water cause pressure differences causing winds, weather and storms. Students will also understand how weather is different on Earth than on other planets in the solar system due to our atmosphere and oceans. TEKS 8.10 B TAKS Objective 5 page 1 Instructional Strategies Students will do hands-on activities to develop the concepts of differentiated heating and air currents. The will see examples of extreme weather in video. They will discuss and research weather on other planets. Objectives 1. The student can explain how wind cycles between the ocean and the land. 2. The student describes how air currents flow due the differences in temperature and pressure. 3. The student can describe how radiant energy from the Sun affects weather and climate on Earth. TEKS 8.10 B TAKS Objective 5 page 2 For Teacher’s Eyes Only Of all the planets in the solar system, Earth has a unique position and composition. Earth has an atmosphere that helps protect it from some of the Sun’s radiation and yet allow enough radiation to reach the Earth to be absorbed and transformed into heat. The atmosphere also helps increase the amount of heat on Earth by changing radiation to heat and then into new radiant energy directed back at Earth. The upper atmosphere, the ozone, traps high energy radiation before it reaches the Earth and causing extreme sunburn and other unwanted effects. During periods of solar flares and high numbers of sunspots, the high energy is increased and more reaches the Earth causing problems with communication, power companies, weather and perhaps even some animal species. The high level of sunspots occurs at a fairly predictable time pattern of every eleven years. Mercury and the Moon have practically no atmosphere. Radiant energy from the Sun is absorbed and changed into heat. Without an atmosphere the heat does not distribute over the surface. Where the Sun’s rays do not strike or during nighttime, the surface cools by radiating energy back into space. An astronaut floating in space, for example, will be very hot on the side facing the Sun and very cold on the side away from the Sun. Only the spacesuit provides protection. Venus has a very, very dense atmosphere that would crush a person who could make it to the surface of the planet. The atmosphere traps a lot of heat energy and thus the surface of Venus is very hot. Water cannot exist at such high temperatures and Venus has no oceans. The gaseous giant planets have no surface as we know it and are all atmospheres. They are also very far from the Sun and are cold. When a storm begins like the giant red spot on Jupiter, there is no land to create friction and transform energy slowing and stopping the storm. Unlike hurricanes on Earth that die down after reaching land, the giant red spot has been swirling for over 300 years with no sign of stopping. TEKS 8.10 B TAKS Objective 5 page 3 Student Misconceptions Misconception The seasons are caused by the distance the Earth is from the Sun. Science Concept Summer is due to the tilt of the Earth that causes a more direct sunlight for longer of periods of time. In the winter the opposite situation exists where the Sun does not get as high in the sky and is not visible as long. The equator region experiences other kinds of weather change. Rebuild Concept Use the introduction of discrepant ideas to dispel the myth. Examples include: If the summer is when the Earth is closest to the Sun, why does the southern hemisphere have winter and cold weather during the northern hemisphere summer; The Earth’s distance from the Sun is almost always the same; The Earth is slightly closer to the Sun during summer in the northern hemisphere. Misconception Water spirals down a pipe one direction in the northern hemisphere and the opposite direction in the southern hemisphere because of the Coriolis Effect. Science Concept The direction water runs down a drain is due to the plumbing and not the spin of the Earth. TEKS 8.10 B TAKS Objective 5 page 4 Rebuild Concept Testing the direction water drains down a pipe could be a takehome project. Students check sinks, tubs and toilet bowls then compile results in class. The direction of the spin can be changed by using a circular motion of the hand in the water. Encourage students to test ideas and gain first hand knowledge. Misconception The Earth is warmed by heat from the Sun. Science Concept Heat is energy of moving