lp 2 energy budget - earth.stanford.edu · demonstration 2.2.4 homework problems 3.1.2 quiz on lp 2...
TRANSCRIPT
LP 2# of Days 2
Prior Knowledge
Students will have conceptions about the orientation of the Earth to the Sun. They will know that the Earth has a tilt. Many will probably think that the seasons are due to the distance from the sun. Finally, students will have a basic understanding that the Sun provides both light and heat for the Earth.
California English-Language Arts
Content Standards
Writing 2.3 (homework)Listening and Speaking 1.1
Lesson Objective
Students will be able to apply the concepts of energy and light to create an input/output model of energy budget for the Earth.
Language Goals/Demands
Lesson Assessment
California State Science
Standard
Physics 3.a,3.b, 4.a, 4.e, 7.a; Earth Science 4.b, 4.c, 4.d, 6.a, 8.a; Investigation 1.d, 1.g
Materials Needed
Styrofoam balls and lights for Sun-Earth Model ActivityRope for wavelength demonstration,Bottles, buckets, etc for Dynamic Balance Activity
What Worked Well
Time Learning Task or ActivityDay 1
3 minBW: Why does someone in Brazil experience different climate than you do in the Bay Area?- At the end of BW, turn in HW
4 min Discuss BW and HW: Concept Map- Students share answers
4 min
Energy Budget Introduction- Discuss the terms energy, budget, and equilibrium.
7 min
Sun-Earth Model Activity Introduction- Where does the Earth get its energy?- How much energy reaches the Earth?Give students directions about the activity. Since they know the Sun is responsible for the Earth's energy, how do we know how much energy reaches the Earth from the Sun?
Energy Budget
INDIVIDUAL SEAT WORK OR PAIR WORK
DISCUSSION on concept map challenges and BWSee 2.1.1 Bell Work Teacher Guide
Q&A/ACTIVITY INSTRUCTIONSSee 2.1.2 Sun-Earth Modeling ActivityThis activity could be shown as a whole class demonstration or in small groups.
LECTURE/PRESENTATIONSee 2.0.1 DefinitionsSee 2.1.3 Energy Budget Slides #2-5Use 2.1.4 Student Notes
Changes for Next Time
Method & Notes
12 min
Sun-Earth Model Activity- Student pairs use a light source and styrofoam balls to model the energy input from the Sun.
5 min
Sun-Earth Model Activity Debrief- Teacher asks students for ideas about quantifying the solar output.- Discuss variables that are important: Size of planets, distance from each other, tilt of the planets- Discuss the impact of changing each of these variables of the input
17 min
Develop the conceptual Energy Budget Model- Step through the incoming energy and the reflected energy- What are reasons why all of the Sun's energy is not warming the Earth? Talk about reflective surfaces and albedo.- Wavelength Demonstration- Optional albedo research video and additional slides
5 min
Concept Map Additions:Sun, Earth, Energy Budget, Albedo- Have students work in pairs to discuss how to add the additional words to their concept maps
HWConceptual Questions on Energy Budget- Select a few problems for students to complete on their own.
LECTURE/PRESENTATIONSee 2.1.3 Energy Budget Slides #6-17Use 2.1.4 Student Notes one 5' long rope or shorter ropes for group workoptional video - http://www.youtube.com/watch?v=9UJKVa2ClCU&feature=related
See 2.1.5 Conceptual Problems
PAIR WORK/HANDS-ON ACTIVITYor CLASS DEMONSTRATION
DISCUSSIONSee 2.1.2 for Debrief Question Prompts
INDIVIDUAL SEAT WORK OR PAIR WORKSee 2.1.3 Energy Budget Slides #20
Day 2
3 min
BW: We know that if the Sun kept inputting energy and it didn't go anywhere, then we would eventually be fried. What do you think happens to this energy? Why don't we all burn up?
