LP 2 Energy Budget - earth.stanford.edu · Demonstration 2.2.4 Homework Problems 3.1.2 Quiz on LP 2 Supplies: Sun‐ Earth Modeling Activity Styrofoam balls for student pairs, at

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.