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    Self-Selected Artifact M.A.T. Portfolio / SUNY Empire State College

    Exploring pedagogically effective Earth Science instruction with hand heldDigital Interface equipment in performing Micro Computer Based labs

    (MBLs)

    *Taken from Final project (Summer M.A.T. Coursework, 2009)

    06/29/2009

    Jack Mosel

    Summer 2009

    S.U.N.Y. Empire State CollegeM.A.T. Graduate Degree Program

    Area Study: Physics, Chemistry and Earth Science

    EDU-660529-C601-09SU1

    Dr. Fernand Brunschwig

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    INTRODUCTION

    The poor rankings of American students, compared to their peers in otherdeveloped nations, particularly in the areas of math and science, has created a

    crisis for American education. However, that crisis has also created an opportunityto make necessary changes.

    These changes promise to remake our schools into learning environmentswhich are more motivational and from which, will promote the greater student self-regulation and metacognitive connections required in a rapidly changing laborenvironment which demands authentic technology integration.

    A more broadened socio-economic and industry relevant need for meaningfuland authentic technology skill-sets has spurred educational reform seen in the NCLBAct of 20001 which has created high levels of expectation and challenge for bothstudents and teachers. This seeks to improve a failing educational system. NCLBlegislation has led to the need to develop and adopt pedagogical models whichfocus on the integration of content delivery with rigorous curriculum standardswhich infuse greater technological and hands-on activities to advance teaching andlearning to a mainstreamed standard which hopes to meet greater globaltechnological demands and workplace capabilities . These changes presentdaunting professional challenges for both new and more experienced teachers, aswell as for teacher educators alike. Current accepted best management practicesfor pedagogical models are more of a Constructivist model which is student-centered as well as Inquiry Based, focusing on the unique characteristics of today'sstudent who has been identified as belonging to Generation Y, and who is seen asdiffering in many critical ways from previous cohorts (Ex: Generation X, 1990syouth) and thus require different pedagogical approaches to address rapidlychanging and immersed web- based technology integration, sensibly. Among theunique characteristics of this group of students is their technological adeptness2(Linn, 1988). They are seen as learning best when technology is available tothem. Recognizing this, The National Science Foundation (NSF) standards for EarthSystem Science (ESS) stresses the integration of technology with curriculum in thesystemic science approach which seeks to connect the physical sciences of whichEarth Science is one.

    This paper will explore best practices management, effective educationalparadigm, and pedagogically effective methodologies to deliver secondary EarthScience education tailored to contemporary students in this dramatically changingeducational and social environment. Specifically explored will be the benefits ofutilizing Microcomputer Based Labs (MBL) with digital hand held interfaces in

    conducting student centered, inquiry based Earth Science labs. The fourexperiments presented conform to NYS Core Curriculum as well as National ScienceFoundation (NSF) Earth System Science (ESS) standards for meeting Project 2061mapped Atlas curriculum benchmarks for Science, Math and Technology.

    1 http://www.gpo.gov/fdsys/pkg/PLAW-107publ110/content-detail.html

    2 http://physicsed.buffalostate.edu/danowner/whyMBL.html

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    A PARADIGM SHIFT

    The crisis of ineffectiveness in US science education is recognized as a majorconcern and technological innovation is being heralded as at least a partial solutionprescriptive plans to integrate technology into the science curriculum havementioned possible improvements as due to the following facts:

    Scientists are using these tools - students might also be helped by them. Technology has already invaded schools - over 1.4 million computers at

    schools [in the US]. The information explosion has changed student needs and access to

    information handling skills should be made available in schools. Technology has transformed the workplace and students will require more

    extensive learning skills (they will change jobs and retrain more often), and

    technological skills. Educators make use of technological tools for managerial tasks such as

    secretarial tasks and record-keeping.

    The experience of scientists using technology to solve complex problemscan be used to instruct technological problem-solving skills to students. (Linn,1988)3

    As important as technology in the classroom is, simply having itavailable is not sufficient. Teachers must be trained to utilizetechnological tools in a classroom in which it has a new learning dynamic:

    "The pedagogical basis upon which science is taught is currently changingfrom a teacher-oriented presentational style to a participatory style involving thenegotiation of meaning (constructivism) wherein teachers must surrender a largedegree of situational control. MBL (Micro-Based Labs) technology and methods can

    provide a route to this style of interaction by encouraging student control centeredupon the experimental relationships under study rather than instructor andtextbook direction."(Linn, 1988)4

    In a similar vein, the National Science Teachers Association (NSTA, 1983), hasidentified the following concerns regarding current science education:

    1. The textbook IS the curriculum.

    2. The goals of individual classes are not related to previous or subsequentclasses.

    3. The lecture is the main form of instruction with laboratories used forcertification.

    3 http://physicsed.buffalostate.edu/danowner/whyMBL.html

    4 http://physicsed.buffalostate.edu/danowner/whyMBL.html

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    4. Science is evaluated in the traditional method.

    5. Science is removed from the world outside of the classroom (Woerner,1987,p.35)5.

    Noting a more positive trend, Woerner also states, "Recently science

    education has been turning from the content-based curriculum established by therevolutions of the 1950's and 1960's (Duschl, 1985, in Woerner,1987) withvoluminous transmission of information and attendant laboratory exercisesstressing the replication of proven concepts to a more process oriented curriculumstressing skills of analysis, questioning, synthesis and problem solution vialaboratory experience." (Woerner, 1987, p.35)6

    Woerner also suggests that the adoption of MBL techniques toaddress these concerns:

    "Teachers and students will be active participants in the science process.Teachers will utilize methods of moving away from the text towards laboratoryexperiences which may be more directly related to the world of the student outsideof the classroom. As a result, teachers will lecture less, and students will beinvolved in the active seeking of information. This will necessarily cause a change inthe classroom evaluation procedures utilized."

    There is growing empirical and theoretical evidence that utilizing MBL basedlabs with digital interfaces and allied probe-ware offer significant benefits for morerelevant and effective science education.

    "The laboratory-learning environment needs to become more exploratory inactivities similar to those found in scientific work. An investigation of scienceteachers' use of microcomputer-based laboratories (MBL)in inquiry-based activitiesshows the benefits inherent in the technology; in particular, an improvement in

    performance on content-related tasks and in using process skills necessary forinquiry-based and Constructivist learning was found. The ability to correctly predictthe outcome of an experiment is strongly correlated with the agreement betweendifferent modalities used in the prediction. Thus, performance on science tasksusing graphical analysis can be enhanced by the described methodology."(Espinoza, 2006-07)7

    DECONSTRTUCTING (MBL) Micro Computer-Based Labs

    A biological explanation for the effectiveness of MBL posits that such a visualsensory rich approach appeals to our brains on a multisensory level, increasing the

    5

    http://physicsed.buffalostate.edu/danowner/whyMBL.html6 http://physicsed.buffalostate.edu/danowner/whyMBL.html

    706/29/2009 from: Journal of Educational Technology Systems,Volume 35, Number3 / 2006-2007, Pages 315-335, The Use of Graphical Analysis with Microcomputer-Based Laboratories to Implement Inquiry as the Primary Mode of Learning Science,Fernando Espinoza, State University of New York-College, Old Westbury