4 minReview energy budget and variables
20 min
Energy Output Model- Building understanding of outgoing radiation- Temperature – What did you observe?- Sun and Earth outgoing wavelengths- Atmoshpere and Greenhouse gases
25 min
Dynamic Energy Balance - This can be an activity or demonstration.-This provides direct experience of how changes to a system can alter the existing dynamic balance. - Refer to Bell Work. Talk about losing energy and ask for examples of analogies of this.
3 minConcept Map Additions:Longwave radiation, short wave radiation
HWWrite 2 paragraphs describing what happens to the flow of energy into the Earth system. Use given image as a guide.
Homework 2.2.4
DISCUSSION/PRESENTATIONSee 2.2.1 Energy Budget Slides #6-17See 2.2.2 Student Notes rope for wave length demonstration
INDIVIDUAL WORKSee 2.2.1 Energy Budget Slides #21
ACTIVITY/DEMONSTRATIONSee 2.2.2 for Dynamic Balance Activity
DISCUSSION/PRESENTATIONSee 2.2.1 Energy Budget Slides #3-5See 2.2.2 Student Notes
INDIVIDUAL SEAT WORKSee 2.2.1 Energy Budget Slides #2
LP2:Earth’sEnergyBalanceTeacherGuides:2.0.1Definitions2.1.1GuideforBellWork2.1.2Sun‐EarthModelingActivity2.1.3EnergyBudgetSlides2.1.4StudentNotes2.1.5ConceptualProblems2.2.1EnergyBudgetSlides2.2.2StudentNotes2.2.3HeatTransferDemonstration2.2.4HomeworkProblems3.1.2QuizonLP2Supplies:Sun‐EarthModelingActivity
Styrofoamballsforstudentpairs,atleast4lightsourcesforeachclassWavelengthDemonstration
5’longropeDynamicBudgetActivity/Demonstration‐Foreachgroup:
1empty2‐literplasticbottlewithpaperlabelremoved1measuringcup(2cupsizeisbetterthan1cupsize)or500mlgraduatedcylinder1FunnelDucttapeorothergoodtapeStopwatchorclock2fivegallonbuckets
OptionalVideo:http://www.youtube.com/watch?v=9UJKVa2ClCU&feature=relatedBeginat1:50.Researcheroutontheice,measuringalbedo.
2.0.1Definitions
Energy=Somethinghasenergywhenithastheabilitytochangeitssurroundings(workorheat).EnergyisusuallymeasuredinJoules.EnergyusedoveragiventimeisPowerwhichismeasuredinWatts.Heat=thermalenergyorenergythatincreasesabody’stemperature,energytransferduetoheatcanbethroughconduction,radiation,andconvectionRadiation=energytransferthroughtheelectromagneticspectrumatdifferentwavelengths(ultraviolet,visiblelight,infrared)Light=onetypeofradiation,visiblewavelengthsReflect=changeofdirectionoflight/radiationAbsorb=Totakeup.Forexample,lightenergycanbeabsorbedbyanobject,andtheobjectthenheatsup.Emit=togiveorsendout.Anobjectemitsradiation.Temperature=measureofinternalenergyEquilibriumstate=AstateofbalanceVariable=factorsthatchangeandcanimpactthesystem.Thiswordcanusedasanounoradjective.System=asetofinteractionssetapartfromtherestoftheuniverseforthepurposesofstudy,observation,andmeasurement.
TeacherGuide2.1.1BellWork:StudentConceptionsofWeatherandClimateStudentsarenotexpectedtohaveallofthefollowinganswersforbellwork,buttheyshouldhaveanunderstandingofafewvariablesthataffectclimateandweatherandhowthesediffer.BellWorkQuestion:WhydoessomeoneinBrazilexperiencedifferentclimatethansomeoneintheBayArea?CorrectAnswers:
1. TheEarthisrelativelythesamedistancefromtheSunallyear,butthetiltandcurvatureoftheEarthisresponsibleforthedifferencesbetweenthetwolocations.BrazilisclosetotheequatorandreceivesthedirectraysoftheSunwhereastheBayAreaisathigherlatitudesandreceivesindirectrays(SeeFigure).ThetiltoftheaxiscausestheseasonsinplacesliketheBayArea.
