Heating Black Bayou Lake
Title: Heating Black Bayou Lake - How do the heating and cooling rates of soil and water compare?
Subject: Science
Grade Level: 7 - 8
Overview:
In this lesson, students will be asked to develop and test a hypothesis about how quickly different materials absorb radiation. Students will use wireless laptops and temperature sensors to gather data, evaluate findings, and draw conclusions.
Approximate Duration: 3 - 50 minute classes
Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Physical Science
Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.
Earth and Space
The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.
Benchmarks:
SI-M-A2
designing and conducting a scientific investigation; (1,2,3,4)
SI-M-A3
using mathematics and appropriate tools and techniques to gather, analyze, and interpret data; (1,2,3,4)
SI-M-A4
developing descriptions, explanations, and graphs using data; (2,3)
SI-M-A8
utilizing safety procedures during scientific investigations. (2,3,4)
SI-M-B3
understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge; (2,3,4)
PS-M-A5
investigating the relationships among temperature, molecular motion, phase changes, and physical properties of matter; (2,3,4)
PS-M-C1
identifying and comparing the characteristics of different types of energy; (2,3,4)
PS-M-C2
understanding the different kinds of energy transformations and the fact that energy can be neither destroyed nor created; (1,2,3,4,5)
PS-M-C3
understanding that the sun is a major source of energy and that energy arrives at the Earth's surface as light with a range of wavelengths; (1,2,3,4,5)
PS-M-C5
investigating and describing the movement of heat and the effects of heat in objects and systems; (1,2,3,4,5)
PS-M-C8
comparing the uses of different energy resources and their effects upon the environment. (1,2,3,4)
ESS-M-C6
modeling and describing how radiant energy from the sun affects phenomena on the Earth's surface, such as winds, ocean currents, and the water cycle; (3,5)
ESS-M-C7
modeling and explaining how seasons result from variations in amount of the sun's energy hitting the surface due to the tilt of Earth's rotation on its axis and the length of the day; (3,4)
Grade-Level Expectations (GLEs):
Grade 5-8
4. Design, predict outcomes, and conduct experiments to answer guiding questions (SI-M-A2)
5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)
7. Record observations using methods that complement investigations (e.g., journals, tables, charts)(SI-M-A3)
8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)
9. Use computers and/or calculators to analyze and interpret quantitative data (SI-M-A3)
11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) (SI-M-A4)
23. Use relevant safety procedures and equipment to conduct scientific investigations(SI-M-A8)
Grade 8
44. Describe how unequal heating of Earth’s surface affects movement of air masses and water in the atmosphere and hydrosphere (ESS-M-C6)
Educational Technology Standards:
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Communicate information using spreadsheets and databases to visually represent data and integrate into other documents (e.g., entering data, formatting using formulas, analyzing data, and sorting).
Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Objectives:
TLW develop and test a hypothesis.
TLW interpret data collected during the experiment.
TLW predict which materials will heat up and cool down the fastest.
Lesson Materials and Resources:
2 temperature probes
2 USB links
ring stand and clamp
2 beakers (400 ml)
dry soil, (300 ml)
water (300 ml)
lamp with 100W bulb
string
metric ruler
Technology Tools and Materials:
Hardware:
wireless laptop computer
Pasco temperature sensor
USB link
Software:
DataStudio
Background Information:
Students should have a basic knowledge of radiation and how certain materials absorb radiation. Previous experience with probes and laptops is required. This experiment has a higher difficulty level than previous lessons.
Lesson Procedures:
Day One
1. Pose the question, "How do the heating and cooling rates of sand and water compare?"
2. Assign partners and computers.
3. Open workbook "Heating Black Bayou Lake". Save as.
4. Review with students how to create a hypothesis. Ask students to decide which material will absorb radiation faster, water or soil.
5. Students will record their hypotheses. "I think _____ will heat up faster."
6. Next students will decide which material will cool quicker, water or soil.
7. Students will record their hypotheses. "I think ____ will cool off more quickly."
8. Save workbook.
Day Two
1. Students go to assigned computers and opened saved workbook.
2. The student will fill one beaker with 300 ml of dry soil and one beaker with 300 ml of room temperature water.
3. Arrange the beakers beneath the ring stand.
4. Place the temperature sensors in each beaker.
5. Suspend the temperature sensors from the ring stand with string. This will hold the sensors in place so they do not fall.
6. Adjust the height of the ring stand so that the tip of each sensor is covered by about 1 cm of soil or water.
7 Position the lamp so that it is about 20 cm above the soil and water. There should be no more than 8 cm between the beakers.
8 Measure the rate at which each substance warms up. Click on Start. Record the beginning temperatures of the soil and water in your table. They should be about the same.
9.Turn on the lamp. The temperature sensors will record the temperature of the soil and water once every minute. Read the temperature of the soil and water every minute for 15 minutes. Record the temperatures in the Light On column in the data table.
10. Now measure the rate at which each substance cools down. Turn the light off. Record the temperature of the soil and water once every minute for 15 minutes. Record the temperatures in the Light Off column.
11. Click Stop. Save workbook.
Day Three
1. Students go to assigned computers and opened saved workbook.
2. Use the Note Tool to label your runs as soil and water.
3. Use the Smart Tool to find the beginning and final temperatures for the water.
4. Based on your data, which material had the greater increase in temperature? What can you conclude about which material absorbed heat faster? How do the results compare with the hypothesis?
5. Review data again and see which material cooled faster? How do the results compare with the second hypothesis?
6. Apply your results to decide which will heat up more quickly on a sunny day, the water in Black Bayou Lake or the soil surrounding it? Which will cool off more quickly after dark?
7. Save workbooks. Print selected pages.
Assessment Procedures:
completed e-workbook
labeled graphs
teacher made test (if desired)
Accommodations/Modifications:
Students of varying abilities will be paired together.
Students will work in groups of 2-3 students.
----- written by Lynne Anders
Reproducible Materials:
Heating Black Bayou Lake Data Table
Heating Black Bayou Lake e workbook
Explorations and Extensions:
Explore the possibilities of using additional Probeware at Black Bayou Lake.
Lesson Development Resources:
Prentice Hall Science Explorer Probeware Manual
GLE Related Material
http://www.louisianaschools.net/lde/saa/1914.html
Reflections:
Contact Information:
Lynne Anders
a_lynne@bellsouth.net
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