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    likelihood that data sent will be received and processed in multiple areas of thebrain. In what has been described as the Visual Thinking Network (VTN), a pathwayfrom images sent from such technological devices begins in our pre-frontal cortexfrom where it is transmitted via neural pathways to multiple, cognitively sensitiveareas of the brain. Such technology is seen as enhancing conceptual mappingwhereby students are able to shift from constructing meaning solely derived from

    propositional (semantic) relationship to a strategy that encourages the emotion-values-aesthetics, interpretive frameworks, personal experiences, and metaphors.Visual thinking networking extends the notion of Bloom's "contexts of meaning" byoffering a place for learners to incorporate his/her visual metaphors as referents fornon-concrete experiences. These metaphors specify meaning and aesthetic qualitywith propositional relationships. VTN, then, is a tool for the learner to represent,organize, and revise her/his meaning-making of science knowledge by chunking andlinking conceptual labels with symbolic visualizations of scientific concepts,processes, and experiences into a coherent whole. The planning, organizing, themaking of the chunks and the connections are undirected by the teacher andbecome an aspect that is most crucially idiosyncratic and imaginative." (Longo et al,2002, p.2).8 It is in this VTN, along with carefully constructed MBL and pedagogically

    appropriate delivery in a student centered, inquiry based lesson that the EarthScience teacher has an opportunity to access multiple intelligences with a range ofsounds, smells, verbs, adjectives, similes, and metaphors. This multiple targetedapproach offers an array of possibilities for instruction delivery as well as alternativeassessment strategies as it enhances long term memory residence, efficientretrieval, overall enduring understanding and a host of metacognitive influences.

    With regard to the enhancement of memory as an effect of thesemultiple-firings, Longo (2002) cites several authors' reports:

    The most salient aspect emerging from this finding with respect to how anindividual

    retrieves information from memory is that knowledge retrieval relies on the activephase of reconstruction of the distributed knowledge (Anderson, 1991, 1992, 1997;Anderson & Demetrius 1993; Bradsford, Sherwood, Hasselbring, Kinzer & Williams,1990; Damasio & Damasio 1994a). When an individual seeks to recall anexperience from memory, all those multiple constructs of color, shape, form,motion, even the cortices where the nouns and verbs are located that were used todescribe the original events and objects are reactivated just as there wereestablished during the perceiving of an event or object. Thus all these neuralensembles, the original patterns of activity, fire simultaneously and experience isrecalled as a whole unitary event, and not as separate categorizations. In essencethis notion of the reconstruction of memory establishes and reaffirms Andersons

    position of a neurocognitive basis for constructivism (1991, 1992, 1997, 1999).

    Thus from this new perspective on constructivism, distributed knowledge gives riseto a new understanding of how our experiences are semantically and iconicallyrepresented in the brain. Visual thinking networking strategies encourages thelearner to integrate multiple ways of thinking that inform concept formation byutilizing the same categorizational attributes of form, color, and motion, and spatial

    8 http://physicsed.buffalostate.edu/danowner/whyMBL.html

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    relationships that our brain utilizes when perceiving events in the physical world.(Longo et al., 2002)9

    EARTH SCIENCE: THE CHALLENGE

    There is not one experiment that one can do in an Earth Science classroom

    lab to thoroughly replicate all the nuances and natural variables involved in thephenomenon of interest which is Earth System Science. Earth Science is multipleinterpretative, subjective, chaotic, multi-disciplinary, all encompassing theories ofall sciences, over all time and is inclusive of inner Outer Space as well as DeepOuter space such as including Universal origins of Cosmology and integration ofDeep-Time models in further exploring related theories.

    Unlike other science curriculums, Earth Science cannot replicate theoperations of the Earth's processes in simple lab exercises. It can at best, comeclose to approximating a reasonable facsimile to assimilating the myriad ofconcurrently recognized dynamics occurring and associated with Earths Systems.Labs where data is collected, observed, organized and analyzed as well as

    summarized authentically and sensibly with the aid of MBL handheld digitalinterface equipment provide the best possible opportunity to observe in "real time"the interaction of the phenomena which define this science as closely andaccurately as possible.

    Inquiry experiences in the Earth Sciences are often vicarious or indirectbecause direct experiment, such as is used in the physical sciences is typically not

    possible (National Research Council, 1996). The natural variability of Earthmaterials, their broad but often interrupted (or missing) distribution, and theextended time span required for Earth processes to operate often shape Earthinquiries in such a way that it would be difficult to control all of the variables andrepresent real world conditions in a laboratory. In addition, the evidence derivedfrom "Earth inquiries can be ambiguous and lack opportunities for direct, discreteconfirmation." (Electronic Journal of Science, 2008)10

    The following (MBL) experiments were performed utilizing Verniers Labworkbooks software, Verniers Logger Pro V3.7 Software and a Labquest DigitalHandheld interface with appropriate probeware.(Vernier,2009)11 These (MBL) canbe augmented or enhanced by accompanying physics lessons. This would openfurther opportunities for multi-faceted and/or team based approaches intoeducational opportunities to explore not only Earth Science but a system ofconnected sciences including Physics education, as is encouraged through Project2061. (MBL) can be used to complement physics education and further in-depthexploration into topics such as Nature of Science, Reference Frames, The InteractionConcept, Matter & Energy, Models for Light and Sound, Wave Theory, Models for

    Atoms, Operational Definitions of Energy, Temperature & Energy, ForceDisplacement & Energy Transfer, Objects in Motion, Newtons Laws of Motion,

    9Longo et al. Electronic Journal of Science Education, Vol. 7, No. 1., September 2002, p.7

    10 Electronic Journal of Science Education Vol. 12, No. 2 (2008) 2008 Electronic Journal ofScience Education (Southwestern University) Retrieved from http://ejse.southwestern.edu AModel of Inquiry for Teaching Earth ScienceEric J. Pyle James Madison University, p.2

    11 2009 Vernier Labquest Pro software V.3.7

    6

    http://ejse.southwestern.edu/http://ejse.southwestern.edu/
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    Periodic Motion. These reflect recommendations for Content Science applicationintegrating physics made by graduate level education courses in the M.A.T.Graduate Degree Studies Program at S.U.N.Y. Empire State College. These topicsare some of the topics published in Introductory Physics A Model Approach secondedition (Karpus, ed. Brunschwig,2003).12

    Lab Applications

    The following 4 Micro-Computer Based Labs (MBL) are examples of EarthScience related exploration at the secondary level. These (MBL) are correlated toNYS Education Standards Core Curriculum Earth Science, The Physical Setting orGeneral Physical Science. (NYS Core Curriculum for Earth Science)13

    1.

    Seasons and Angle of Insolation Micro Computer Based Lab (MBL)

    Performance Indicators / Aims and Objectives

    Student explored task-related science concepts and principles throughappropriate experimentation. Students explored angles of incidence fromincoming solar radiation (Insolation) from the Sun, through the varied angles ofinsolation of the Earth as it moves through its annual orbit around the Sun. Students collected and analyzed data, and presented clear and accurateresults. Students utilized a Vernier Labquest handheld digital interface device andtemperature probe attachment in a Micro Computer Based Lab (MBL), to observe,collect, analyze and record their data. They investigated different angles of

    insolation from the Sun, portraying the varied angles of incidence from insolationthroughout the year, explaining the reason for the Earths seasons. The data wasacquired through accessing different longitudinal angles of the earths temperaturefrom direct and indirect sunlight at 30, 0 and 90 degrees with a temperature probeand the handheld recording digital interface deviceIndicates collection and manipulation of quantitative data. Students willshow competence in acquiring and using data with a digital handheld interfacedevice during a (MBL).Shows a graphic display of results. Students will print their data collectionscreens as evidence of enduring understanding by successfully completing their(MBL) lab packets, which also include graphical depictions of the angle of incidence(MBL).

