1. law, govt and politics
2. armed forces
3. air force

SCIENCE AND TECHNOLOGY CONCEPTS FOR MIDDLE SCHOOLS™
Changes
to the
Catastrophic Events Teacher’s Guide
and the
Catastrophic Events Student Guide and Source Book
Since publication of the Catastrophic Events Teacher’s Guide and Student Guide, a
component of the module kit—the Convection Tubes™ used in Lessons 4 and 5—has
been redesigned. Changes to the product require revised instructions in the module’s
printed materials, both for the teacher and student.
This errata set includes the following:
■
For the Catastrophic Events Teacher’s Guide - revised pages 48–52, 59–61, 66,
and 116.
■
For the Catastrophic Events Student Guide - revised pages 43–47 and 55–57.
Photocopy and distribute these new instruction pages as needed.
If you have any questions about these changes, or about the module in general, call
Carolina’s product information staff at 1-800-227-1150 (8 am–5 pm ET, M–F), or email
[email protected].
Carolina Biological Supply Company
2 7 0 0 Yo r k R o a d , B u r l i n g t o n , N o r t h C a r o l i n a 2 7 2 1 5
1-800-334-5551
w w w. c a r o l i n a . c o m
0209
LESSON 4
H E AT T R A N S F E R
AND THE
MOVEMENT
OF
MATERIALS FOR INQUIRY 4.1
For each student
1 completed copy of Student Sheet 3.1b:
Interpreting a Data Table
1 copy of Student Sheet 4.1: Investigating the
Temperature of Air
For each group of 4 students
1 tote tray
2 Convection Tubes™
1 120-mL plastic container of hot water (with
screw-top lid)
1 120-mL plastic container of crushed ice
(with screw-top lid)
1 stopwatch
1 metal digital thermometer
1 ruler
1 paper towel
2 #16 rubber bands (23⁄8- × 1⁄16-in)
2 pieces of plastic wrap (approximately 14-cm
square)
MATERIALS FOR INQUIRY 4.2
For each group of 4 students
1 tote tray
2 Convection Tubes
1 120-mL plastic container of hot water (with
screw-top lid)
1 120-mL plastic container of crushed ice
(with screw-top lid)
1 7.5-cm piece of plastic airline tubing (1⁄2-in
diameter)
1 small funnel
1 punk stick
1 flashlight
1 small aluminum pan
1 ruler
2 paper towels
2 #16 rubber bands
2 pieces of plastic wrap
Scissors
48 STC/MS™ C ATA S T R O P H I C E V E N T S
AIR
PREPARATION
1. Make a copy for each student of Student
Sheet 4.1: Investigating the Temperature
of Air.
2. Use Figure 4.2 and the following steps to
set up two Convection Tubes for each
group. For each Convection Tube, do this:
A. Make certain that two aquarium thermometers are attached securely to the
inside of each cylinder.
B. Make certain that the plastic tubing
(1⁄2-in diameter) is cut into approximately 7.5-cm lengths. Each group
needs only one 7.5-cm piece of tubing.
C. Attach the plastic tubing to the funnel
and set this aside. Students will not
connect the tubing and funnel to the
base until Inquiry 4.2.
3. Set up the hot pot in a safe area of the
room. Bring the water to a boil, and then
let it simmer. If possible, prepare a thermos of hot water (approximately 60 °C).
Fill one 120-mL container with hot water
for each group right before the inquiry
begins. For safety reasons, plan to cap
each group’s container with a black lid.
4. If you do not have a freezer nearby, put the
crushed ice in a cooler. Plan to set out one
container of crushed ice at each group’s
work area. Cap the container until students
begin the inquiry.
5. Cut the plastic wrap. Include it in each
group’s tray of materials at the distribution
center or distribute it to each group during
the lesson after students have observed
moisture forming on the inside of the
cylinders.
LESSON 4
AND THE
MOVEMENT
OF
AIR
C. How do you think the temperature of
the earth’s surface affects the temperature
of air above it? (Use this question to assess
students’ understanding of how surface
temperature affects the temperature of air
above it. Some students may already
understand that a warm surface can give
off heat to the air above it and that a cool
surface can lower the temperature of the
air above it. Most students will gain this
understanding in the lesson.)
