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Air Temperature Key Question How Does the T Topic Integrated Processes Weather station: air temperature Observing Identifying and controlling variables Key Question Collecting and recording data How does the temperature change over time? Comparing and contrasting Inferring Learning Goals Students will: Materials • take and graph temperature readings at regular For each group: intervals; and thermometer • compare their readings to offi cial temperature stick or rod, 1 to 1.5 meters tall data gathered via radio, television, or computer. 6-8 cm piece of tape Guiding Documents For Extension, access to one of the following: Project 2061 Benchmarks NOAA Weather Radio • Things change in steady, repetitive, or irregular television weather information ways—or sometimes in more than one way at the Internet same time. Often the best way to tell which kinds of change are happening is to make a table or Background Information graph of measurements. The Earth is warmed by energy from the sun. The • Recognize when comparisons might not be fair sun’s surface temperature is about 6000°C (11,000°F) because some conditions are not kept the same. while the Earth’s surface temperature generally ranges from -51°C to +49°C (-60°F to +120°F). The Earth NRC Standard intercepts only about one two-billionths of the energy • Weather changes from day to day and over the the sun radiates.1 About 50% of this solar energy seasons. Weather can be described by measurable is absorbed in the ground and oceans, about 20% quantities, such as temperature, wind direction is absorbed in the atmosphere, and about 30% is and speed, and precipitation. refl ected.2 At the same time, a relatively equal amount of energy from the Earth is reradiated back into NCTM Standards 2000* space. In this activity, the temperature of the air at • Select and apply appropriate standard units and the Earth’s surface is measured. Temperature is the tools to measure length, area, volume, weight, degree of hotness or coldness of matter. time, temperature, and the size of angles • Collect data using observations, surveys, and Controlling variables experiments Meteorologists place their thermometers in a Stevenson Screen, a specially designed white box Math ventilated on all four sides for Measurement air fl ow. A double roof with air temperature space between the two layers Graphing insulates the thermometer from bar and line the sun’s direct rays. The box is mounted 1.5 meters above a Science grassy surface, facing north. Earth science To replicate the conditions meteorology used by professionals (without the use of the Stevenson Technology Screen), the thermometer Radio, television, or computer should be shaded and situated about 1.5 meters above an open, grassy area. In the absence of grass, choose a level surface typical of the surroundings. Avoid pavement or concrete. Core Curriculum/Oklahoma 58 © 2006 AIMS Education Foundation Celsius versus Fahrenheit a. Take hourly readings one or more days, using a The use of the Celsius scale is preferred and encouraged new page each day. as the one used by the scientifi c community and most of b. Take temperatures twice each day, morning the world. For comparisons in the Extension, use the scale and afternoon, for a week. Plot the two daily in which temperatures are presently reported (Fahrenheit temperatures on the same bar. Then make a in the United States). Students should not convert from one line graph using one color for morning and scale to the other; all data should be taken directly from another for afternoon. measurement readings. The relative values of each scale c. Take temperatures at solar noon (or a specifi ed should be learned through experience. afternoon time) each day throughout the year. Make seasonal comparisons. Offi cial Temperature Reports Each of the following sources provides regular Rather than giving students the recording page, updates of the offi cial temperatures. The Weather groups ready for more independent work might: Channel® generally gives current local data about every one to eight minutes. Open-ended: Plan their own investigation to track National Weather Service (NWS) reports on NOAA temperature patterns during the day or week. How (National Oceanic and Atmospheric Adminstration) variables are controlled will determine whether the Weather Radio are broadcast on the weather band results are meaningful. (frequencies range from 162.4 to 162.55MHz). These Guided planning: Plan their own investigation, with localized reports are updated every one to three hours the aid of the following questions: and repeated every four to six minutes. How will variables be controlled when placing Several Weather Websites offering current weather the thermometer? data are listed at the back of this book. Some National What temperature scale will be used? Weather Service sites have METAR readings, a summary How often will data be collected? of