Students perform a lab to explore how the color of materials at Earth's surface affect the amount of warming. Topics covered include developing a hypothesis, collecting data, and making interpretations to explain why dark-colored materials become hotter.
This is the first of nine lessons in the Visualizing and Understanding the Science of Climate Change website. This lesson is an introduction to Earth's climate and covers key principles regarding Earth's unique climate, atmosphere, and regional and temporal climate differences.
This is a classroom activity about the forcing mechanisms for the most recent cold period: the Little Ice Age (1350-1850). Students receive data about tree ring records, solar activity, and volcanic eruptions during this time period. By comparing and contrasting time intervals when tree growth was at a minimum, solar activity was low, and major volcanic eruptions occurred, they draw conclusions about possible natural causes of climate change and identify factors that may indicate climate change.
In this activity, students use NASA satellite data to explore the seasonal changes in sea surface temperatures of the Gulf Stream. Students use NASA's Live Active Server (LAS) to generate data of sea surface temperatures in the Gulf Stream, which they then graph and analyze.
This lesson is a lab in which students use thermometers, white and dark paper, and lamps to measure differences in albedo between the light and dark materials. Connections are made to albedo in Antarctica.
In this worksheet-based activity, students review global visualizations of incoming sunlight and surface temperature and discuss seasonal change. Students use the visualizations to support inquiry on the differences in seasonal change in the Northern and Southern Hemispheres and how land and water absorb and release heat differently. The activity culminates in an argument about why one hemisphere experiences warmer summers although it receives less total solar energy.
This activity introduces students to the process of converting sunlight into electricity through the use of photovoltaics (solar cells). Students complete a reading passage with questions and an inquiry lab using small photovoltaic cells.
In this activity, students assume the role of a team of architects that has been commissioned to build a solar house containing both active and passive solar components. First, they must design the house and then build a model. The model is tested to determine how well it utilizes solar energy.
Student teams design and build solar water heating devices that mimic those used in residences to capture energy in the form of solar radiation and convert it to thermal energy. In this activity, students gain a better understanding of the three different types of heat transfer, each of which plays a role in the solar water heater design. Once the model devices are constructed, students perform efficiency calculations and compare designs.