2. TheBayAreaandpartsofBrazilmayhavedifferentaltitudes.Theclimatechangesasonegetshigherorlowerintheatmosphere.
3. TheoceancurrentsbringcoldwaterfromthenorththataffectstheclimateintheBayAreawhereasthewaterthatreachestheBraziliancoasthastraveledacrosstheAtlanticattheequatorandismuchwarmer.Watertemperaturehasaneffectonlandtemperaturesaswell.
CommonMisconception:
TheseasonalorregionaldifferencesinclimatearebasedonhowclosetheEarthistotheSunatanygivenpoint.WhentheEarthisclosetotheSunitissummerandhottestandwhenitisfurthestfromtheSunitiscoldest.(SeeCorrectAnswer1foraproperexplanation).
2.1.2Sun‐EarthModelingActivityInstructions&DebriefQuestionsThisactivitycanbeusedasawholeclassdemonstrationorforsmallgroupactivities.ClassroomDemonstrationMaterials:LCDProjectorGlobeorblowupglobeThelightoftheLCDprojectormodelsthelightfromthesun.SmallGroupActivityMaterials:onesetforeachpairofstudentsFlashlightorlightsource4”Styrofoamball(whiteorpainted)rubberbandthatfitsaroundtheballTurnoffthelightssothatthelightcanbeseenreflectingoffoftheball.(Paintingtheballscanhelp,ascanplacingapenorpencilintotheballtoholdit.)1.Begintheactivitywithafewquestions.Thenpassoutthematerialstoeachgroup.Explainwhatthematerialsrepresent.Askstudents:
WheredoesEarthgetitsenergy?Energydrivesclimateandlife.(Sun)DoesallofthelightfromtheSunreachtheEarth?(no)Whathappenstolightthatdoesn’treachtheEarth?(continuespastEarth)
TellstudentsthattheyhavebeengivenamodelSun(theflashlight)andamodelEarth(Styrofoamball).2.TellstudentsthattheirchallengeistothinkabouthowtheSun’sradiationhitstheEarth.
DoestheEarthgetequalamountsofsunlighteverywhere?(Moreatequator)Whataretheimplicationsofunequalamountofsunlight?(Climate)
Allowstudentssometimetoplayaroundwiththeflashlightandtheballandseewhattheycomeupwith.Afterafewminutes,askstudentstosharetheirideas.Itisn’tnecessaryforallstudentstocomeupwithacorrectanswer.It’smuchmoreimportantthattheyrealizethevariablesthatareinvolvedwiththeanswer:distancefromtheSun&sizeoftheEarth.
3.Tellstudentsthatwemeasurethesolarradiationperunitarea.Thisiscalledthesolarconstant(S)andisequalto1367W/m2.Ifnecessary,reviewtheunits(Wandm2).Butthisnumberjusttellsusthemaximumincomingsolarradiationperunitarea.TheactualamountofincomingsolarradiationdependsontheareathatissunlightishittingtheEarth’ssurface.Thisisnotaneasyconcept.4.Passoutarubberbandtoeachgroup.Thisrepresentstheequator.StudentsshouldputtherubberbandaroundtheEarthwheretheequatoris,andthenholdtheEarthmodelintheproperangeltotheplaneofrotation.TellstudentsthatEarth’saxisofrotation(linefrompoletopole)istilted23°fromtheplaneaboutwhichEarth.Theteachershouldshowwhatthecorrectorientationis.5.Discusswithstudentstheintensityoftheradiationatvariousilluminatedpartsoftheglobe.Alocationattheequatorwillreceivemuchmoreintenseanddirectsunlightatnoonthanitwillatsunriseorsunset.Thisiseffectivelybecauseonehemisphereisreceivingonlyacircle’sareaworthofradiation.Besurestudentsknowwhatthewordvariablemeans.AskstudentsaboutquantifyingthesolarinputtoEarth.‐Whatfactorswouldchangetheamountofenergyreachingaplanet?(sizeofplanet,distancefromSun,sunspots).‐Wouldtherateofrotationorrevolutionorthetiltofaplanetchangethetotalsolarenergyreachingaplanet?
