Heating Earths Surfaces

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LESSON 3

• Heating Earths Surfaces

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Getting Started

• What causes storms?
• 1.
• 2.
• 3.

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Think about..

• Your last trip to the beach in the middle of the
  summer.
• How did the temperature of the water in the
  middle of the day compare to the sand?
• How did the temperature of the water at night
  compare to the sand?

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In this investigation we will ......

• Observe and record the rates at which equal
  volumes of soil and water heat and cool.
• Graph and analyze the heating and cooling rates
  of soil and water.
• Explain what happens to energy from the sun when
  it reaches the earth.
• Read and interpret a data table.
• Describe the atmosphere and its layers.

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MATERIALS LIST

• 1 tote tray
• 2 250-mL glass beakers
• 2 metal digital thermometers (C)
• 2 1.5 x 9.0-cm strips of corrugated cardboard
• 2 bookends
• 1 stopwatch

• 1 sheet graph paper
• 1 red pen
• 1 blue pen
• 100 mL wood land terrarium soil
• 100 mL room-temperature water
• metric ruler

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SAFETY TIPS

• Keep water away from all electrical outlets
• Avoid touching t he metal reflector or bulb on
  the clamp lamp while it is on or cooling.
• Tuck cords beneath work areas and dont drape
  them across traffic areas.
• Handle the thermometers carefully. They are
  sensitive and have a sharp point.

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DISCREPANT EVENT

• Why does the sand heat up faster than the water,
  but the water stays warmer for a longer period of
  time?

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HYPOTHESIS

• I THINK THE SAND HEATS UP MORE QUICKLY THAN THE
  WATER BECAUSE .
• I THINK THE WATER STAYS WARMER FOR A LONGER TIME
  BECAUSE.

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LETS EXPERIMENT

• WHAT TEST CAN WE RUN TO TEST OUR HYPOTHESIS?

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VARIABLES

• Variables in this investigation that should
  remain the same include these
• amount of soil and water in each beaker
• distance of beakers from the lamp
• depth that thermometer is inserted in each
  substance
• amount of time each material is heated.

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Set up the experiment

• Refer to Figure 3.1 on page 28 in your book. Set
  u the materials as shown. Insert each
  thermometer approximately 2.5 cm into the soil or
  water in each beaker. Do not allow the tip of the
  thermometer to touch the bottom of the beaker.
  Use the small hold in the cardboard to hold each
  thermometer upright. Turn on the thermometers.

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Predictions

• What do you think will happen to the temperature
  of the soil and the water when you t urn on the
  lamp?
• What will happen when you turn off the lamp?
• Why?

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Do not turn on the lamp yet.

• After the readings on the thermometers have
  stabilized, record the temperatures for both the
  soil and the water in Table 1 on Student Shet
  3.1a, across from 000 minutes under the column
  labeled Heating.

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TURN ON THE LAMP.

• Start the stopwatch. Read the temperature of
  both materials to the nearest 0.loC every minutes
  for 10 minutes. Record your data in the table.

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• At the end of 10 minutes, turn off your lamp but
  let the watch keep running. Quickly record the
  10-minute temperature for soil and water in the
  Heating columns. Record the same number across
  from 1000 minutes at the top of the Cooling
  columns. Continue reading and record the Cooling
  temperature for soil and water every minute for
  10 minutes.

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INQUIRY QUESTIONS
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A. What things must remain the same for this to
be a fair test?

• All variables should be kept constant except the
  one being tested.

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B.When should you first record the temperatures
of the soil and the water?

• Wait until each thermometer has stopped
  registering a change in temperature for at least
  one minute.
• Record this temperature across from Time 000 in
  the Heating columns of the table.

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C.What do the numbers in the first column of the
table represent?

• They represent minutes elapsed on the watch.

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D. Which section of the table represents times in
which the lamp is on and times in which the lamp
is off?

• Heating represents the times when the lamp is on,
  and Cooling represents the times when the lamp is
  off. The starting temperature for Cooling is the
  last temperature recorded under Heating.

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E. Why should you not reset the stopwatch to
000 after each minute reading?

• This would take extra time, which would throw off
  the set of data. Instead record the temperature
  at each minute interval--000, 100, 200, and so
  on-- while the watch continues to run.

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F. How can you compute the temperature change?

• For Heating, subtract the temperature at 000
  minutes from the temperature at 1000 minutes.
  For Cooling, subtract the temperature at 2000
  minutes from the temperature at 1000 minutes.

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CREATE A GRAPH
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A. WHAT TITLE WILL YOU GIVE YOUR GRAPH?
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B. HOW WILL YOU LABEL EACH AXIS TO S HOW THE
TEMPERATURE AND TIME CHANGES?
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C. WHAT WILL BE THE FIRST NUMBER ON EACH AXIS?

• HOW WILL YOU SPACE THE NUMBERS ON EACH AXIS?
• HOW MANY DEGREES WILL EACH INTERVAL BETWEEN THE
  NUMBERS REPRESENT?

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D. WHAT TECHNIQUES WILL YOU USE TO MAKE THE
GRAPH MORE READABLE?
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REFLECTION QUESTIONS

• A. HOW WOULD YOU DESCRIBE THE HEATING AND
  COOLING RATES OF SOIL AND WATER IN THIS
  INVESTIGATION?

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• B. WHICH MATERIAL HELD ITS HEAT LONGER?
• C. WHAT FACTORS MAY HAVE INFLUENCED YOUR RESULTS?

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• D. REREAD THE INTRODUCTION TO THIS LESSON ON PG.
  26 CAN YOU EXPLAIN N OW WHY CONCRETE FEELS HOT
  UNDER YOUR FEET IN EARLY SUMMER WHILE WATER IN A
  POOL FEELS COLD?

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• E. ON THE BASIS OF YOUR INVESTIGATION, HOW DO
  YOU THINK OCEANS ABSORB AND HOLD HEAT?
• HOW DO YOU THINK THE TEMPERATURE OF THE OCEAN
  COMPARES WITH THE TEMPERATURE OF THE LAND NEARBY?