    Elaborates on other variables which may become important duringfurther study. This (MBL) demonstrates the relevance and functionality of Earths23.5 degree tilt on its axis and how this angle is responsible for differentiatedangles of incidence this provides for different angles of solar insolation andultimately produces Earths seasons.

    12Introductory Physics - A Model Approach, 2nd edition (Captain's EngineeringServices, Buzzards Bay, MA.

    13 http://www.newyorkscienceteacher.com/sci/pages/cores.php

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    http://www.vernier.com/standards/NY/Core_Curriculum/ESC-LP/VST0130http://www.vernier.com/standards/NY/Core_Curriculum/ESC-LP/VST0130
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    Indicates the ability to apply information generated by the study.Students will show how and why the angle of incidence from incoming solarradiation produces different temperatures at the angles of 30, 0 and 90 degreeslongitude.

    Seasons and Angle of Insolation (MBL):

    NYS Core Curriculum and Content Standards [Commencement]

    4.L.2.cGrades: 9-12

    Science

    Uses thermometer to measure temperature

    E.4.1.1.a.1Grades:9-12

    Science

    These motions explain such phenomena as the day, the year, seasons,

    phases of the moon, eclipses, and tides.

    E.4.1.1.f.2Grades:9-12

    Science

    During Earth's one-year period of revolution, the tilt of its axis results inchanges in the angle of incidence of the Sun's rays at a given latitude;

    these changes cause variation in the heating of the surface. This produces

    seasonal variation in weather.

    E.4.2.1.e.1Grades:9-12

    Science

    temperature and humidity affect air pressure and probability of

    precipitation

    E.4.2.1.iGrades: 9-12

    Science

    Seasonal changes can be explained using concepts of density and heat

    energy. These changes include the shifting of global temperature zones,

    the shifting of planetary wind and ocean current patterns, the occurrenceof monsoons, hurricanes, flooding, and severe weather.

    Seasons and Angle of Insolation

    Have you ever wondered why temperatures are cooler in the winter and warmer in thesummer? This happens because the Earths axis is tilted. The Earth remains tilted as it revolvesaround the sun. Because of this tilt, different locations on the Earth receive different amounts ofsolar radiation at different times of the year. The amount of solar radiation received by the Earthor another planet is called insolation. The angle of insolation is the angle at which the suns rays

    strike a particular location on Earth. When the north end of the Earths axis points toward the

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    http://www.vernier.com/standards/NY/Core_Curriculum/ESC-LP/VST0130http://www.vernier.com/standards/NY/Core_Curriculum/ESC-LP/VST0130
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    sun, the Northern Hemisphere experiences summer. At the same time, the south end of the axispoints away from the sun and the Southern Hemisphere experiences winter.

    Figure 1In this experiment you will investigate the relationship between angle of insolation andtemperature change due to energy absorption from a simulated suna light bulb.

    OBJECTIVES

    In this experiment, you will

    Use a Temperature Probe to monitor simulated warming of your city by the sun in thewinter.

    Use a Temperature Probe monitor simulated warming of your city by the sun in thesummer.

    Measure the angle of insolation. Determine the relationship between temperature change and angle of insolation.

    MATERIALS

    LabPro interface lamp with clear 150 watt bulbPalm handheld tapeData Pro program metric rulerTemperature Probe two 20 cm lengths of stringring stand protractorglobe of the Earth utility clamp

    PROCEDURE

    1. Set up the light bulb (simulated sun).

    a. Fasten the lamp to a ring stand as shown in Figure 2.

    b. Stand the ring stand and lamp to the left side of your work area.

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    Figure 2

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    c. Position the globe with the North Pole tilted away from the lamp as shown in Figure 2.Position the bulb at approximately the same height as the Tropic of Capricorn. Note:The sun is directly over the Tropic of Capricorn on December 21, the first day ofwinter.

    2. Attach the Temperature Probe to the globe.

    a. Find your city or location on the globe.b. Tape the Temperature Probe to the globe with the tip of the probe at your location.

    Tape the probe parallel to the equator. Place thetape about 1 cm from the tip of the probe

    c. Fold a piece of paper and wedge it under theTemperature Probe to keep it in contact with thesurface of the globe as shown in Figure 3.

    3. Position the globe for winter (in the NorthernHemisphere) data collection.

    a. Turn the globe to position the North Pole (stilltilting away from the lamp), your location, and

    the bulb in a straight line. Tape the globe in thisposition so that it does not rotate.

    b. Measure the vertical distance from the Tropic of Capricorn to the table. Position thebulb so that its center is the same height from the table.

    c. Obtain a piece of string 20 cm long.

    d. Use the string to position your location on the globe 20 cm from the center of the endof the bulb.

    e. Do not turn on the lamp until directed in Step 9.

    4. Measure the angle of insolation.

    a. Tape the 20 cm string from your location on the globe to the center of the end of thebulb.

    b. Tape another piece of string from the Tropic of Capricorn to the center of the end ofthe bulb. This string should be taut and parallel to the table. Use only as much of thestring as needed.

    c. Use a protractor to measure the angle between the strings.

    d. Record the angle in your data table.

    e. Remove the tape and string from the bulb and globe.

    5. Plug the Temperature Probe into Channel 1 of the LabPro interface. Connect the handheld tothe LabPro using the interface cable. Firmly press in the cable ends.

    6. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro iconon the Applications screen. Choose New from the Data Pro menu or tap to reset theprogram.

    7. Set up the handheld and interface for the Temperature Probe.

    a. On the Main screen, tap .

    b. If the handheld displays TEMP(C) in CH 1, proceed directly to Step 8. If it does not,continue with this step to set up your sensors manually.

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    Figure 3

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    c. Tap to select Channel 1.

    d. Press the Scroll buttons on the handheld to scroll through the list of sensors.

    e. Select the correct Temperature Probe (in C) from the list of sensors.

    8. Set up the handheld and interface for data collection.

    a. While still on the Setup screen, tap .b. Enter 10 as the time between samples in seconds, using the onscreen keyboard (tap123) or using the Graffiti writing area.

    c. Enter 30 as the number of samples. (Data will be collected for 5 minutes.)

    d. Tap twice to return to the Main screen.

    9. Collect winter data.

    a. Note and record the temperature displayed on the handheld screen.

    b. Tap to begin data collection.

    c. After the first temperature reading has been taken, turn on the lamp.

    d. When data collection stops after 5 minutes, turn the lamp off.

    Caution: Do not touch the bulb. It will be very hot.

    10. Determine and record the minimum and maximum temperatures.

    a. After data collection stops, tap .

    b. On the Analyze screen, tap .

    c. Record the Min (minimum) and Max (maximum) temperature readings (round to thenearest 0.1C).

    d. Tap twice to return to the Graph screen

    11. On the Graph screen, tap to store your data so that it can be used later.

    12. Position the globe for summer data collection.

    a. Rotate the entire globe setup so that North Pole is tilted toward the lamp. Note: Thisrepresents the position of the Northern Hemisphere on June 21, the first day ofsummer.

    b. Turn the globe to position the North Pole, your location, and the bulb in a straight line.

    c. Use the string to position your location on the globe 20 cm from the bulb.

    d. Do not turn on the lamp until directed in Step 14.