• Thesizeoftheplanetanddistancefromthesunhaveadirectimpact,asmeasuredbythetemperatureonMars.
• Sunspotschangetheamountofsunlightoveran11yearcycle.• TherateofrotatingaroundtheSunwillnotchangetheamountofsolarinputon
average,norwillthelengthofaday(revolutionaroundEarth’saxis).• Thetiltoftheaxisdoesnotchangethetotalenergy.Instead,thetiltoftheaxischanges
whenandwherethatsolarenergyis Notes:AtEarth’saveragedistancefromtheSun(about150millionkilometers),theaverageintensityofsolarenergyreachingthetopoftheatmospheredirectlyfacingtheSunisabout1,367wattspersquaremeter,accordingtomeasurementsmadebythemostrecentNASAsatellitemissions.Averagedovertheentireplanet,theamountofsunlightarrivingatthetopofEarth’satmosphereisonlyone‐fourthofthetotalsolarirradiance,orapproximately340wattspersquaremeter.
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2.1.4StudentNotesonEarth’sEnergyBudgetInmyownwords,energymeans.....Inmyownwords,anexampleofabudgetis....Inmyownwords,equilibriummeans...Whatisthesourceofenergythatdrivesclimate?Inmyownwords,albedomeans...Whenasurfacehasahighalbedo,istheamountofsunlightreflectedhighorlow?Howmuchofthesunlightisreflected?
2.1.5EnergyBudgetConceptualProblemsThefollowingquestionsandanswerscanbeusedasin‐classorhomeworkproblems.Thelastpagehasjustthequestions.
1. Youareacityplannerforyourlocalneighborhood.Younoticethattheairtemperatureinyourcityisslightlyhigherthananearbyfarmingsuburb.Whataresomewaysthatyoucouldincreasethealbedosothatyourcitydoesnotabsorbasmuchsolarradiation?
Answersmayvary.Possibleanswersinclude:Placingsolarpanelsontopofbuildingstoabsorblightandturnitintoenergywhilealsoreflectingsomelight,paintingtopsofbuildingswhite,paintingtopsofcitybuseswhite,usemirroredwindowstoreflectthesun.Treesandparkstoreducetheamountofblackasphalt.
2. ThereisaconstantamountofsolarradiationthatreachestheEarth.IfJupiter,thelargestplanet,wasthesamedistancefromtheSunastheEarth,howmuchsolarradiationwouldreachJupiter’ssurface?
a. MorethanEarthb. LessthanEarthc. ThesameasEarth
Explainwhyyouchoseyouranswer:Theamountofsolarradiationthathitsasurfaceisbasedontheareaofthesurface.SinceJupiterhasalargerradiusthanEarth,itwillinterceptmoresolarradiation.
3. Oneeffectofclimatechangeisthathigherairtemperaturesmeltpolarice.HowdoesthisaffecttheenergybalanceoftheEarth?Pleasebespecificbystatingwhathappenstoa)albedo,b)theabsorptionandre‐radiationofenergyontheEarth,c)theEarth’stemperature.
a) Meltingicecapswilldecreasealbedob) Decreasedalbedowillincreasetheamountofenergythatisbothabsorbedand
re‐radiated.c) Theearth’stemperaturewillincreaseasaresultoftheincreasedsolar
absorption.
4. LasVegasisbuiltinadesert.Doesthecity(buildings,roads,parks)increaseordecreasetheEarth’salbedo?
Thebuildingofacityaddedmoreconcrete,asphalt,andbuildingsthathavelowalbedo.Sandindesertsnaturallyhasaveryhighalbedo.Therefore,theEarth’salbedowouldhavedecreased.
5. Yourfriendlearnshowtomakeclouds.HethinksthatifheproducescloudsonalargeenoughscalethatthiswillslightlydecreasetemperaturesonEarth.Doyouthinkyoushouldinvestinyourfriend’scompanyortrytoconvincehimtostartadifferentbusiness?