Thermometers
Nozzle
Tube
Funnel
Base
Figure 4.2
H E AT T R A N S F E R
Assembling a Convection Tube. Do not attach
the funnel and tubing to the base until Inquiry 4.2.
Getting Started
1. Review with students the completed homework from Lesson 3, Student Sheet 3.1b:
Interpreting a Data Table. Discuss answers
to the questions in “Getting Started” in the
Student Guide. (See Inquiry Master 3.1b:
Interpreting a Data Table [Answer Key].)
Answers are as follows:
A. What was the temperature of Portland
Parklands at 2:00 P.M.? (It was 26.5 °C.)
B. How do you think this temperature
might compare with the temperature of
the Atlantic Ocean near Portland, Maine,
at 2:00 P.M.? (It would be warmer than the
temperature of the ocean.)
D. How do you think the temperature of the
air affects how air moves? (Use this question to assess students’ understanding that
the temperature of air affects how it moves.
Some students may already understand that
warm air rises and cool air sinks.)
2. Let students know that in this lesson they
will investigate how the temperature of the
earth’s surface affects air temperature, air
movement, and cloud formation.
3. Show students a Convection Tube. Have
students brainstorm ways they might
investigate this concept using this apparatus. Allow the discussion to be open-ended.
Inquiry 4.1
Investigating the
Temperature of Air
PROCEDURE
each student one copy of Student
1. Give
Sheet 4.1. Have students read the question at the top of the student sheet.
Discuss each step of the student sheet
with the class. Point out that Table 1 is
similar to the table in Lesson 3.
the setup shown in TG
2. Demonstrate
Figure 4.3 (SG Figure 4.1). As you do,
review with students Procedure Steps 5
through 12 in the Student Guide.
STC/MS™ C ATA S T R O P H I C E V E N T S
49
LESSON 4
H E AT T R A N S F E R
AND THE
MOVEMENT
OF
AIR
students to complete Question 2 on
5. Ask
the student sheet. Invite them to discuss
their predictions with the class.
students pick up all their materials
6. Have
except the hot water. Have them practice
reading the thermometers inside the
cylinders. The number highlighted with
green is the correct temperature. If two
numbers that are not green are highlighted,
students can average them.
students have set up their materi7. When
als, distribute hot water to each group.
Students can then begin the inquiry following Procedure Steps 5 through 12 in
the Student Guide.
Hot water
Figure 4.3
Crushed ice
Setting up Inquiry 4.1
explaining that moisture will
3. Without
form on the inside of the Convection
Tube with hot water, tell students that
they may need to clear the cylinders and
bases if they become difficult to see
through. (See Figure 4.4.) Refer students
to SG Figure 4.2 and demonstrate how to
do this. After clearing the Convection
Tube, students have the option of covering the container of water with plastic
wrap and securing it with a rubber band.
students to answer Question 1 on
4. Ask
Student Sheet 4.1. Then discuss as a class
how they will set up their equipment to
make it a fair test. (The following are
examples of variables that will remain the
same: amount of water in each container,
amount of time each container of water is
under the Convection Tube, and amount
of time between temperature readings. The
one variable that will change is the temperature of the water in each container.)
50 STC/MS™ C ATA S T R O P H I C E V E N T S
Figure 4.4
Use a paper
towel to remove moisture
from the base of the
Convection Tube. Use a
paper towel attached to
a ruler to remove moisture from the inside of
the cylinder and base.
LESSON 4
REFLECTIONS
the answers to the questions in
1. Discuss
Step 1 of “Reflecting on What You’ve
Done” in the Student Guide. Suggested
answers are as follows:
A. How did the temperature of each
container of water affect the temperature of the air above it? (The hot water
heated the air directly above it. This
means that the temperature of
Thermometer B probably rose higher
than the temperature of Thermometer
A in the Convection Tube with the hot
water. The cold water cooled the air
directly above it. This means that in
the Convection Tube with cold water,
the cold water made the temperature of
Thermometer B drop.)
