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Surface Temperatures: How Do They Compare?

Developed by Barbara Vinson
Edited by: Mike Schneider

Description: This project is an excellent method of reinforcing use of metric/temperature measurement and assessing student knowledge of temperature, measurement, data collection/presentation/graphing and environmental issues. The students will also learn about how temperature differs depending upon the type of surface area.

Grade Levels: The Surface Temperatures experiment can be adapted for use in grades k thru 12 (Note: This experiment can be simplified or made more challenging depending on the developmental levels of your students. See Teacher Information.)

Approximate Time Involved: Time for class information prior to experimentation will require a minimum of two 45 minute teacher/student lecture/discussion times. Student preparation of materials prior to experiment will take 10 minutes. Collection of data will require approximately 30 minutes. Students will need approximately 30 minutes to prepare data tables and enter information. Class discussion following experimentation will require at least 45 minutes and if student excitement is allowed to flourish, environmental impact discussions and debates could require two to 3 -30 minute sessions

Teacher Information:

The Surface Temperatures in the Schoolyard, how do they compare? Is an excellent method of reinforcing use of metric/temperature measurement and assessing student knowledge of temperature, measurement, data collection/presentation/graphing and environmental issues, and addresses numerous cross-curricular standards. The investigation for example can be used for Social Studies (laws governing thermal pollution), English ( writing about surfaces in the schoolyard for an English paper/project, Math (use of conversion factors, averages, data collection), Science ( other possible science applications include potential uses for data collected in this experiment-students should see a connection between choices of building materials, concrete/asphalt ground covers and potential affects on thermal pollution.)

This should become a team exercise where your student groups might each develop and write a hypothesis, list the materials they would use , the number of items, and a procedure. An excellent way to assess this activity is to have the teams repeat each other's experiment to see if they achieve the same results. This will also replicate the real world challenges facing a research scientist.

Challenging Your Students to Be Problem Solvers:

Inquiry based activities that could be included follow: Design an conduct an investigation to measure the temperatures of different surfaces in the schoolyard that are exposed to direct sunlight. Ask what effect choices of surface materials could have on environmental temperatures. Why are considerations of surface building materials important? As a contractor, should you consider environmental effects even though the price for job completion may be higher? Should contractors be held responsible for thermal pollution if their building/surface structure has a potential to produce extreme temperatures that inversely affect the environment? Note-this topic is excellent for a debate (Speech, English, Social Studies or Science).

Student Instructions Available to download as a PDF file.

Needed Materials: 3 Celsius thermometers that have been calibrated, notebooks/pencils, map of schoolyard locations, rulers for creating data tables, graph paper to graph results, stakes and tape.

Safety Rule: Students should use caution when measuring surface temperatures because of potential breakage due to mishandling or accidentally dropping glass thermometers. Thermometers should also be alcohol, not mercury, especially for young students. Care should be taken to remove any glass or other material accidentally spilled.

Procedure:

Student Information: The following information will provide you with the steps for setting up your surface temperature experiments. You will need to mark the site being measured with water-proof tape or a stake dependent on the surface being measured. It is important to always take temperatures in the same manner, and allow 3 minutes for the thermometer to take an accurate measurement (removal too quickly will result in poor data collection). Three measurements should be taken at each site so an average can be calculated for accuracy in measurement.

  • 1. Click on the “View Data” link at the Surface Temperature Investigation web page. Click on “View” in the blank sample listed on the chart.  What comes up is the data collection sheet that will be used in this investigation. Print it and place it on your clipboard.
  • 2. Using a schoolyard map, you will identify the sites for surface temperature measurements. Possibilities may include the six sites listed on your data collection sheet or others, depending on your schoolyard setting.
  • 3. Mark your site using tape or a stake. (use a waterproof marker to write the name of the site and the site number
  • 4. Take the temperatures at each of your sites and record your data on your data collection sheet.
  • 5. Repeat this experiment again on days when the temperature is not the same.
  • 6. After group and classroom discussions have occurred, login to enter your data. online at the correct location.  NOTE: Only numbers must be inserted into the spaces provided in order for your Excel spreadsheet to work properly.
  • 7. Once all classroom data is submitted you can download all submitted Schoolyard Litter data and develop charts and graphs in Excel by following the general directions provided at "Downloading and Analyzing Collected Data Using an Excel Spreadsheet"

Below is a list of questions that can be used to stimulate student discussions. If your students are at a developmental level where you are able to challenge their higher level thinking skills, then only present them with the first set of questions from each group below. Use the second list of questions as a way to stimulate thinking when you students seem unable to expand their knowledge on their own.

Examining Local Results

Discussion Questions that Require More Critical Thinking Skills:

  • How did the surface temperatures for the various sites compare? Which site had the highest surface temperature? Which site had the lowest surface temperature?
  • What conclusions did you draw based on your measurements of schoolyard surface temperatures?
  • What could you infer based on your observations of temperatures of different surfaces in your schoolyard?
  • What are some potential implications of using various surface materials in the schoolyard setting?
  • Should consideration be given to the environmental implications when deciding on materials to be used for future construction in the schoolyard?
  • How would you design this experiment differently next time?

Discussion Questions that Require Less Critical Thinking Skills

  • Were your surprised to see such variation in surface temperatures?
  • Did man-made materials have higher temperatures than natural materials?
  • If the answer to the above question is yes, which materials were most heat absorbent?
  • Which surfaces were least absorbent?
  • Does choice of materials reflect use of surface?
  • What surface materials may be used in elementary schoolyards, that may not be found in High Schoolyards?
  • What materials may be found in High Schoolyards that are not in elementary schoolyards? How did your measurements compare to your predictions?

Examining Local and Online Results

Discussion Questions That Will Require Critical Thinking Skills to Compare Local Data to the Online Data of Others

  • How do your schoolyard temperatures compare with schools in different climates? Is climate a factor in determining surface materials used in the schoolyard?
  • What conclusions can you draw based on choice of surface materials and climate?
  • What inferences can you draw from your additional conclusions?
  • D What changes would you now make in this experiment based on the information you now have?

General Discussion Questions that May Occur as a Result of Comparing Local Data to the Online Data of Others

  • How does your data compare to schoolyards located North of your school?
  • How does your information compare to schoolyards South of your location?
  • How does local weather impact schoolyard temperature collections?
  • How does time of temperature collection affect readings?
  • If time of temperature collection does not appear to make a difference, what other collection techniques could result in variations of data collected?

Performance and Multiple Choice Assessment Options

Surface Temperature Links

Convert It! Use this site to do some quick conversions.

Temperature Equivalents This site explains the conversions of the different measurements of temperature.

Urban Heat This site is excellent for older students needing references.

Global Hydrology and Climate Center A joint venture between government and academia to study the global water cycle and its effect on climate.

University of Illinois: Department of Atmospheric Sciences This site provides information about weather and research activities

University of Michigan weather This site provides access to thousands of forecasts, images, and the Net's largest collection of weather links

Weather.Gov Interactive Weather Information Network

Fun Trivia Temperature trivia and facts

More links to Schoolyard Habitat Information

Schoolyard Habitat Links Learn more about developing and maintaining schoolyard and backyard habitats by visiting these links.

Copyright, 2005

by Prism Press

ALL RIGHTS RESERVED
The text of this publication or any part thereof, may not be reproduced or transmitted in any means, electronic or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without the prior written permission of the authors.


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