Theeffectofthecloudsdependsontheirsizeandshape.Long,thincloudsdonotaddtothealbedoandenduptrappingradiation.Large,fluffycumulouscloudsincreasetheEarth’salbedobyreflectingthesolarradiation.Unlesshecanconstantlymanufacturelarge,fluffyclouds,Iwouldnotinvestinhiscompany.Anotherconsiderationisthecloudheight–highercloudswillcreatewarming.
Earth’sEnergyBalanceConceptualProblemsforStudents
1. Youareacityplannerforyourlocalneighborhood.Younoticethattheairtemperatureinyourcityisslightlyhigherthananearbyfarmingsuburb.Whataresomewaysthatyoucouldincreasethealbedosothatyourcitydoesnotabsorbasmuchsolarradiation?
2. ThereisaconstantamountofsolarradiationthatreachestheEarth.IfJupiter,
thelargestplanet,wasthesamedistancefromtheSunastheEarth,howmuchsolarradiationwouldreachJupiter’ssurface?
a. MorethanEarthb. LessthanEarthc. ThesameasEarth
Explainwhyyouchoseyouranswer.
3. Oneeffectofclimatechangeisthathigherairtemperaturesmeltpolarice.How
doesthisaffecttheenergybalanceoftheearth?Pleasebespecificbystatingwhathappenstoa)albedo,b)theabsorptionandre‐radiationoftheEarth,c)theEarth’stemperature.
4. LasVegasisbuiltinadesert.Doesthecity(buildings,roads,parks)increaseor
decreasetheEarth’salbedo?
5. Yourfriendlearnshowtomakeclouds.HethinksthatifheproducescloudsonalargeenoughscalethatthiswillslightlydecreasetemperaturesonEarth.Doyouthinkyoushouldinvestinyourfriend’scompanyortrytoconvincehimtostartadifferentbusiness?
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2.2.2StudentNotesWhataretwovariablesthatinfluencetheEarth’sEnergyBalance?Whichtypeofenergycomeinlongwavelengths?Shortwavelengths?
Solarenergy(sunlight)Earth’sheatenergy
Inmyownwords,equilibriummeans....
2.2.3DynamicBalanceActivityorDemonstrationBackground:TheenergybudgetofEarthisjustoneexampleofasystemonEarththatisindynamicbalance.Thereareinfluencesthatcauseincreasesandthereareinfluencesthatcausedecreases,buttheover‐allresultisthatthetotalamountofthe"planetthing"tendstoremainthesame.Dr.Art'sGuidetoPlanetEarth(Pages28‐31)providesanexampleofdynamicbalance.Theamountofwaterineachofthereservoirsofthewatercyclestaysfairlyconstanteventhoughwaterisconstantlyflowingintoandoutofthatreservoir.Wecallthiskindofsituationdynamicbalance.Dynamicmeansthingsarehappening.Balancemeansthereisnototalchange.Waterintheoceanisdynamic‐itkeepsleavingthroughevaporationandreturningthroughprecipitationandrunoff.Yet,thetotalamountofwaterintheoceanisnotchanging,sowesayitisinbalance.Purpose:ManydifferentEarthsystemsdemonstratestabilityeventhoughmatterandenergyareconstantlyflowingthroughthem.Thesesystemsareexamplesofdynamicbalance.The"DynamicBalanceinaBottle"experimentillustratesthephenomenonofdynamicbalance.Itprovidesdirectexperienceofhowchangestoasystemcanaltertheexistingdynamicbalance.Thisexperimentcanhelpexplainawidevarietyofphenomenaincludingeachofthecyclesofmatter,Earth'senergybudget,andtheissuesofozonedepletionandglobalclimatechange.EquipmentandSupplies:Foreachgroup:1empty2‐literplasticbottlewithpaperlabelremoved1measuringcup(2cupsizeisbetterthan1cupsize)or500mlgraduatedcylinder1Thumbtack1FunnelDucttapeorothergoodtapeStopwatchorclockRuler2fivegallonbucketsTeacherPreparation:
1. Carefullyusingthethumbtack,poke20evenly‐spacedholesinthebottlealongtheoutsideabout1/2inchupfromthebottom.
Procedures:PARTA
1. Fillonebucketofwater.Thesecondbucketistocatchallthewater.2. Practicepouringthewateratarateof400mlperminuteorabout1.5cupsperminute.