B. The movement of heat is called heat
transfer. Describe the heat transfer
between the container of hot water and
the air. Describe the heat transfer
between the container of cold water
and the air. (Heat energy always moves
from warm materials to cooler ones.
Therefore, heat moved [1] from the
warm water to the cooler air, which
heated the air, and [2] from the warm
air to the cooler water, which heated the
water and cooled the air.)
C. Under what conditions was it difficult to see through a cylinder? Why do
you think this happened? (The inside
of the tube with hot water “fogged” up
because moisture formed on the inside
of the Convection Tube. More condensation took place with hot water than
with cold water because of greater
evaporation from the container of hot
water.)
H E AT T R A N S F E R
AND THE
MOVEMENT
OF
AIR
D. Why do you think covering the container helped to keep the cylinder clear?
(The plastic reduced evaporation by
blocking the escape of water vapor.)
students know that during Inquiry
2. Let
4.2, they will investigate how the temperature of the air affects how air moves.
NOTE If you are teaching this lesson in two
45-minute periods, this is a good stopping
place. Assign the homework for Period 1.
Inquiry 4.2
Investigating How Warm Air
and Cool Air Move
PROCEDURE
students know the purpose of this
1. Let
investigation: to find out how the temperature of a surface affects the movement of the air above it. Have students
record this purpose in their notebooks
in the form of a question. Ask students
for ideas on how they might explore this
question using the Convection Tube.
lighting the punk, demonstrate
2. Without
the setup shown in TG Figure 4.5 and
SG Figure 4.3. As you do, review
Procedure Steps 4 through 9 in the
Student Guide.
students to predict how the tem3. Invite
perature of a surface affects the way in
which the air above it moves. After students record their predictions in their
notebooks, have them share their ideas
with their group or the class.
students pick up their materials and
4. Have
begin the investigation. Turn off the class-
STC/MS™ C ATA S T R O P H I C E V E N T S
51
LESSON 4
H E AT T R A N S F E R
AND THE
MOVEMENT
room lights. Then light each group’s
punk at its work area. (See Figure 4.6.)
Hold the lighter close to the punk for
several seconds until it ignites completely. Then have a student blow it
out. The punk will smolder.
OF
AIR
students finish the investigation,
5. When
ask them to clean up. Students should
dip the tip of the punk in a container of
water to douse it. They should then cut
off the tip. Remind students not to soak
the punk or to wet more than just the
tip, because the next class will also use
the punk.
SAFETY TIP
Do not carry the lighted punk across
the room. Light each group's punk at
its work area. Also tell students to be
careful when working with the burning
punk. They should not walk around the
room while holding it.
Figure 4.6
Figure 4.5
52 STC/MS™ C ATA S T R O P H I C E V E N T S
Lighting the punk
Setting up Inquiry 4.2
LESSON 5
which it dissipates and a new cell replaces it.
Squall lines can last for hours. They are capable of spawning tornadoes.
A storm cell dissipates when gusts of cold air
blow the rain down and outward from the base
of the cloud. The downward movement blocks
warm air from continuing to rise. Soon the rain
slows and stops, and the thunderstorm spreads
out and dies.
Thunderstorms: Part of Earth’s
Cooling System
Because students often focus on the negative
impact of storms, it is important to help them
understand that thunderstorms are part of the
earth’s natural cooling system. Thunderstorms
move heat from the earth’s surface to high altitudes, where the heat is released into the
atmosphere. Thunderstorms also cleanse the
air and carry life-sustaining water from seas
and lakes to dry land. In this lesson and
throughout the rest of the module, the constructive effects of natural catastrophic events,
as well as the destructive ones, are built into
the classroom discussions.
Reading Selections
Three extended reading selections appear in
Lesson 5 of the Student Guide. The first, “Why
Does the Wind Blow?” discusses land and sea
breezes, global winds, and the jet stream. It is
accompanied by a brief selection entitled “What
Are Monsoons?” “Weather Fronts,” a second
extended reader, contains information on cold
fronts, warm fronts, and occluded fronts.