particles. Between the Sun and the Earth there is nothing to carry heat energy. Warming occurs when radiation or light from the Sun is absorbed by the Earth and its atmosphere and is then changed into heat energy. Rebuild Concept Compare heat energy to radiant energy. A vacuum thermos is used to keep heat energy in or out. An umbrella blocks the Sun’s rays (radiation) and keeps a person cooler. Space objects with little or no atmosphere such as Mercury or the Moon are very cold on the side opposite the Sun and hot on the side facing the Sun. Reinforce the concept of heat discussed in the TAKS Objective 3. Student Prior Knowledge Students should understand the concept of a system. (TEKS 6.5 and 7.5) Students should understand that energy can be transformed from one type to another. (TEKS 6.9 and 7.8) Students should know the components of the Solar system. (TEKS 6.13 and 7.13) They should be able to identify the components in the Earth-system that are responsible for weather changes. (TEKS 8.14) TEKS 8.10 B TAKS Objective 5 page 5 Wind and Waves 5 E’s Engage Show the land and sea breeze animation. http://www.classzone.com/books/earth_science/terc/content/visualizations /es1903/es1903page01.cfm?chapter_no=visualization Explore Experiment: Wind and Water Class Time: 1 class period Objective 1: The student can explain how wind cycles between the ocean and the land. Process Skills: TEKS 8.2 The student is expected to (A) plan and implement investigative procedures including asking questions, formulating testable hypothesis, and selecting and using equipment and technology, (B) collect data by observing and measuring, (C) organize, analyze, evaluate, make inferences and predict trends from direct and indirect evidence, and construct graphs, tables, maps and charts using tools including computers to organize, examine and evaluate data. Materials: Container of dirt and an equal size container of water Two bright, hot incandescent lamp Two thermometers Timer TEKS 8.10 B TAKS Objective 5 page 6 Graph paper Procedure: Arrange the dirt, water, and lamps so that the lamp is directly over each container. Place thermometers in the dirt and in the water. Record the temperature of each container every 30 seconds. After five minutes, turn off the light and continue recording the temperature of the dirt and water. Graph the results. Explain Explain how the earth is differentially warmed by sunlight because of the tilt of the earth. This differential amount of sunlight which is concentrated at the equator creates wind. Review how the specific heat of water causes water temperature to change slowly while land will change temperature quickly. Because land and water heat capacities (See TAKS Objective 3) are different, the air masses blanketing each are different. This results in higher and lower air pressure masses and the movement of air producing weather. Provide information about ocean current circulation and the role this plays in the temperature of various cities and countries. For example, the Gulf Coast waters are warm and actually help to warm the temperature for people living in Great Britain. The circulating ocean water Alaska is the reason San Francisco, CA enjoys cool temperatures. Show the GeoDiscoveries film clip. Elaborate Elaboration 1 Give each group a different kind of dirt or sand such as black soil, clay soil, light sand and dark sand. Allow the groups to compare results and apply conclusions to the heating of the Earth’s surface. TEKS 8.10 B TAKS Objective 5 page 7 Elaboration2 Use Geoblox® to create models of day sea breezes, night see breezes, and ocean waves. Using Geoblox® models will provide reinforcement of concepts for the concrete learner. EVALUATE Students create a 2-line labeled drawing of the land and sea breeze. The student must include an explanation about how differential heating of the land and water creates air flow and the role of heat and pressure in creating the movement of the wind. TEKS 8.10 B TAKS Objective 5 page 8 Blowing Smoke 5 E’s Engage Show the wind animation http://www.school-portal.co.uk/GroupDownloadFile.asp?File=39949 Explore Activity: Blowing Smoke Class Time: 45 minutes Objective 1: The student describes how air currents flow due the differences in temperature. Objective 2: The student can describe how radiant energy from the Sun affects weather on Earth and the other planets. Process Skills: TEKS 8.3 (C) – The student is expected to represent the natural world using models and identify their limitations. Materials: Two 2-liter plastic soda bottles with labels removed and no caps Ziploc Sandwich bag full of ice Sand Hotplate Incense stick Preparation: Cut the top off one bottle and the bottom off the other. The two remaining pieces should slip together to form a very tall bottle. Heat the sand in a container over the hotplate until it is very warm but not hot enough to melt the plastic bottle. Put the sand in the bottom portion of the TEKS 8.10 B TAKS Objective 5 page 9 bottle. Tape the bag of ice on the inside of the bottle top close to the bottle neck. Slip the two pieces of bottle together. Procedure: Light the incense and stick it into the bottle. It might be more useful to put a little hole in the bottle toward the bottom (above the sand line so it does not spill out) and toward the top. Insert the incense stick into the bottom hole and record observations. Insert the incense stick into the top hole and record observations. What would happen if there was no air in the bottle? (The warm sand would radiate some energy which would strike the ice. The ice would then change some of the radiation into heat.) Explain Warmer air tends to rise and cooler air moves in beneath it. Using the smoke produced in the Explore demonstration, the movement or current of the air can be seen. Cooler air masses have higher air pressure than warm air masses. As air move towards the poles it becomes cooler. Eventually, polar air is recycled to the equator. http://www.school-portal.co.uk/GroupDownloadFile.asp?File=39949 http://www3.interscience.wiley.com:8100/legacy/college/strahler/0471238 007/animations/ch07_animations/animation3.html Elaborate Create a model showing how air circulates on the earth. Materials: 4” Styrofoam balls evenly divided in half TEKS 8.10 B TAKS Objective 5 page 10 6 Pipe cleaners (2 blue, 2 red, 2 green) Black Marker Hot glue gun Procedure: 1. Place one half of the Styrofoam ball on a small piece of poster board (approximately 12” square). Use the marker to draw the equator. 2. Wind the red pipe cleaners around a pencil to create a spiral shape. Use a hot glue gun to attach the two red pipe cleaners to the Styrofoam ball parallel to the equator, one in the northern hemisphere and one in the southern hemisphere. Fold excess pipe cleaner under the Styrofoam ball. Create a key indicating the red pipe cleaners represent Hadley cells. 3. Wind the green pipe cleaner around a pencil to create a spiral shape. Use a hot latitude mark in the northern and in the southern hemisphere. Fold the excess pipe cleaner under the Styrofoam ball. Add the Ferrell cell which is represented by the green pipe cleaner to the key. 4. Wind the blue pipe cleaner around a pencil to create a spiral shape. Use a hot glue gun to attach the two blue pipe cleaners between the 60˚ and the 90˚ latitude mark in the northern and in the southern hemisphere. Fold the excess pipe cleaner under the Styrofoam ball. Add the Polar cell which is represented by the blue pipe cleaner to the key. 5. Label each of the following: equator, 30˚, 60˚, 90˚, jet stream TEKS 8.10 B TAKS Objective 5 page 11 EVALUATE Label the Hadley cell, ferrel cell, and polar cell on the diagram. Label the approximate location of jet streams on the diagram. Indicate areas of high and low pressure between the cells. TEKS 8.10 B TAKS Objective 5 page 12 TEKS 8.10 B TAKS Objective 5 page 13 TEKS 8.10 B TAKS Objective 5 page 14 Wind and Water Objective 1: Explain how the ocean affects weather. Objective 2: Describe how radiant energy from the Sun affects weather on Earth and the other planets. Materials: A container of dirt and an equal size container of water Bright, hot incandescent lamp Two thermometers Timer Graph paper Procedure: 1. Arrange the dirt, water, and lamps. 2. Place thermometers in the dirt and water. 3. Record the temperature of each container every 30 seconds. 4. After five minutes take the light away and continue recording temperature. 