    13. Measure the angle of insolation.

    a. Tape the 20 cm string from your location on the globe to the center of the end of thebulb.

    b. Tape another piece of string from the Tropic of Cancer to the center of the end of the

    bulb. This string should be taut and parallel to the table. Only use as much of the stringas needed.

    c. Use a protractor to measure the angle between the strings.

    d. Record the angle in your data table.

    e. Remove the tape and string from the bulb and globe.

    14. Collect summer data.

    a. Let the globe and probe cool to the temperature that you recorded in Step 9.

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    b. Tap to begin data collection.

    c. After the first temperature reading has been taken, turn on the lamp.

    d. When data collection stops after 5 minutes, turn the lamp off.

    Caution: Do not touch the bulb. It will be very hot.

    15. Use the Step 10 procedure to determine and record the minimum and maximumtemperatures.

    16. Display a graph of both runs.

    a. Tap Run2 (above the graph), and choose All Runs.

    b. Both runs should now be displayed on the same graph. Each point of Run 1 (winter) isplotted with an open square, and each point of Run 2 (summer) is plotted with a closedsquare.

    17. Sketch or print copies of the graph as directed by your teacher.

    Lab Quest / Data Set (graphic display)

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    *(Actual readout from Vernier labquest Handheld Microcomputer takenfrom students work from this MBL)

    Data set

    Data Hometown Latitude __39N Lat.____

    Beginning temperature (C) 28.5 C 28.5C

    Winter Summer

    Maximum temperature (C) 29.3C 30.5C

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    Minimum temperature (C) 28.5C 28.5C

    Temperature change (C) 0.8C 2C

    Angle of Insolation () 50 20

    DATA 30 Latitude

    Beginning temperature (C) 28.5C 28.5C

    Winter Summer

    Maximum temperature (C) 29.9C 30.8C

    Minimum temperature (C) 28.5C 28.5C

    Temperature change (C) 1.4C 2.3C

    Angle of Insolation () 40 10

    DATA 0 Latitude

    Beginning temperature (C) 28.5C 28.5C

    Winter Summer

    Maximum temperature (C) 30.7C 30.5C

    Minimum temperature (C) 28.5C 28.5C

    Temperature change (C) 2.2C 2.0C

    Angle of Insolation () 30 30

    Data 90 Latitude

    Beginning temperature (C) 28.5C 28.5C

    Winter Summer

    Maximum temperature (C) 28.5C 28.8C

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    Minimum temperature (C) 28.1C 28.5C

    Temperature change (C) -0.4C 0.3C

    Angle of Insolation () 0 70

    PROCESSING THE DATA

    1. In the space provided in the data table, subtract to find the temperature change for eachseason.

    2. How does the temperature change for summer compare to the temperature change for winter?

    The temperature change for summer is larger than that for winter.

    3. During which season is the sunlight more direct? Explain.

    In the Northern Hemisphere, the sunlight is more direct in the summer because Earth istipped toward the Sun. A greater amount of solar radiation is directed at a smaller area.

    4. What would happen to the temperature changes if the Earth were tilted more than23.5 degrees?

    If the Earth were tilted at a greater angle, summers would be warmer and winters would becooler.

    5. What relationship is there between angle of insolation and temperature change?

    The smaller the angle of insolation, the greater the temperatures change.

    6. Draw a picture showing the setup you would use to measure the change in temperature in theSouthern Hemisphere during their winter.

    N

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    Tropic ofCancer

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    S

    7. What other factors affect the weather in a region?

    Other factors that affect weather in an area include proximity to water,movement of air masses, and geographic features.

    Conclusion:

    The students related the key objectives to the inquiry-based lab with the useof the Vernier labquest handheld digital interface and temperature probe. They

    were able to observe directly what the relationships of light and temperature wereto angle of insolation to the Earth, and correlate that occurrence with the Earthsorbit around the sun. The students also observed through simulatedexperimentation, that the Earths tilted axis of 23.5 degrees plays a vital role incausing greater or lesser radiation intensity reaching the Earth. This was measuredas angle of incidence and direct and indirect light reaching the Earth in terms ofintensity and heat transmission in the form of light and heat radiation. These weredirectly observed and recorded both from visual observation and with the digitaltemperature probe, as the temperature readings were taken with the handheldinterface and graphed on its screen. Comparisons were available for later viewing ofthe temperature readings for each hemispheres winter and summer months. Thesereadings were instrumental for quantifying the actual temperature readings for thesummer and winter positions in which the Earth is facing either toward or awayfrom the sun. The Equator, located at 0 degrees latitude, remained stable in termsof its temperature fluctuation during these conditions. This also was tested andshown to be true in terms of the angle of insolation. The angles of incidence did notchange because the equator always generally receives direct sunlight because it ison the outermost circumference of the Earth. Therefore the temperatures, durationof daylight and intensity of solar radiation did not change. This explains why theEquator has no seasons. This unexpected result was shown to be consistent with,and thus verifying the theory on which the experiment was based.

    These findings will be helpful in understanding meteorological phenomena, e.g.,for understanding Hadley convective cells, by which much of weather and climateare driven, and from which oceanic trade winds are derived.

    2.

    Gas Pressure and Volume Micro Computer Based Lab (MBL)

    Performance Indicators / Aims & Objectives:

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    Tropic ofCapricorn

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    Students explored task-related science concepts and principles throughappropriate experimentation. As incoming Solar Radiation (Insolation) or heatenergy enters our atmosphere, atmospheric convection currents and ultimately airparcels of convection cells are formed at predictable intervals on the Earths surfaceon a macro scale throughout the planet. These atmospheric gases, generallyreferred to as air, respond to pressure variations, largely created by these

    convection cells or localized convection currents. As a result, meteorological eventsoccur.

    It is through quantifying high or low pressures in air parcels on a micro scale thatlocal and regional weather forecasting can occur. For example, water vapor istaken up from the Earths surface to the atmosphere through evaporation andtranspiration. These are phase changes of water produced by temperature. Thiseffect causes low-pressure air masses. Synoptic weather, or localized weatherforecasting, includes barometric pressure readings, which indicate low-pressure airmasses. When water vapor phase changes back into condensed liquid as a result oflowered temperatures--- assisted by condensation nuclei from atmospheric dust andparticles--differentiated cloud types are the result.

    Pressure gradients found in the air masses create weather patterns or fronts whichcause meteorological events.

    Students collected and analyzed data, and presented clear and accurateresults. Boyles Law states that a gass pressure and volume are inversely related.Students will manipulate varying volumes and pressures of air samples and recordtheir results. These samples of air parcels will be collected in a controlledenvironment, using a calibrated, graduated gas syringe. Then, these samples will beput under varying pressures. The Vernier Lab Quest handheld digital interface willdisplay graphically the results in terms of pressure and volume differences.

    Indicates collection and manipulation of quantitative data. Students in thislab will learn that gas pressures and volumes vary inversely. These realizations willoccur after manipulating the gas volumes and pressures.

    Shows a graphic display of results. A graphic displayof the labsresults willbe provided in space provided on the labs data worksheet.Elaborates on other variables which may become important duringfurther study.This lab identifies and provides hands on scientific evidence forunderstanding Boyles Law. This will become useful in future coursework in EarthScience, Chemistry and Physical Science.

    Indicates the ability to apply information generated by the study.Students will be capable of explaining in their own words, from their ownexperiences, how pressure and volume are inversely related to real and noblegases.

