LP 2 Energy Budget - Stanford Earth · Wavelength Demonstration 5’ long rope Dynamic Budget Activity/ Demonstration ‐ For each group: 1 empty 2‐liter plastic bottle with paper

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.

Lesson Objective

Students will be able to use scientific language to explain the path sunlight travels. 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

Students will be able to:- use technical terms and notations accurately (Writing 2.3f) (homework)- formulate jusdement about ideas under discussion and support those judgements with convincing evidence (Listening and Speaking 1.1) (Discussions during activities and demonstration)

Lesson Assessment(Benchmarks or Standards)

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?

4 min Discuss BW

4 min

Energy Budget Introduction- Discuss the terms energy, budget, and equilibrium.

Method & Notes

Energy Budget

INDIVIDUAL SEAT WORK OR PAIR WORK

See 2.1.1 Bell Work Teacher Guide for answers and explanations

LECTURE/PRESENTATIONSee 2.0.1 DefinitionsSee 2.1.3 Energy Budget Slides #2-5Use 2.1.4 Action Notes

Changes for Next Time

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?

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 Understanding of Energy Budget- Add new terms to concept map and write a "story of energy" to share with class

DISCUSSIONSee 2.1.2 for Debrief Question Prompts

INDIVIDUAL SEAT WORK OR PAIR WORKSee 2.1.3 Energy Budget Slides #20

Q&A/ACTIVITY INSTRUCTIONSSee 2.1.2 Sun-Earth Modeling ActivityThis activity could be shown as a whole class demonstration or in small groups. Pass out student task sheet to each student.

PAIR WORK/HANDS-ON ACTIVITYor CLASS DEMONSTRATION using student task sheet

LECTURE/PRESENTATIONSee 2.1.3 Energy Budget Slides #6-17Students complete 2.1.4 Action Notes One 5' long rope or shorter ropes for group workOptional video - http://www.youtube.com/watch?v=9UJKVa2ClCU&feature=related

Use concept map to compose a 5-7 sentence story (explanation) of the path of sunlight.

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?

20 minAlbedo ActivityStudents use their understanding of color and albedo to predict the albedo of surfaces that they see.

4 minReview energy budget and variables- Students complete review either alone or with partner.

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, shortwave radiation

HWComplete Energy Budget Review sheet

ACTIVITY/DEMONSTRATIONSee 2.2.3 for Dynamic Balance Activity

DISCUSSION/PRESENTATIONUse 2.2.0 Review

OPTIONAL: INDIVIDUAL WORK2.2.X Albedo Activity, outside if desired.

HOMEWORK 2.2.4 homework problems

INDIVIDUAL SEAT WORKSee 2.2.1 Energy Budget Slides #2

DISCUSSION/PRESENTATION See 2.2.1 Energy Budget Slides See 2.2.2 Student Action Notes Need rope for wave length demonstration (if possible have students experiment with ropes, moving them more and less vigorously)

INDIVIDUAL WORKSee 2.2.1 Energy Budget Slides #19

LP2:Earth’sEnergyBalanceTeacherGuides:2.0.1Definitions2.1.1GuideforBellWork2.1.2Sun‐EarthModelingActivity2.1.3EnergyBudgetSlides2.1.4StudentActionNotes2.2.0Sun‐EarthModelingReviewSheet2.2.1EnergyBudgetSlides2.2.2StudentActionNotes2.2.3DynamicBalanceActivity2.2.4HomeworkProblems2.2.XOptionalAlbedoActivity3.1.2QuizonLP2Supplies: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.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‐EarthModelingActivityTeacherInstructions&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.Passoutarubberbandtoeachgroup.Thisrepresentstheequator.StudentsshouldputtherubberbandaroundtheEarthwheretheequatoris,andthenholdtheEarthmodelintheproperangeltotheplaneofrotation.TellstudentsthatEarth’saxisofrotation(linefrompoletopole)istilted23°fromtheplaneaboutwhichEarth.Theteachershouldshowwhatthecorrectorientationis.4.Discusswithstudentstheintensityoftheradiationatvariousilluminatedpartsoftheglobe.Alocationattheequatorwillreceivemuchmoreintenseanddirectsunlightatnoonthanitwillatsunriseorsunset.Thisiseffectivelybecauseonehemisphereisreceivingonlyacircle’sareaworthofradiation.Besurestudentsknowwhatthewordvariablemeans.AskstudentsaboutquantifyingthesolarinputtoEarth.‐Whatfactorswouldchangetheamountofenergy(sunlight)reachingaplanet?(sizeofplanet,distancefromSun,sunspots).‐Wouldtherateofrotationorrevolutionorthetiltofaplanetchangethetotalsolarenergy(amountofsunlight)reachingaplanet?

• TherateofrotatingaroundtheSunwillnotchangetheamountofsolarinputonaverage,norwillthelengthofaday(revolutionaroundEarth’saxis).

• Thetiltoftheaxisdoesnotchangethetotalenergy.Instead,thetiltoftheaxischangeswhenandwherethatsolarenergyis

Additionaldiscussionandde‐briefquestions:1)HowoftendoestheEarthmakeafullrotation?2)WhathappensifyourotatetheEarth?3)WhathappensifyoumovetheSunfartheraway?HowwouldthisaffecttheEarth’stemperature?4)DoestheEarthgetthesameamountofsunlightineveryplace?Ifnot,whatpartofEarthreceivesthebrightest(most)sunlight?5)Basedonyourobservation,whatpartoftheEarthwouldbethehottest?WhatpartoftheEarthwouldbethecoldest?