“Trouble in Tornado Alley” focuses on the tornadoes that devastated several states in the Central
Plains in May 1999; it also contains advice on
what to do in case of a tornado. Accompanying
the reader on Tornado Alley, “Waterspouts”
briefly describes this type of storm, which is
similar in many ways to tornadoes.
CONVECTION CURRENTS
IN THE
AIR
MATERIALS FOR LESSON 5
For the teacher
1 lighter
Cooler
1 plastic tubing cutter
Hot pot
Newsprint, transparency, or chalkboard
For each student
1 copy of Student Sheet 5.1a: When Air
Masses Meet
1 copy of Student Sheet 5.1b: Convection on
the Earth
For each group of 4 students
1 tote tray
2 Convection Tubes
1 7.5-cm piece of plastic tubing (1⁄2-in diameter)
1 flashlight
1 120-mL plastic container of hot water (with
screw-top lid)
1 120-mL plastic container of crushed ice
(with screw-top lid)
1 tea candle
1 punk stick
1 small aluminum pan
Scissors
PREPARATION
1. Make one copy of Student Sheet 5.1a:
When Air Masses Meet and Student Sheet
5.1b: Convection on the Earth for each
student. Student Sheet 5.1b will be used as
an assessment. Plan to assign the sheet for
homework or to have students complete it
in class.
2. Prepare the Convection Tubes for this
lesson. For each group, connect two
Convection Tubes by attaching the 7.5cm piece of tubing to each base’s nozzle,
as shown in Figure 5.1. Make sure each
nozzle is completely inserted into the
piece of tubing.
STC/MS™ C ATA S T R O P H I C E V E N T S
59
LESSON 5
CONVECTION CURRENTS
IN THE
AIR
Getting Started
1. Invite a student volunteer to recap the
results of Inquiry 4.2: Investigating How
Warm Air and Cool Air Move. Review with
students how a surface can heat or cool the
air above it and how the temperature of air
affects the way it moves.
2. Ask students to think back to the reader
“Air Masses,” in Lesson 4. Where do they
think air masses with different temperature
and humidity conditions are most likely to
meet in the United States? Use this question to assess students’ understanding of
how tornadoes form.
Inquiry 5.1
Investigating the Effects of
Colliding Air Masses
Candle
Figure 5.1
Crushed ice
Two connected Convection Tubes
3. If you do not have access to a freezer, put
the crushed ice in a cooler. At the beginning of each class, set out one full 120-mL
plastic container of crushed ice for each
group. Cap each container to prevent
spilling.
4. Set up a hot pot of water. You can distribute hot water to each group as students
request it.
5. Plan how you will record questions and
predictions. You can use newsprint, an
overhead transparency, or a chalkboard.
60 STC/MS™ C ATA S T R O P H I C E V E N T S
PROCEDURE
Student Sheet 5.1a. Ask stu1. Distribute
dents to read the question at the top of
the student sheet: What happens when
two of the same—and then different—air
masses meet? Let students know they
will investigate this question during the
inquiry.
the class a set of materials for
2. Show
one group, including the connected
Convection Tubes. Elicit from students
possible setups they could develop, using
Table 1 and the available materials, to
test the question on Student Sheet 5.1a.
The following is a list of possible setups:
A.
Two cold moist air masses meeting:
containers of crushed ice under both
tubes
B.
Two warm moist air masses meeting:
containers of hot water under both tubes
LESSON 5
C.
A cold moist air mass and a hot dry air
mass meeting: container of crushed ice
under one tube and tea candle (or container of hot water) under the other.
students record on Student Sheet
3. Have
5.1a the materials and procedures they
will use for each of these setups.
students which variables they will
4. Ask
keep constant in each setup and which
variable they will manipulate. Have students record their ideas on Student Sheet
5.1a.
each group to predict what will
5. Invite
happen during each part of the investigation. Have students record their group’s
predictions for each setup on Table 1 of
the student sheet.
6.
Review with students Procedure Step 6 in
the Student Guide. Discuss SG Figure
5.2. Students should discover on their
own that they must introduce the smoke
into the cold cylinder, since cold air
sinks. Review the Safety Tips.