    Gas Pressure and Volume Micro-Computer Based Lab (MBL): Evidence as being

    corroborated with NYS Core Curriculum and Content Standards [Commencement]

    4.C.3.4.iGrades: explain the gas laws in terms of KMT

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    9-12

    C.4.3.4.aGrades: 9-12

    The concept of an ideal gas is a model to explain the behavior of gases. Areal gas is most like an ideal gas when the real gas is at low pressure and

    high temperature.

    C.4.3.4.cGrades: 9-12

    Kinetic molecular theory describes the relationships of pressure, volume,temperature, velocity, and frequency and force of collisions among gas

    molecules.

    Gas Pressure and Volume

    In this simple experiment, you will use a Gas Pressure Sensor and a gas syringe to study therelationship between gas pressure and volume. Temperature and amount of gas will be keptconstant. The results will be expressed in words, in a table, with a graph, and with amathematical equation. These are four methods commonly used by scientists to communicateinformation.

    This experiment is similar to one first done by Robert Boyle in 1662without the use of acomputer, of course. The relationship you will discover is known as Boyles law.

    OBJECTIVES

    In this experiment, you will

    Use a Gas Pressure Sensor and a gas syringe to measure the pressure of an air sample atseveral different volumes.

    Make a table of the results. Graph the results.

    Predict the pressure at other volumes.

    Describe the relationship between gas pressure and volume with words and with amathematical equation.

    MATERIALS

    computerVernier computer interfaceLoggerProVernier Gas Pressure Sensor with 20 mL gas syringe

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    Figure 1

    PROCEDURE

    1. Prepare the Gas Pressure Sensor and an air sample for data collection.

    a. Connect the Gas Pressure Sensor to the computer interface.

    b. With the 20 mL syringe disconnected from the Gas Pressure Sensor, move the piston ofthe syringe until the front edge of the inside black ring is positioned at the 10.0 mLmark.

    c. Attach the 20 mL syringe to the valve of the Gas Pressure Sensor.

    2. Prepare the computer for data collection by opening the file 30 Pressure and Volume fromthePhysical Science w Vernierfolder.

    3. Click to begin data collection.

    4. Collect the pressure vs. volume data. It is best for one person to take care of the gas syringeand for another to operate the computer.

    a. Move the piston to position the front edge of the inside black ring (see Figure 2) at the5.0 mL line on the syringe. Hold the piston firmly in this position until the pressurevalue stabilizes.

    Figure 2

    b. When the pressure reading has stabilized, click . Type5.0 in the edit box. Pressthe ENTERkey to keep this data pair. Note: You can choose to redo a point by pressingthe ESC key (after clicking , but before entering a value).

    c. Continue the procedure for volumes of 7.5, 10.0, 12.5, 15.0, 17.5, and 20.0 mL.

    d. Click when you have finished collecting data.

    5. In your data table, record the pressure and volume data pairs displayed in the table (or, ifdirected by your instructor, print a copy of the table).

    6. Examine the graph of pressure vs. volume. Based on this graph, decide what kind ofmathematical relationship you think exists between these two variables, direct or inverse. To

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    see if you made the right choice:

    a. Click the Curve Fit button, .

    b. Choose Variable Power from the list at the lower left. Enter the power in the Poweredit box that represents the relationship shown in the graph (e.g., type 1 if direct,1 ifinverse). Click .

    c. A best-fit curve will be displayed on the graph. If you made the correct choice, thecurve should match up well with the points. If the curve does not match up well, try adifferent exponent and click again. When the curve has a good fit with the data points, then click .

    7. Once you have confirmed that the graph represents either a direct or inverse relationship,print a copy of the graph, with the graph of pressure vs. volume and its best-fit curvedisplayed. Enter your name(s) and the number of copies you want to print.

    Data set points for the lab differ from Verniers published lab workbook Vernierhas acknowledged an error in their lab protocol for this lab. They did not calibrate to

    zero the pressure syringe at 10.0 mL Volume prior to the experiment. Therefore,their results differ from mine. At the Vernier training in Albany, NY, July, 2009,attendees were instructed to follow this calibration procedure for all experimentsinvolving the pressure sensor. The following data sets and procedure adhere tothese corrected lab instructions..

    The prediction graph (3) correctly shows a curve fit selection that reflects theInverse Exponent of A*(1-exp(-CV))+B (as defined from graph prediction optionsavailable in the Vernier Logger Pro Software)

    Data Sets

    Volume Pressure

    5 91.805

    7.5 34.462

    10 0.007

    12.5 -18.997

    15 -32.174

    17.5 -41.548

    20 -48.891

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    *(Actual display readout from MBL Lab performed by student)

    Note:

    This is the screen shot from the LabQuest Handheld Microcomputer used inthis MBL. Software provided permits for downloading and display interface such,that students work can be used for portfolios (meeting 21stCentury Learningrequirements) or to present to the classroom or to turn in as an assignment. This isthe new Powepoint skill-set, matured into Generation Y. This is certainly a more

    meaningful and value based skill-set for any person to master and to have as avaluable as well as transferrable asset for the workforce as a skilled personentering the 21st Century.

    Curve fit selection graph that reflects the Inverse Exponent of A*(1-exp(-CV))+B

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    *Actual data taken from students Handheld Micro Computer LabQuest (afterAuto Fit to clean up their data graphically or to make hypothetical or trendingpredictions.)

    The following data sets are published data from the Vernier workbook.Although the data itself is incorrect due to an incorrect protocol, as discussedearlier, the lesson is still valid. That is, their data sets corroborate Boyles law forpressure and volume.

    VERNIERS DATA FROM WORKBOOK

    DATA

    Volume [5.0] 7.5 [10.0] 12.5 15.0 17.5[20.0]

    (mL)

    Pressure [204.6] 136.8 [103.3] 82.1 69.9 58.8[50.7]

    (kPa)

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    [ ] = data suggests a pattern to establish an inverse and proportional relationship

    PROCESSING THE DATA

    1. See the data table and note the pressure when the volume is 10.0 mL, and when the volume is

    5.0 mL. What happened to pressure when the volume was halved?The Pressure doubled when the volume was halved.

    2. See the data table and note the pressure when the volume is 20.0 mL. Compare this pressureto the pressure when the volume is 10.0 mL. What happened to the pressure when the volumewas doubled?

    The pressure became half as great when the volume was doubled.

    3. From your graph, what is the pressure when the volume is 16 mL? 8 mL? How do thesevalues compare?

    63kPa = 16mL

    126kPa = 8mL

    I expected the pressure in the 16mL sample to be half the pressure as the 8mL sample.

    4. What would the pressure be at 40.0 mL? At 2.5 mL? Explain how you determined thesevalues.

    Since the pressure reading at 20.0 mL is about 50 kPa, the pressure should be about 25kPa at40.0 mL, because the pressure halves when the volume doubles. The Pressure reading at 5.0 mLis about 200kPa. The pressure at 2.5 mL can be expected to be about 400 kPa because thepressure doubles when the volume is halved.

    5. What is the relationship between gas pressure and volume (Boyles law) in words?

    Pressure and Volume are inversely proportional (while one increases the other decreases).

    6. Do gas pressure and volume vary directly or inversely? Explain.

    Inversely, as long as the gasses are noble or real gasses and their temperatures remain the same,there is an inverse relationship to pressure and volume.

    7. Write an equation to express the relationship between gas pressure and volume. Use thesymbolsP, V, and k.

    PV=k Is an equation expressing the relationship between gas pressure and volume.