Usethestopwatchtoseehowlongittakestofill1.5cups.
3. Putthebottle(andfunnelifithelps)underthepouringbucketsoallthewaterflowsintoit.
4. Carefullywatchwhathappenswiththewaterinthebottle.Writedownyourobservationsfromthebeginninguntilthereisnolongeranymeasurablechange.Ifyoudonotgetasteadylevel,adjusttheflowratesoyoudo.
5. Whenthefirstbucketisempty,switchbucketsquickly.PARTB
1. Experimentwithincreasingtherateatwhichwaterentersthebottle.Determinearatethatincreasesthelevelwithoutoverflowingthebottle.Measurethatrateandrecordit.Recordanyobservationsthatmayhelpexplainyourresult.
2. ReducetheflowratebacktotherateusedinPartA.Usingthetape,experimentwithcoveringsomeoftheholesinthebottle.Determineanumberofholescoveredthatincreasesthelevelwithoutoverflowingthebottle.Recordyourprocedureandresults.
Analysis1. DiscusswhetherPartAofthisexperimentmodelsdynamicbalance.2. Describehowtheexitflowratefromtheholeschangesasthelevelofwaterinthe
bottleincreases.Discusshowthischangeinrateaffectstheestablishingofastablelevel.
3. Comparetheeffectsofincreasingtheflowrate,coveringtheholes,andincreasingthenumberofholes.
ConclusionsandDiscussion1. Whichoftheexperimentsprovidesamodelofhowtheamountofwaterinthe
atmosphereremainsthesameeventhoughwaterisconstantlyenteringandleavingtheatmosphere?
2. OneexampleofsomethingthathumansaredoingtochangeanexistingbalanceonplanetEarthisthatweareburningoil,coalandgas.Thisresultsinextracarbondioxidegoingintotheair.Beforehumansstartedburninglargeamountsofthesefossilfuels,theamountofcarbondioxideintheatmospherehadbeenfairlyconstantformanyhundredsofyears.Whichexperimentmodelsachangeindynamicbalanceduetoincreasingtherateofin‐flow?
3. TheseexperimentscanalsobeusedtomodelEarth'senergybudget.Inthatcase,whatdoestherateofwaterflowingintothebottlerepresent?Whatdoestherateofwaterleavingthebottlerepresent?Whatdoesthelevelofthewaterinthebottlerepresent?
4. WhichexperimentmodelshowincreasingthegreenhouseeffectmayaffecttheEarthsystem?Basedonthatexperiment,whatwouldyoupredictwillbetheresultofincreasingthegreenhouseeffect?
DON'TWASTETHEWATER:Manyofusareconcernedaboutwastingwater.Don'twastethewater.Theideaisthatdoingtheseexperimentshelpsallofusunderstandthattherearenaturalbalancesinthekindsandamountsofthingsandlivingorganismsonourplanet.Theamountoffresh,usablewaterislimited.Itistheresultofadynamicbalanceamongprocessesthatincreasethatamountandprocessesthatdecreaseit.Nowthatyou
understanddynamicbalance,hopefullyyouwilldothingsthatsavelotsmorewaterthantheamountyouusedintheseexperiments.Reusethewaterforallclasses,thenpour
ThisactivitywasmodifiedfromDr.Art'sGuidetoPlanetEarthathttp://www.planetguide.net/cool/dynamic‐bottle_activity.html
WhathappenstotheenergythatenterstheEarthsystem?2.2.4HomeworkConceptMap–additions
• longwaveradiation• shortwaveradiation
Write2paragraphsdescribingwhathappenstotheflowofenergyintotheEarthsystem.Usethisimageasaguide.