Learning Targets

• Students will create a model of how the atmosphere is heated.

Success Criteria

• I have constructed a model of how the atmosphere is heated.

What Will We Do?

We will construct a model of how the Earth’s air is heated.

Procedure

• With your group, construct a model of the way the air above the Earth is heated. Use arrows to show the transfer of energy. Your model should include the energy source, what is being heated, and any process that is taking place.
  1. choose roles
  2. remember to label all steps
  3. show how energy is transferred
  4. all members of your team should be able to explain your model

Questions about the models...

1. Is the atmosphere the only thing that is being heated?
2. How do you know?

Investigating Heat Transfer

Learning Targets

• Students will develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

Success Criteria

• I can make a prediction based on prior knowledge and experience.
• I can describe how heat energy can be transferred through matter.
• I can describe changes in particle motion.

Some Key Concepts

• The sun emits light (solar energy).
• Light is the source of energy.
• Light can be reflected, transmitted, or absorbed.
• When light energy is absorbed, it can be converted to thermal energy.
• What absorbs the solar energy that reaches the Earth?

Questions to Ponder

• What examples can you think of in which thermal energy is transferred between objects?

What Will We Do?

• We will determine if thermal energy can be transferred from one object to another.

During the Lab:

• Record your start time at the top of the data table.
• Record the time when each object falls from the rod.
• Calculate the difference in fall time by subtracting the start time from each fall time. Can you predict when the next one will fall?

Team Talk after the lab: Use the Agree/Disagree cards

• What were the results of this experiment?
• What happened to the pieces of shortening?
• Was there any pattern to the way they fell off?
• Why didn’t all of the shortening melt at the same time?
• What does this tell you about what was happening to the rod?
• Do you think the thermal energy from the hot plate was being converted or transferred along the rod?

Reading

Lesson 2 Reading One:

• With a partner, read Why Does Conduction Matter? on page 21-22 in the WHAT MAKES THE WEATHER CHANGE? text.
• Stop and discuss the questions during the reading.