    Conclusion

    As students completed this lab on Pressure and Volume, they found evidencesupporting Boyles Law: Pressure and Volume are inversely proportional to eachother when gases of the same temperature are sampled.

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    This Micro-Computer Based Lab (MBL) reinforces the NYS Core CurriculumStandards for Physical Science at grade level for commencement on the topic ofexploration of Boyles Law on gasses. Ease of use, time saved and accuracyin utilization of the Vernier Lab Quest Handheld Digital Interface was demonstratedthroughout the practical lab. The graphic display and multiple modes for comparingdata during the lab also provided for enduring understanding of the inverse

    relationship of gasses, pressure and volume.

    Although there were acknowledged errors in Verniers protocol for their labprocedure in this printed and published experiment, the results are still valid indemonstrating the inverse gas law PV=K. Therefore, Boyless Law can be taughtusing the Vernier printed materials. Discovering the presence of error in thepublished protocol supported the importance of calibrating the probeware prior toconducting an experiment.

    3.

    Are All Sunglasses Created Equal? Micro Computer Based Lab (MBL)

    Aims & Objectives & Performance Indicators :

    Students explored task-related science concepts and principles throughappropriate experimentation. Students willexplore the Ultra Violet A (UVA)spectrums penetration on varying types of sunglasses through use of a UVA probeand a light source representing the Sun.

    Students collected and analyzed data, and presented clear and accurate

    results. Using MBL technology. Students will be prompted through a series ofinvestigations to collect, correlate, analyze and report their findings.

    Indicates collection and manipulation of quantitative data. Students willprovide a copy of their MBL graphs from their experiment and be able to interprettheir results.

    Shows a graphic display of results. A data set and graphic display will be usedto provide and present manipulative findings pertaining to UVA protection indifferent sunglass samples.

    Elaborates on other variables which may become important during

    further study.Students will be capable of describing ranges for their findings interms of energy transfer from the Sun. They will know where the Ultra Violet Arange which is measured in nanometers can be found within the electromagneticspectrum.

    Indicates the ability to apply information generated by the study.Students will be knowledgeable and display enduring understanding of theprinciples of this lab sufficient to meet grade level expectations for the corecurriculum standards addressed.

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    Are All Sunglasses Created Equal? (MBL): Evidence as being corroborated with NYS Core

    Curriculum and Content Standards [Commencement]

    1.M3.1aGrades:5-8

    Science

    use appropriate scientific tools to solve problems about the natural world

    1.S2.1d.2Grades: 5-8

    Science

    observing

    1.S2.3cGrades:5-8

    Science

    collect quantitative and qualitative data

    1.S3.1aGrades:5-8

    Science

    organize results, using appropriate graphs, diagrams, data tables, and other

    models to show relationships

    1.S3.2aGrades:5-8

    Science

    accurately describe the procedures used and the data gathered

    1.S3.2hGrades:5-8

    Science

    use and interpret graphs and data tables

    2.1.4aGrades: 5-8Science

    collect the data, using the appropriate, available tool

    Are All SunglassesCreated Equal?

    Have you ever been sunburned? If so, you are familiar with the fact thatultraviolet (UV) light can damage your skin. But UV light can damage your eyes aswell. UV light is absorbed by your eye and can cause a burn just like a sunburn onyour skin. This condition, sometimes called snowblindness or welders flash, usuallyonly lasts a few days. But UV light can also cause cataracts cloudy spots on thelens of your eye that could require surgery or lead to blindness. So how do youprotect your eyes? Do sunglasses do a good job of blocking UV radiation? Areexpensive sunglasses better than cheap sunglasses? Are sunglasses better than

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    regular eye glasses? These are some of the questions you will investigate in thisexperiment.

    Figure 1 shows the location of UV light in the electromagnetic spectrum.Notice that the ultraviolet band is broken into three types referred to as UVA, UVB,and UVC. The most harmful of these three, UVC light, is absorbed by the

    atmosphere and does not reach the Earths surface. UVA light is deep-penetratingand causes tanning, wrinkles, and some forms of skin cancer. UVB light is alsoresponsible for many skin problems such as sunburns and several forms of skincancer.

    In this experiment, you will measure the UVA-blocking performance of varioustypes of sunglasses and eyeglasses.

    OBJECTIVES

    In this experiment, you will

    Use a UVA Sensor to measure UVA light.

    Determine the percent UVA light that is blocked by various kinds of sunglasses andregular eyeglasses.

    MATERIALS

    computer UVA SensorVernier computer interface selection of sunglasses and glassesLoggerPro stopwatch or digital watch

    PRE-LAB PROCEDURE

    1. Obtain two pairs of sunglasses and one pair of regular eyeglasses for testing. Try to usesunglasses from two different price ranges.

    2. In the spaces provided on the data table, fill in the UV protection claims on label, lensmaterial, lens color, and price. If the owner of the glasses does not know these facts, findthem by going back to the store where they were purchased or check the manufacturers website.

    Lab Procedure

    1. Have your three pairs of glasses ready.

    2. Plug the UVA Sensor into Channel 1 of the Vernier computer interface.

    3. Prepare the computer for data collection by opening the file 20 Sunglasses in theEarthScience with Computers folder.

    4. Familiarize yourself with the sampling procedure.

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    a. Look at the graph on the screen and notice that data collection will last for 120seconds.

    b. Over this 120 second run, you will alternate between 20 seconds of monitoring the sundirectly and 20 seconds of monitoring the sun through each of your three pairs ofglasses. One person will be the timer who will call out the 20 second intervals.

    c. Study Table 2 so that you will know the sampling procedures before you begin.

    Table 2: Sampling procedures

    Time (seconds) Sample being

    measured

    0 20 Sun

    20 40 Pair 140 60 Sun

    60 80 Pair 2

    80 100 Sun

    100 120 Pair 3

    5. Take your equipment outside.

    6. Use the shadow of the UVB Sensor to aim it correctlywithout looking directly at the sun.

    a. Hold the sensor with your thumb and first finger,pointing the sensor in the general direction of thesun.

    b. Find the sensors shadow and observe how itchanges shape as you move the sensor around.

    c. Move the sensor around until the shadow becomes asmall round circle. This indicates that the sensor isnow pointing directly at the sun.

    d. Keeping this sensor orientation in mind, clamp theUVB Sensor onto the ring stand as shown in Figure3.

    e. Once the sensor is securely on the ring stand, use

    the shadow again to make final adjustments toassure that the sensor is pointing directly at the sun.

    7. When everything is ready, have the timer start thestopwatch while another person simultaneously clicks the button. Data collection willbegin.

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    8. Take your readings using Table 2 as your guide. When you monitor through a pair of glasses,place the lens directly over the tip of the UVB Sensor as shown in Figure 3. Try not to bumpthe sensor. Data collection will stop after 120 seconds.

    9. Determine the average UVB intensity for each pair of glasses.

    a. Study your graph and identify the six 20 second sections.

    b. Using your mouse, click and drag a box to select the flattest region of the graph whileyou were testing Pair 1.

    c. Click the Statistics button, . The mean, or average, value for the selected data islisted in the Statistics box on the graph. Record this value in the data table.

    d. Close the Statistics box.

    10. Repeat Step 9 for the other two pairs of glasses.

    11. Print copies of your graph as directed by your teacher.

    Note: Due to recent rainy weather, it was necessary to adapt the lab and utilize a UVA probeSensor and a quartz halogen, indoor light bulb.