CONVECTION CURRENTS
IN THE
AIR
each group to collect and set up its
7. Ask
materials and begin the investigation.
Light each group’s punk stick when students are ready. Turn off the classroom
lights when students turn on their flashlights so that the smoke will be visible.
Light the tea candle only when a group is
ready to complete the third setup.
students complete their investiga8. When
tions, have them blow out all tea candles
and douse all punk sticks. Remind them
to dip only the tip of the punk in water.
Cut off the wet tip with scissors. Have
each group prepare for the next class by
refilling its beaker with crushed ice.
REFLECTIONS
students to discuss their observations
1. Ask
and answer these questions:
A. What did you observe when both
tubes contained air with the same temperature and humidity conditions? Why
do you think this happened? (The air did
not move much, since the general circulation of the air was weak.)
SAFETY TIPS
Roll up loose sleeves and tuck in loose
clothing. Tie back long hair.
Do not let the burning punk touch the
cylinder. The plastic cylinder will melt if
it does.
Light each group’s candle for them, and
only when they are ready to use it.
B. What did you observe when the tubes
contained air with different temperature
and humidity conditions? Why do you
think this happened? (The air moved
quickly throughout both tubes. Air in the
cold tube sank and moved through the
plastic tubing to the warm tube to replace
its rising, warm air. When the cold air got
warmer, it rose as well.)
Do not reach across an open flame.
Remind students not to leave the candle
under the plastic cylinder for longer than
1 minute. The plastic will get hot.
C. On the basis of your results from
Lessons 4 and 5, under what conditions
do you think winds and rotating storms
might form? (When air masses of different temperature and humidity conditions
meet, turbulent air circulation and unsettled weather are the result.)
STC/MS™ C ATA S T R O P H I C E V E N T S
61
LESSON 5
CONVECTION CURRENTS
IN THE
AIR
Name:
Class:
Date:
Student Sheet 5.1b
Convection on the Earth
Directions After you have finished Inquiry 5.1, complete Questions 1 through 3 here.
1. Think back to Inquiry 5.1. Draw a punk stick, smoke, and arrows on the Convection Tubes to show
the movement of air. Then, in the space below the illustration, explain why the air moves like this.
Candle
Crushed ice
Explanation:
(continued)
66 STC/MS™ C ATA S T R O P H I C E V E N T S
 2000 National Academy of Sciences
LESSON 8
STORMS ASSESSMENT
Inquiry Master 8.1b (continued)
Question 14 Use the illustration of the Convection Tubes to answer Question 14.
14. Tara connects two Convection Tubes.
She adds smoke to one cylinder. The
smoke immediately sinks to the bottom of
the cylinder and moves into the second
cylinder and then rises. Which of the following statements describes Tara’s setup?
A. She connected two hot cylinders.
She added smoke at the top of one
hot cylinder.
B. She connected two cold cylinders.
She added smoke at the top of one
cold cylinder.
C. She connected one hot and one
cold cylinder. She added smoke at
the top of the cold cylinder.
D. She connected one hot and one
cold cylinder. She added smoke at
the top of the hot cylinder.
Question 15 Use the illustration of the soil and water investigation to answer Question 15.
15. Study the setup for an investigation in
which soil and water are being heated. What
changes would you make to the setup to make
it a fair test?
A. Put equal amounts of soil and water in
each beaker.
B. Place the beakers of soil and water
equal distances from the lamp.
C. The setup is correct.
D. I would do both A and B.
Water
Soil
(continued)
116 STC/MS™ C ATA S T R O P H I C E V E N T S
 2000 National Academy of Sciences
moves? You will investigate these ideas in Lesson
4. Then, in Lesson 5, you will look at what happens when air masses of different temperatures
meet.
Getting Started
over your homework from Lesson 3,
1. Go
Student Sheet 3.1b: Interpreting a Data
Table, with your teacher. As you do, think
about the following:
A. What was the temperature of Portland
Parklands at 2:00 P.M.?
B. How do you think this temperature
might compare with the temperature of
the Atlantic Ocean near Portland, Maine,
at 2:00 P.M.?
