Why is it So Cold at the Poles?

MS-ESS2-6. - Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Learning Target

Understand how the impact of direct and indirect sunlight on the Earth cause patterns of atmospheric circulation that determine regional climate

Success Criteria

I understand that the angle of sunlight creates unequal heating on the Earth.
I understand that unequal heating affects a region's climate.
I can create a model that demonstrates the impacts of angled sunlight on the Earth.

Questions to Ponder

Why is it so cold at the Earth's North and South Pole?
Why is it so hot at the Earth's equator?
What are the possible effects of sunlight striking a surface at different angles?

Things to Know...

Basic Coordinates

Observe the two images of the earth.
Discuss the various parts with your team.
Make sure you know all of the names.

Protractor

In this lab you will need to use a protractor. Watch the video for a reminder of how to use one!
Watch up to 2:16

Angled Sunlight Experiment

Question

To what extent does the angle of light affect the light that strikes a surface?

Hypothesis

What do you think will happen to the light that is hitting a surface as a result of changing the angle of the surface?
- Tell what you think and why you think that way.

Materials

flashlight
4 pc graph paper (take one 8.5" x 11" sheet and divide it into 4 equal pieces (lengthwise then widthwise)
clipboard
protractor
stack of books
Ringstand with test tube clamp

Procedure

Read the procedures and then make a hypothesis about the above question.
Gather your materials.
Label the four sheets of graph paper 90°, 110°, 130°, and 150°. (see image below)
Attach the 90° sheet to the clipboard.
Place the clipboard on its edge and, using the protractor, make sure that the clipboard is tiltled at a 90° angle to the surface of the table. Use the textbooks to keep the board at that angle.
Use the ringstand and test tube clamp to hold the flashlight so that it is shining directly on the graph paper and that the flashlight and clipboard remain motionless. The flashlight should be parallel to the table and approximately 30 cm away from the clipboard. (see image below.) After you set the distance of the light you must keep it the same! You may have to raise and lower the flashlight but do not change the distance!
Turn the light on and adjust the beam until it is in the center of the paper. The diameter should be approximately 12 squares on the graph paper.
Mark the area covered by the light. Describe the brightness of the light striking the paper.
Without moving the distance of the flashlight, remove the graph paper and replace it with piece labeled 110°. Change the angle of the clipboard to 110°. (you may need to adjust the height of the flashlight so the light strikes it fully)
Once again, mark the area covered by the light. and describe the brightness of the light striking the paper. Compare the brightness to the previous angle.
Repeat the previous steps with the 130° and 150° graph paper.

Analysis

Estimate the number of squares covered by the light on each of the trials. Which one covered the most area?
Copy the results from the graph paper into your own notebook so you can refer to it later.