hourly data for the previous 24 hours or so. How will the results be recorded? How will the data be shown? If using a graph, Patterns what kind? Temperature patterns are visually discernable when How will the data be shared with others? accumulated data are plotted on a graph. One pattern to observe is the change that takes place hourly, during a Procedure single day. Another pattern is the daily high temperature 1. Ask the Key Question, “How does the temperature (or the daily temperature at a certain time, say 2:00) change over time?” Record responses on chart paper. over a week. Since line graphs are normally used to 2. Distribute the activity page. Discuss the scale to be show change over time, students transition from the used, how often the readings should be done, and familiar bar graph to the line graph in this activity. variables to be controlled, drawing on students’ previous investigations. Have students organize 1. Ramsey, Dan. Weather Forecasting, A Young Meteorologist’s their recording space. A date/time/temperature Guide. Tab Books. Blue Ridge Summit, PA. 1990. 2. Williams, Jack. The Weather Book (USA Today®). Random table is one choice. House, Inc. New York. 1992. 3. Instruct each group to attach a thermometer to one end of a stick with tape. This provides a built-in Management height measure and makes it easier to keep hands 1. To make valid comparisons, thermometers should away from the thermometer. either have matching readings or be made equivalent by computation. 2. Students should know how to read a thermometer (A Matter of Degrees) and understand variables 4. Outside in the shade, spread the groups apart as which need to be controlled (On Location). The much as possible. Direct students to place Graphing Thermometer may be used to construct their sticks upright on the grass with the a large class bar graph. thermometer at the top. After the thermometer 3. Members in groups of two or three can take turns liquid stabilizes, have each group read and record holding the stick, reading the thermometer, and the temperature. recording the temperature. 5. Return to the room and assign two groups (for 4. Make a transparency of the graph to help guide the accuracy) to take readings for each interval. transition from bar graph to line graph. 6. After all data are collected, have the groups report 5. There are several options for taking temperature their temperature readings for the class to record. readings: Resolve any discrepancies. Core Curriculum/Oklahoma 59 © 2006 AIMS Education Foundation 7. Use the graph transparency to help students 5. What is the temperature range for ___ (name a complete the bar graph. Ask questions such as: day)? [Find the difference between the highest and “How should we label each side of the graph? What lowest readings.] were the lowest and highest temperatures? By what 6. How did this week’s temperatures affect you? should we count so that these numbers fi t on the 7. What new question(s) do you have as a result of graph? What title should we give the graph?” doing this activity? 8. Instruct students to make a dot in the middle, at the top of each colored bar, and connect the Journal prompt: Based on our data, what dots with straight lines. Students can now see temperatures would you predict for tomorrow? change over time and how a line and bar graph How should you dress? Justify your answer. are related. Have students write their observations of the data. Extensions 9. Continue daily temperature readings, at least once 1. After data have accumulated, compare one season a day, as part of an on-going weather station. Add with another. the temperature to your Station Model. 2. Ask the question, “How do our temperature readings compare with offi cial readings for our area? Prepare the second activity page by reproducing a small temperature local map, perhaps from the telephone directory, that (Celsius) includes the nearest reported city and your location. 18°C Glue it in the box and make copies of the page. ’’ Become familiar with the source to be used for offi cial temperatures. Have students take temperature readings every hour—and at the same time as offi cial readings. Analyze the data together. School Offi cial Connecting Learning Time Temp. Temp. Difference 1. What variables were controlled when we took temperatures? Why is it important to control them? 2. How would you describe the temperature pattern for today? …for this week? What kinds of patterns Home Link do you notice? Keep the data intervals going at home by letting 3. When did the temperature change more rapidly? volunteers monitor radio, television, or Internet reports …more slowly? in the evening and morning. Add this data to that taken 4. When were temperatures the warmest? …the at school to fi nd when temperatures change most coolest? Why do you think so? Are these the warmest rapidly or most slowly during a 24-hour period.
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