C. How do you think the temperature of
the earth’s surface affects the temperature
of air above it?
D. How do you think the temperature of
the air affects how air moves?
Discuss your ideas with the class.
this lesson, you will investigate how the
2. In
temperature of a surface affects air tem-
MATERIALS FOR
INQUIRY 4.1
MATERIALS FOR
INQUIRY 4.2
For you
1 completed copy of
Student Sheet
3.1b: Interpreting a
Data Table
1 copy of Student
Sheet 4.1:
Investigating the
Temperature of Air
For your group
1 tote tray
2 Convection Tubes
1 120-mL plastic
container of hot
water (with screwtop lid)
1 120-mL plastic
container of
crushed ice (with
screw-top lid)
1 piece of plastic
tubing
1 small funnel
1 punk stick
1 flashlight
1 small aluminum
pan
1 ruler
2 paper towels
2 rubber bands
2 pieces of plastic
wrap
Scissors
For your group
1 tote tray
2 Convection Tubes™
1 120-mL plastic
container of hot
water (with screwtop lid)
1 120-mL plastic
container of
crushed ice (with
screw-top lid)
1 stopwatch
1 digital thermometer
1 ruler
1 paper towel
2 rubber bands
2 pieces of plastic
wrap
perature, air movement, and the formation
of clouds. Your teacher will show you a
Convection Tube™. Brainstorm with your
class ways in which you might use the
tube to explore this interaction.
STC/MS™ C ATA S T R O P H I C E V E N T S
43
LESSON 4
H E AT T R A N S F E R
AND THE
MOVEMENT
OF
Inquiry 4.1
Investigating the
Temperature of Air
PROCEDURE
over Student Sheet 4.1:
1. Look
Investigating the Temperature of Air as
your teacher discusses it. Read the question at the top of the student sheet. You
will complete the student sheet as you
conduct Inquiry 4.1.
as your teacher demonstrates
2. Observe
the setup and Steps 5 through 12 of
the Procedure. Review Figures 4.1
and 4.2 with your teacher at this
time.
AIR
of the crushed ice. Write the temperatures
for cold and hot water in Table 1 on the
student sheet.
you place each container of water
8. Before
(without its lid) under a Convection Tube,
record the starting temperatures of both
thermometers in both cylinders on Table
1 of the student sheet. Write them across
from Time 0:00. (Thermometer A is the
top thermometer.)
your stopwatch at zero. Place the
9. Set
container of hot water under one
Convection Tube. Place the container of
cold water under the other Convection
Tube, as shown in Figure 4.1. Then start
the stopwatch.
would you make this investiga3. How
tion a fair test? List your ideas under
Question 1 on Student Sheet 4.1.
a prediction, then record it
4. Make
under Question 2 on the student
sheet. Discuss your prediction with
your class.
your materials. With your
5. Collect
group, practice reading the thermometers inside the cylinders. The
number on the thermometer highlighted with green is the correct
temperature. If two numbers that
are not green are highlighted, you
can average them.
not been done for you, fill
6. Ifoneit has
plastic container with hot
water and one with ice water
(crushed ice).
the digital metal thermometer to
7. Use
measure the temperature of the hot
water. Also measure the temperature
44 STC/MS™ C ATA S T R O P H I C E V E N T S
Hot water
Figure 4.1
Crushed ice
Place a container of water under each
Convection Tube.
LESSON 4
the changes in temperature in
10. Record
each Convection Tube every minute for
3 minutes in Table 1. If the temperature
goes higher than the thermometer’s highest temperature, you can record 30+ °C
on your data table. (Do not touch the outside of the cylinder. Your hand may affect
the temperature readings.)
11.
If it gets difficult to see inside the
Convection Tube, use a paper towel to
remove moisture from the base. Attach a
H E AT T R A N S F E R
AND THE
MOVEMENT
OF
AIR
paper towel to a ruler with a rubber band
and use this device to clear the cylinder
and base, as shown in Figure 4.2. After
clearing the Convection Tube, you can
cover your containers of water or ice
with plastic wrap and secure the wrap
with a rubber band.