    Data set

    28Photochromicregulareyeglasses /glass expensive

    Mirrored safetysunglasses/Plasticinexpensive

    Dark BrownSunglasses /Plasticinexpensive

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    *(Actual screen capture from students handheld microcomputer Verier Labquest, with myteachers annotation to the data, after integrating the data gathered and then integrated into MS

    Word as a document)

    DATA

    Pair 1 Pair 2 Pair 3

    UV protection claims on labelN/A N/A N/A

    Lens material (glass/plastic) Glass Plastic Plastic

    Lens color PhotochromaticClear

    Lightly MirroredClear

    Dark Brown

    Approximate price $200.00 $14.00 $12.00

    UVA Intensity of the sun (mW/m2)400 mW/m 400 mW/m 400 mW/m

    UVA Intensity while covered withglasses (mW/m2)

    0 0 0

    UVA blockage (%)100% 100% 100%

    PROCESSING THE DATA

    1. Calculate the percent UVB blockage of each pair of glasses and record in the data table.

    % UVA blockage = UVA of sun UVA with glasses 100UVA of sun

    2. According to your data, did the following factors affect the UVA blocking abilities of theglasses you tested? Answer yes or no and explain your reasoning.

    a. UV protection claims on the label?Not Identifiable

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    b. Lens material? No

    c. Lens color?No

    d. Price?No

    Conclusions:

    Because of an extended period of rainy weather and the inability to utilizeintensive radiation from the Sun, an indoor halogen light was substituted, along withUVA probe instead of a UVB probe. Because of the use of the halogen light, UVAmeasurements are more prevalent. Adapting this lab provided ambiguous results.

    That is, measurements on UVA were similar across all samples. The assumption isthat UVB and sunlight are necessary to show differentiated shielding from differentlenses. This assumption should be tested by conducting the lab under naturalsunlight allowing the use of UVB probe. Data set from the current lab can misleadconsumers that all sunglasses are created equal.

    4.

    Comparing Sunscreens Micro Computer Based Lab (MBL)

    Performance Indicators & commentary / Aims & Objectives:

    Student explored task-related science concepts and principles throughappropriate experimentation. Students will hand on experience in measuring

    the effectiveness of sunscreens. Published UV shielding capabilities will be testedfor two commercially available sunscreens. Using a digital hand held computerinterface device, students will compare samples of differing UV shielding products.The physics principle of Energy Transfer through radiation and conduction can beeffectively taught through this experiment as well.

    Students collected and analyzed data, and presented clear and accurateresults. Students will follow directives from their Vernier Lab Workbook and

    participate in the lab as they record their findings and follow through with their

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    experiment. Data sets will be printed, and conclusions will be made. A print out ofthe lab and the graphic interpretation of their results will be turned in forassessment.

    Indicates collection and manipulation of quantitative data. Students willmanipulate their data in accordance to their labs instruction. They will record their

    findings on their worksheets.

    Shows a graphic display of results. Students will turn in their lab worksheetsas evidence of their ability to understand the recorded findings.Elaborates on other variables which may become important duringfurther study. Student learning will be connected to future topics such as energybalance, green house effect, radiation and electromagnetic spectrum variables andmeteorology as well as astronomy and physics.

    Indicates the ability to apply information generated by the study.Students will successfully complete their worksheets in lab work groups. They willhave successfully answered relevant questions developed from the lab. They will

    have a gained a greater understanding of the subject(s) addressed.

    Comparing Sunscreens (MLB): Corroborated with NYS Core Curriculum and Content

    Standards [Commencement]

    1.M3.1aGrades:5-8

    Science

    use appropriate scientific tools to solve problems about the natural world

    1.S2.1d.2Grades: 5-8

    Science

    observing

    1.S2.3cGrades:5-8

    Science

    collect quantitative and qualitative data

    1.S3.1aGrades:5-8

    Science

    organize results, using appropriate graphs, diagrams, data tables, and othermodels to show relationships

    1.S3.2aGrades:5-8Science

    accurately describe the procedures used and the data gathered

    1.S3.2hGrades:5-8

    Science

    use and interpret graphs and data tables

    2.1.4aGrades: 5-8Science

    collect the data, using the appropriate, available tool

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    Comparing Sunscreens

    Sunscreens are available in many different types and with many different levels ofprotection. The most common measure of protection from UVA light is the SPF factor. SPF, orsun protection factor, describes the increased amount of time you can be in the sun before your

    skin starts to burn. For example, a sunscreen labeled SPF 8 means that you can be out in the suneight times longer before burning than you would without using any protection. Products rangefrom SPF 0 to SPF 50 or higher. But is SPF 50 really twice as protective as SPF 25? You willperform an experiment that will help answer that question.

    Figure 1 shows the location of UV light in the electromagnetic spectrum. Notice that the

    ultraviolet band is broken into three types referred to as UVA, UVB, and UVC. The most

    harmful of these three, UVC light, is absorbed by the atmosphere and does not reach the Earthssurface. UVA light is deep-penetrating and causes tanning, wrinkles, and some forms of skin

    cancer. UVB light is also responsible for many skin problems such as sunburns and several

    forms of skin cancer.

    Figure 1

    In this experiment, you will measure the amount of UVA light that passes throughvarious sunscreens. You will then compare it with the amount of UVA light from direct sun andanalyze the relationship between them.

    OBJECTIVES

    In this experiment, you will

    Use a UVA Sensor to measure UVA light.

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    Determine the amount of UVA light allowed through five different sunscreens. Analyze the trend of UVA light vs. SPF

    values.

    MATERIALS

    computer ring stand and clampVernier computer interface selection of sunscreensLoggerPro two 4 6 inch index cardsUVB Sensor scissorscoin (approximately 2 cm in diameter) plastic wraptape stopwatch

    PRE-LAB PROCEDURE

    1. Obtain two different sunscreens assigned by your teacher.

    2. In the spaces provided on the data table, fill in the SPF values, brand names, additional notes,and price per ounce.

    3. Prepare your test cards.

    a. Obtain two 4 6 inch index cards.

    b. Using the coin as your guide, draw three circles on each test card as shown in Figure 2.

    c. Use scissors to cut out the circles.

    d. On one test card, label the circle on the left as your control.e. Using both test cards, label the remaining circles with the SPF values of your assigned

    sunscreens. Move from left to right and begin with the lowest SPF value. Note: YourSPF values may be different from those shown in Figure 2.

    f. Write your group name or number on the test card.

    4. Cover the test cards with plastic wrap.

    a. Cut out a 4 x 6 inch piece of plastic wrap. The person who does this should have cleanhands with no sunscreen or lotions on them.

    b. Lay the plastic wrap neatly on top of one of the test cards. Try to keep the plastic wrapflat so it is not wrinkled, but do not stretch it.

    c. Tape the four corners as shown in Figure 2.d. Repeat Steps a c for the second test card.

    5. Apply the sunscreens to the test cards.

    a. Place the first test card in front of you with the plastic side facing up.

    b. The circle labeled control should be kept clean. It will be used to measure the effectof the plastic wrap by itself.

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    C o n t r o l

    S P F 4

    S P F 8

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    c. Starting with the sunscreen that has the lowest SPF, squeeze a very small amount ofsunscreen on your finger.

    d. Spread the sunscreen thinly and evenly over the appropriate circle on the plastic wrap.

    e. Wipe off your finger well with a paper towel.

    f. Repeat Steps b e for all the remaining sunscreen.

    g. Let the sunscreens dry.

