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Name(s): ____________________________________________________________________ Date:_______Solar Angles and the Unequal Heating of the Earth (Virginia Hall)3390900635000Vocabulary:Climate Concentrated Fall equinox Infrared raysPerpendicular Radiant energyRadio waves Spring equinoxSummer solstice Troposphere Ultraviolet rays Visible light. Weather Winter solsticeX raysBackground Information: “The temperature of the Earth's atmosphere comes from the Sun's radiant energy warming the Earth's surface. The weather, climate, and seasons of a given area of the Earth depend on the temperature, which measures the atmospheric energy. In this activity, you will model how the directness of sunlight affects the heating of the earth’s atmosphere (at the equator). You will demonstrate that the earth’s shape has a direct effect on the unequal heating of the atmosphere. You will discover how the tilt of the earth’s axis affects the amount of sunlight that reaches different regions of the earth’s surface thus causing different seasons.” Purpose: To explain why the atmosphere is the warmest near the equator.MaterialsMasking tapeRulerFlashlight (not LED)/light on iPhoneGraph paperThermometer (the bulb – colored with a Sharpie black or dark green +120 to -20 F)Clock/stopwatch/something to measure timeColored Pencils/markersProcedure*left8890Tape the ruler along the side of the flashlight so that a 6-inch (15-cm) section of the ruler extends past the lamp end of the flashlight.Lay the graph paper on a table.Hold the flashlight perpendicular to the paper (as in figure 1) so that the free end of the ruler is on the edge of the paper and the flashlight is over the paper.Darken the room and turn on the flashlight Place the thermometer in the brightest part of the light. Wait 2 minutes and then start recording the temperature (record the initial temperature and then record every minute for 5 minutes) on the data chart.Observe the number of squares covered on the paper by the inner bright circle of light (see drawing to left). Record the number of squares on the data chart.Tilt the ruler down so the back end of the flashlight is about 6 inches (15 cm) above the table. Use the other ruler to help gauge distance and stabilize flashlight.Place the thermometer in the brightest part of the light. Wait 2 minutes and Figure 1 then start recording the temperature (record the initial temperature and then record every minute for 5 minutes) on the data chart.Again, observe the number of squares covered by the light. Record the number of squares on the data chart.Try New Approaches How does the curvature of the Earth affect the Sun's light rays? Use the flashlight from the experiment; lay it on a table with the attached flashlight/ruler (the 6 inches are on the table) extending over the table edge. Make a large cylinder out of the graph paper by overlapping the short ends.Hold the cylinder vertically at the end of the ruler. Place the thermometer in the brightest part of the light. Wait 2 minutes and then start recording the temperature (record the initial temperature and then record every minute for 5 minutes) on the data chart.Observe the number of squares that are lit on the curved paper. Record the number of squares on the data chart.Then move the cylinder slightly to the left or right so that the light grazes the edge of the cylinder. Again, observe the number of lit squares. Record the number of squares on the data chart.Design Your Own Experiment At this point, your group should discuss a good experimental design to answer the question as to why the atmosphere above the equator is warmest. Record your design procedures in the space below.Using the materials that you have been provided, test your design procedure. Sketch a simple illustration of your procedural setup (example: Figure 1) Place the thermometer in the brightest part of the light. Wait 2 minutes and then start recording the temperature (record the initial temperature and then record every minute for 5 minutes) on the data chart.Observe the number of illuminated squares on the paper. Record the number of squares on the data chart.Student Data ChartTIMETemperature# Squares illuminatedLight Perpendicular012345Light 6 inches above table012345Light Horizontal012345Light Cylinder012345Light Cylinder with Movement R or L012345Light of Your Design012345GraphingUsing the data that was collected on the student data sheet, please create a line graph the time (x-axis) versus temperature (y-axis) for each of the 6 designs on the graph paper below. Use a different color to represent each design. Create a KEY to indicate which design is which color. Also, ensure that you label the graphs axes and title correctly.KeycoloranglecoloranglecoloranglePerpendicularHorizontalCylinder (R or L) 6in above tableCylinderYour DesignUsing the data from the student data chart, create a bar graph of the 6 designs (x-axis) vs temperature at 5 min (y-axis). Ensure that you label the graphs axes and title correctly.Look over the student data chart again, is there any other way to classify the data into a single graph? When your group has decided on the data and graph type, use the graph paper below to graph your information. Ensure that you label the graphs axes and title correctly.Questions:At this point, your group should be able to postulate a theory as to why, when roughly the same amount of light from the flashlight struck the paper each time, more blocks were illuminated when the light came in from an angle.Why is the atmosphere warmer near the equator? (Use data from your investigation to support your theory.)The number of daylight hour’s changes during the year. The more daylight hours during the day, the more radiant energy the Earth's surface receives. The day with the most daylight hours in the Northern Hemisphere is the first day of summer, which is on or about June 21. This day is the summer solstice. Find out more about the changing number of daylight hours during the year. (a) What and when are the spring and fall equinoxes, and the winter solstice? (b) How does the Earth's tilt cause different seasons? (c) What is the difference between the angle of the Sun's rays in the Northern and Southern Hemispheres on these dates (listed in a)? (d) What is the general difference in their atmospheric temperatures?Part A: Part C:SeasonDefinitionApproximate date rangeGeneral Sun’s angle Spring equinoxFall equinoxSummer solsticeWinter solstice5905505461000Part B: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Part D: SeasonGeneral Atmospheric temperaturesSpring equinoxFall equinoxSummer solsticeWinter solsticeResources:Exline, Dr. Joseph D., Dr. Arlene S. Levine, and Dr. Joel S. Levine. "Chapter 4. Angle of Light Rays and Surface Distribution: A Structured-Inquiry Activity." Meteorology: An Educator’s Resource for Inquiry-Based Learning for Grades 5-9 NP-2006-08-97-LaRC (n.d.): 19-22. NASA Teacher Resources. National Aeronautics and Space Administration. Web. 5 May 2017. <;."Atmospheric Energy: Unequal Heating by the Earth's Surface." Www.. , Inc., n.d. Web. 5 Oct. 2016. <, Janice Pratt. "Hot Spot." Janice VanCleave's 204 Sticky, Gloppy, Wacky and Wonderful Experiments. New York: Jossey-Bass, 2002. 79. Print.VanCleave, Janice Pratt. Earth Science for Every Kid: 101 Easy Experiments That Really Work. New York: J. Wiley, 1991. N. pag. Print.{PICTURE} New York State Education Department. [August 2015 New York Regent’s Exam.] Internet. Available from []; accessed [24, August, 2016]. "Angle of Sunlight 2." (n.d.): 3-7. Simply Science. Meterology and More. Web. 5 May 2017. <;.{PICTURE} "Seasons: Four Times of the Year (an Activity from Janice Van Cleave’s A+ Projects in Astronomy )." Reason for the Seasons Workbook (n.d.): 10-12. Mr. Science. Mr. Hill's Science Website. Web. 5 May 2017. <;. ................
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