StudentTaskCard

HowSunlightAffectstheEarthMaterials:Youhavebeengiven~amodelSun(thelamp)~amodelEarth(theStyrofoamball)Task:1)DrawtheEarthonthestyrofoamball.2)Puttherubberbandaroundthemiddleoftheballtoshowtheequator.3)Usethetoothpicktoplacetheballonthecup.First,putthemodelEarthonthecupstraightupanddown.4)ShinethelightfromthelamponthemodelEarth.5)Thinkaboutthequestions:

a.HowdoestheSun'slighthittheEarth?b.DoestheEarthgetthesameamountofsunlightineveryplace?

6)NowputthemodelEarthattilt.7)ShinethelightfromthelamponthemodelEarth.8)Thinkaboutthequestions:

a.HowdoestheSun'slighthittheEarth?b.DoestheEarthgetthesameamountofsunlightineveryplace?c.Whataretheeffects(results)oftheamountsofsunlightthatdifferent

partsoftheEarthget?

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2.1.4ActionNotesonEarth’sEnergyBudgetInmyownwords,energymeans.....Inmyownwords,anexampleofabudgetis....Inmyownwords,equilibriummeans...(STOPLet’sfollowtheenergy!)Nowthatwe’veexaminedtheincomingsunlight…Whatisthesourceofenergythatdrivesclimate?Thislightenergytravelsinshort____________________called______________________.WhensunlighthitsthesurfaceoftheEarth,itcanbe__________________________which

meansit_________________________ORitcanbe___________________________which

means_____________________________________

Inmyownwords,albedomeans...Whenasurfacehasahighalbedo,istheamountofsunlightreflectedhighorlow?Howmuchofthesunlightisreflected?

2.2.0 Name: Date: Block/Period:REVIEW:Earth’sEnergyBalanceTASKCARD:Usingthemodelsyoumade,workingroupsandanswerthefollowingquestionsorally

1) WheredoesEarthgetitsenergy?2) DoesallofthelightfromtheSunreachtheEarth?3) Whathappenstolightthatdoesn’treachtheEarth?4) DoestheEarthgetEequalamountsofsunlighteverywhere?5) WhatpartoftheEarthgetsthemostsunlight?

INDEPENDENTSHOWANDPROVE:Answerthefollowingonyourown:

1) HowdoesthesizeoftheplanetaffecttheamountofsunlighttheEarthreceives?2) HowdoesthedistanceoftheplanetfromtheSunaffecttheamountofsunlight

theEarthreceives?

3) Whatisthenameoftheatmosphere,theocean,andthelandworkingtogethertodeterminetheweather?

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2.2.2 Name: Date: Block:ActionNotes#2–EnergyBudgetandGreenhouseGasesInmyownwords,theenergybudgetis:Inmyownwords,‘radiation’is:EnergyabsorbedbytheEarthis:Ifanobjectabsorbsenergyfromthesun,thetemperatureoftheobjectdoeswhat:Asthetemperatureincreases,thewavelengthgets:Asthetemperaturedecreases,thewavelengthgets:TheSunradiatesshortwaves.Re‐radiatedheatlikethatfromtheEarth,comesinwhatkindofwavelengths:TheatmospherecontainsheattrappinggasesthatABSORBlong‐waveradiation(fromtheEarth)knownas:Someexamplesofthesegasesare:WhateffectdothesegaseshaveontheEarth’stemperature?WhentheSunradiateslightenergythisisknownas:Input=Output=

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

2.2.4 Homework Name: Date: Block:

Directions: Working with your partner, read through the story and fill in the correct words to complete you story about Earth’s Energy Budget. You may use your notes to help you. When you’re finished, draw a model representing the energy input from the Sun on the Earth. Feel free to add any details and labels in order to help me understand you’re thinking.

Earth’s Energy Budget: Part 1

The input part of the Earth’s _________ budget comes from

________. It provides _________ to the Earth. It comes in _______

wavelengths called _________ light. Once the sunlight enters the Earth

system it can be ___________ or __________. Reflected means

____________ and absorbed means ______________. A surface’s reflection

is known as its ____________ and is measured on a scale of 0 to __. White

has a ______ reflectivity; black has a ______ reflectivity. When something

has a high albedo that means that it __________ a lot of light. When

something has a low albedo that means that it _________ a lot of light.

How I see it…..

2.xOptionalActivity

EstimateAlbedoRECALL:•thealbedoofanobjecttellsushowmuchsunlighttheobjectreflects•albedoisreportedasanumberfrom0to1(orasapercentage,from0%to100%)•0meansnosunlightthathittheobjectisreflected•1meansallthesunlightthathittheobjectisreflectedTask:•Intheboxbelow,drawatleastfourthingsyouobserve•Estimatethealbedoofyourfourchosenthings(theyshouldbedifferent‐pleasedonotestimatethealbedooffourdifferentrooftops)•Useofcolorisencouraged•Youwillhave20minutestocompleteyourestimations‐goodluckandhavefun!