5. Graph the results. TEKS 8.10 B TAKS Objective 5 page 15 Complete the Table: Time Soil Temperature Water Temperature 30 seconds 1 minute 1 minute 30 seconds 2 minutes 2 minutes 30 seconds 3 minutes 3 minutes 30 seconds 4 minutes 4 minutes 30 seconds 5 minutes 5 minutes 30 seconds 6 minutes 6 minutes 30 seconds 7 minutes 7 minutes 30 seconds 8 minutes 8 minutes 30 seconds 9 minutes 9 minutes 30 seconds 10 minutes TEKS 8.10 B TAKS Objective 5 page 16 Questions: 1. Which heats faster, soil or water? Why? 2. Which cools faster, soil or water? Why? 3. Who would the different temperatures of land and water affect wind circulation? Alternate: Each group should obtain a different kind of dirt or sand such as black soil, clay soil, light sand and dark sand. Compare results and apply conclusions to the heating of the Earth’s surface. TEKS 8.10 B TAKS Objective 5 page 17 Blowing Smoke Objective 1: The student describes how air currents flow due the differences in temperature. Materials: Two 2-liter plastic soda bottles with labels removed and no caps Ziploc Sandwich bag full of ice Sand Hotplate Incense stick Preparation: Cut the top off one bottle and the bottom off the other. The two remaining pieces should slip together to form a very tall bottle. Heat the sand in a container over the hotplate until it is very warm but not hot enough to melt the plastic bottle. Put the sand in the bottom portion of the bottle. Tape the bag of ice on the inside of the bottle top close to the bottle neck. Slip the two pieces of bottle together. Procedure: Light the incense and stick it into the bottle. It might be more useful to put a little hole in the bottle toward the bottom (above the sand line so it does not spill out) and toward the top. Insert the incense stick into the bottom hole and record observations. Insert the incense stick into the top hole and record observations. Questions: 1. How does the relative position of the incense to the bag of ice affect the smoke? 2. What would happen if there was no air in the bottle? TEKS 8.10 B TAKS Objective 5 page 18 Where the Wind Blows Objective: Create a model to show how wind circulates on the earth. Materials: 4” Styrofoam balls evenly divided in half 6 Pipe cleaners (2 blue, 2 red, 2 green) Black Marker Hot glue gun Procedure: 1. Place one half of the Styrofoam ball on a small piece of poster board (approximately 12” square). Use the marker to draw the equator. 2. Wind the red pipe cleaners around a pencil to create a spiral shape. Use a hot glue gun to attach the two red pipe cleaners to the Styrofoam ball parallel to the equator, one in the northern hemisphere and one in the southern hemisphere. Fold excess pipe cleaner under the Styrofoam ball. Create a key indicating the red pipe cleaners represent Hadley cells. 3. Wind the green pipe cleaner around a pencil to create a spiral shape. Use a hot latitude mark in the northern and in the southern hemisphere. Fold the excess pipe cleaner under the Styrofoam ball. Add the Ferrell cell which is represented by the green pipe cleaner to the key. 4. Wind the blue pipe cleaner around a pencil to create a spiral shape. Use a hot glue gun to attach the two blue pipe cleaners between the 60˚ and the 90˚ latitude mark in the northern and in the southern hemisphere. Fold the excess pipe cleaner under the Styrofoam ball. Add the Polar cell which is represented by the blue pipe cleaner to the key. 5. Label each of the following: equator, 30˚, 60˚, 90˚, and jet stream. Questions: 1. How many distinct wind cells are identified in the model? 2. Describe their relative sizes. Which is largest? Smallest? 3. Where does wind begin? 4. How are the sun and the ocean involved in wind making? TEKS 8.10 B TAKS Objective 5 page 19 Ocean and Land Temperature Graph Worksheet Use the information in the table below and graph the relationship between land temperature and ocean temperature. 1. 2. 3. 4. 5. What is the independent variable? What is the dependent variable What is the name of the X axis? What is the name of the Y Axis? What is the relationship between the time of day and the land temperature? Why is this so? 6. What is the relationship between the time of day and the ocean temperature? Why is this so? The Relationship between Time of Day and Temperature for the Land and Ocean Time Land Temperature Ocean Temperature 12 p.m. 85 65 1 p.m. 85 65 2 p.m. 85 65 3 p.m. 82 65 4 p.m. 77 65 5 p.m. 71 65 6 p.m. 65 65 7 p.m. 62 65 8 p.m. 60 65 9 p.m. 58 65 10 p.m. 55 65 11 p.m. 54 65 12 a.m. 53 65 1 a.m. 52 65 2 a.m. 51 65 TEKS 8.10 B TAKS Objective 5 page 20 3 a.m. 50 65 4 a.m. 50 65 5 a.m 51 65 6 a.m. 54 65 7 a.m. 58 65 8 a.m. 65 65 9 a.m. 72 65 10 a.m. 79 65 11 a.m. 82 65 TEKS 8.10 B TAKS Objective 5 page 21