Temperature Changes in the Environment

NATIONAL SCIENCE EDUCATION STANDARDS

• Abilities to do inquiry.
• Understandings about scientific inquiry.
• Energy in the earth system.
• Abilities of technological design

Problem:  What causes changes in the temperature of air?
Objectives: Students will...

• discover the factors that contribute to global warming.
• develop skill in developing hypotheses, making observations,  designing experiments and +drawing conclusions.
• use current technology -Calculator Based Lab (CBL)- to collect data.

Background Knowledge Necessary for Students
Students should be able to...

• load programs on the CBL.
• read a thermometer.
• design a controlled experiment
• graph and analyze data.

        Students should be given a copy of the assessment rubric so that they will know what is expected of them.

Overview:  DO NOT DISCUSS GLOBAL WARMING PRIOR TO THIS ACTIVITY.
                   Students will design an experiment that will measure temperature differences in two models (see student instructions
                   page).  The teacher will construct two control models. One should be prepared as a demonstration and another
                   should  be set up for observations during the activity (see teacher instructions page).  Students will design models
                   that alter a variable as compared to the control.

Materials for Control Model
2 Liter soda bottle
small rock
cardboard
sand
CBL temperature probe or thermometer
lamp with 100 watt bulb

Steps to Prepare Control Model

• Cut the 2 Liter soda bottle in half.
• Discard the top.
• Place a small rock in the bottom half to stabilize the bottle.
• Cut out a circular cardboard shape equal to the diameter of the bottle.
• Place the circular cardboard in the bottom of the inside of the bottle to serve as a base.
• Cover the cardboard with sand.
• Suspend a thermometer or CBL probe about 5 cm above the sand.
• Place the light source about 45 cm from the bottle.

Possible variables could include:
height of the bottle                                                 dry/wet soil
distance from the light source                                 water
thermometer placement                                          acid solution
closing the top*                                                     grass
black top surface                                                   miscellaneous plants
color of the bottle of ice cubes                               size of the bottle
size of rocks                                                          wind exposure
color of rocks                                                        type of rocks
* Make sure this is chosen.

Materials and Equipment
goggles (1 per student)                                          CBL Unit (1 per group)
cardboard                                                             thermometers (1 per group)
rulers                                                                     lamp with 100 watt light bulb
ice                                                                         baking soda
soil                                                                        vinegar
sand                                                                      acid
tar                                                                         plastic 2 liter bottles
grass                                                                     plastic wrap
worms, bugs, or small fish such as guppies             aluminum foil
scissors                                                                 tape or rubber bands
NOTE:  Encourage recycling.  Have students bring in recyclable items for use in lab.

 Sequence and duration of each part of lesson:
 
    Day One

• Teacher will set up a control model in front of students.
• Students will take notes relating to how model is set up.
• Have students form groups (maximum 4 students per group).
• Tell students that they are to set up a model just like the control but change one thing.
• Pass out a list of variables.
• Have the groups choose one variable.
• Pass out the list of materials.  Students may use materials not on the list if they bring them.
• Have the groups choose one variable.  Do not let more than one group choose each variable.
• Have students design their experiments.
• Pass out rubric.

   Day Two

• Have students construct their models.  Make sure that materials are accessible.
• Check experimental procedure for completeness.
• Students should do trials to make sure that model is set up properly.

    Day Three

• Have students conduct experiment.  If thermometers are used, begin collecting data.
• With CBL, run test for 24 hours collecting samples every hour.
• With thermometers, run test about 6 hours.  (Work out times based on your schedule)
• Groups who need to may come in before and after school to work.

    Day Four

• Graph data.
• Write laboratory report.

    Day Five

• Have groups share findings with class in brief three-minute oral reports.
• Have students suggest reasons for results.
• Have students read about global warming.
• Have students relate their results to global warming.

Discussion

• Have students summarize the factors that contribute to global warming.
• Introduce the terms greenhouse effect, photosynthesis, and heat absorption.

Evaluation

• Have students list factors that contribute to global warming.
• Use the rubric to assess the experimental design and the group report.

Extension

• Complete activity, Plotting CO₂ and Temperature
• Design experiments to determine how different colors, types of soil, and vegetation affect the heating of the atmosphere.
• Design experiments to test for the effects of increased temperature on plants and animals).
• Use the Internet to investigate the effects of global warming on the global climate change.

REFERENCES

    Allaby, Michael. How the Weather Works.  Reader's Digest Association, Inc.
          Pleasantville, New York. 1995.  pp. 18, 19, 56, 70-72.
 
    Christenson, John W.  Global Science.  Kendall/Hunt Publishing Company, Inc.
           Dubuque, Iowa. 1996. p. 10.

Prepared by Madelyn Mckiver
 
 

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