    Lab Procedure

    1. Have your test cards ready.

    2. Plug the UVA Sensor into Channel 1 of the Vernier computer interface.

    3. Prepare the computer for data collection by opening the file 21 Sunscreens in theEarthScience with Computers folder.

    4. Familiarize yourself with the sampling procedure.

    a. Fill in the SPF blanks in Table 1 with your SPF values to be tested.

    b. Study Table 2. Notice that data collection will last for 120 seconds. The control and thesunscreens will be measured for 40 seconds each.

    Table 2: Sampling procedures

    Time

    (seconds)

    Sample being

    measured

    0 40 Control

    40 80 SPF ______

    80 120 SPF ______

    5. Take your equipment outside.

    6. Use the shadow of the UVA Sensor to aim it correctlywithout looking directly at the sun.

    a. Hold the sensor with your thumb and first finger,pointing the sensor in the general direction of the sun.

    b. Find the sensors shadow and observe how it changesshape as you move the sensor around.

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    c. Move the sensor around until the shadow becomes a small round circle. This indicatesthat the sensor is now pointing directly at the sun.

    d. Keeping this sensor orientation in mind, clamp the UVA Sensor onto the ring stand asshown in Figure 3.

    e. Once the sensor is securely on the ring stand, use the shadow again to make finaladjustments to assure that the sensor is pointing directly at the sun.

    7. Practice holding one of your sample circles over the tip of the UVA Sensor. Important: Theside with the sunscreen should be facing out, away from the sensor. Sunscreen should nevercome in contact with the UVA Sensor. It is okay if the plastic lightly touches the tip of thesensor.

    8. When everything is ready, have the timer start the stopwatch while another personsimultaneously clicks the button. Data collection will begin.

    9. Take your readings using Table 2 as your guide. Data collection will stop automatically after120 seconds.

    10. Determine the average UVA intensity for each sample.

    a. Study your graph and identify the Three 40 second sections.

    b. Using your mouse, click and drag a box to select the flattest region of the graph whereyou were testing the control.

    c. Click the Statistics button, . The mean, or average, value for the selected data islisted in the Statistics box on the graph. Record this value in the data table.

    d. Close the Statistics box.

    11. Repeat Step 10 for the next two samples.

    DATA

    SPF valueon label

    UVA intensity(mW/m2)

    Brand name(e.g., Coppertone)

    Additional notes on label(e.g., waterproof)

    Price per ounce($)

    SPF 0(Control) N/A N/A N/A

    4 SPF Coppertone Dry Oil Suscreen

    Continuous spray, Waterproof, Sand proof, Wontclog pores, Clear no rub

    spray, quick and evencoverage

    $1.50/ Ounce(6 Oz.)

    70+ SPF NuetrogenaWaterguard Kids

    Sunblock Mist

    Helloplex, Broadspectrum UVA/UVB, #1

    DermatologistRecommended Suncare,

    Ultra Sweat proof,Waterproof

    $2.00/ Ounce(5 Oz.)

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    PROCESSING THE DATA

    1. Prepare the computer for data entry by choosing Next Page from the Page menu.

    2. Enter the SPF values and UVA intensities from the data table in the appropriate column inthe table. To type, click on the table cell with the mouse pointer. The table cell will enlargeand you will see a blinking cursor in the cell. Type your data point and press ENTER. Thecursor will move down to the next cell. The graph will update after each data point is entered.

    3. Print or sketch your graph as directed by your teacher.

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    Control: No SunBlock used at all.Baseline for UVAintensity

    SPF 4 Coppertone:showed a markeddecrease in UVA

    penetration

    SPF 70Neutrogena:Showed thegreatestdecrease inUVA

    penetration.

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    *(Actual screen capture from students work in this MBL). Taken from Vernier Labquesthandheld microcomputer and copied into MS Word as a document, along with my annotationsas teachers notes.

    4. Study your graph. Describe its shape in relation to how the UVA light intensity changed withdifferent SPF values.A very distinct reduction in UV penetration was observed betweenSPF 4 and SPF 70. The SPF 4 reduced the UV to a lower level but not completely. TheSPF 70 eliminated the UV penetration completely.

    5. According to your data, would a sunscreen labeled SPF 50 block twice as much UVA light asSPF 25? Explain why or why not.As the data shows, this would presumably be the case.The SPF 4 product limited the UV penetration; it did not stop it completely. The SPF 70product completely eliminated the UV penetration.

    6. According to your data, did the price per ounce or any other factors such as beingwaterproof have any effect on the UVA measurements? Explain. The protocol did notinclude testing for samples waterproofing capability.. As well, there were no protocols formeasuring the products effectiveness at shielding UV penetration based on price perounce.

    Conclusion:

    This was an effective MBL which compared two very different sunscreen andsun block products having varying price points and claims regarding their UVprotection. As was the case for the previous Sunglasses lab, the Sun was notreadily available today, thus requiring the use of an indoor light source from ahalogen desk lamp, as well as switching to the UVA probe. Lab instructions wereadapted accordingly. However, in this case, the adaptation was successful in thatthere were significantly different values recorded between control and samples.

    This MBL demonstrated that there are significant differences in the SPF factors forsunscreen products as well as in price. In this case, the more expensive product wasmore effective.

    Conclusion summary:

    As demonstrated, when MLB labs were authentically connected, beingrelevant as well as germane to The NYS Core Content and as such, addressed theCurriculum elegantly for meeting NYS Earth Science, The Physical Settings demandfor augmenting reality and in so doing, enhanced the reproduction of our lab based

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    results to exemplify through clear demonstration, planetary and dynamic anomalieswhich are found in daily interaction on our planets surface, in a meaningful way.

    These MLB labs explicated the essence for and the greater meaning ofmeeting technology integration into the classroom within the Secondary 7-12 public

    education venue. These MBLs as demonstrated, were both clear in their instructionand through hands-on data gathering, students were capable of reproducingsophisticated, yet understandable lab results, that replicated Earth Science contentsubject matter.

    Assessment for mastering the content and many opportunities for students topeer review with each other, to scaffold and learn from each other, to tweak datasets as desired to predict different outcomes and to see in real-time, what the datasets provide for in highly accurate measurements given from the readout they getfrom the microcomputer make learning and doing science interesting andmotivating. The tasks for skill-sets from the past and still in the present, were to

    emphasize in the students mastery of providing the graphs, manually and rotelyentering data (a tedious practice) and to create the X and the Y axiss and tocreate the meaning for the Dependents and Variables from which the lab wasto be commenced upon. This is a Chore in comparison to the MBL practice. Muchmore meaning and a greater understanding of the actual relevance for Dependentand variables therefore are the end result and the skill-set achieved.

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    Bibliography

    http://www.gpo.gov/fdsys/pkg/PLAW-107publ110/content-detail.html

    http://physicsed.buffalostate.edu/danowner/whyMBL.html

    Longo et al. Electronic Journal of Science Education, Vol. 7, No. 1.,September 2002

    Electronic Journal of Science Education Vol. 12, No. 2 (2008) 2008 Electronic Journal of Science Education (SouthwesternUniversity) Retrieved from http://ejse.southwestern.edu A Modelof Inquiry for Teaching Earth ScienceEric J. Pyle James MadisonUniversity

    2009 Vernier Labquest Pro software V.3.7

    Introductory Physics - A Model Approach, 2nd edition (Captain'sEngineeringServices, Buzzards Bay, MA.

    http://www.newyorkscienceteacher.com/sci/pages/cores.php

    http://ejse.southwestern.edu/http://ejse.southwestern.edu/