12. Clean up.
REFLECTING ON WHAT YOU’VE DONE
these questions; then discuss your
1. Answer
results with the class.
A. How did the temperature of each container of water affect the temperature of
the air above it?
B. The movement of heat is called heat
transfer. Describe the heat transfer
between the container of hot water
and the air. Describe the heat transfer
between the container of cold water
and the air.
C. Under what conditions was it difficult
to see through a cylinder? Why do you
think this happened?
D. Why do you think covering the container helped to keep the cylinder clear?
“What’s the Forecast?” on pages
2. Read
50–53 before Inquiry 4.2 begins.
Figure 4.2
Clearing the Convection Tube
STC/MS™ C ATA S T R O P H I C E V E N T S
45
LESSON 4
H E AT T R A N S F E R
AND THE
MOVEMENT
OF
Inquiry 4.2
Investigating How Warm Air
and Cool Air Move
PROCEDURE
the purpose of this investigation
1. Record
in your notebook. Write it in the form of
a question. Then share it with your group
or class. Also share with the class your
ideas on how to test this question.
teacher will demonstrate how to do
2. Your
this investigation. Follow along using
Procedure Steps 4 through 9.
AIR
a prediction. How do you think air
3. Make
will move above a hot surface? How do
you think air will move above a cold surface? Record your prediction in your
notebook. Discuss your ideas with your
group or class.
up your materials. Set up the
4. Pick
Convection Tubes with hot and cold
water, as you did in Inquiry 4.1. You will
not be recording temperature changes in
this investigation. Use the ruler and paper
towel to clear the cylinder or cover the
containers with plastic wrap.
the funnel and tubing to the
5. Attach
Convection Tube with cold water. (It is
very important that you begin with the
cold water.)
you are ready, ask your teacher to
6. When
light your group’s punk stick. Immediately
blow it out and hold the smoking punk
over the aluminum pan, as shown in
Figure 4.3. Hold the funnel at an angle
over the punk so the smoke goes inside.
Do not touch the funnel with the burning
punk.
SAFETY TIP
Figure 4.3
Putting smoke into the Convection Tube
46 STC/MS™ C ATA S T R O P H I C E V E N T S
Follow safety precautions when
working with a
burning punk. Do
not walk around
the room with the
punk while it is
burning.
LESSON 4
teacher will turn off the classroom
7. Your
lights. Use your flashlight to see the
smoke particles moving. Hold the flashlight behind the Convection Tube and
then at the top of it. Do not cover the
opening of the Convection Tube. (See
Figure 4.4 [A] and [B].) Kneel down so
you can see the smoke at eye level as it
enters the Convection Tube. Talk to your
partners about how the smoke moves.
the tubing and funnel to the
8. Move
Convection Tube with hot water. (One
H E AT T R A N S F E R
AND THE
MOVEMENT
OF
AIR
continue to hold the burning punk.) Clear
the cylinder with the ruler and paper
towel if needed. Place the punk under the
funnel to add smoke to the Convection
Tube with hot water. Observe. Use the
flashlight to view the smoke.
you have finished observing the
9. When
Convection Tube with hot water, clean up.
Carefully dip just the tip of the punk into
a container of water. This will stop the tip
from smoldering. Then cut off the wet tip.
member of your group should carefully
Figure 4.4
(A) Shine the
flashlight from behind the
Convection Tube to view
the air as it enters the
cylinder. (B) Hold the
flashlight at the top of the
Convection Tube to see
the smoke throughout the
(A)
(B)
cylinder. Do not block the
opening of the cylinder.
STC/MS™ C ATA S T R O P H I C E V E N T S
47
Getting Started
back to Lesson 4. What did you dis1. Think
cover about how the temperature of air
affects the way air moves? Discuss this
with your class.
back to the reading selection, “Air
2. Look
Masses,” on page 49 in Lesson 4. Where
do you think air masses with different
temperature and humidity conditions are
most likely to meet in the United States?
MATERIALS FOR
LESSON 5
For you
1 copy of Student
Sheet 5.1a: When
Air Masses Meet
1 copy of Student
Sheet 5.1b:
Convection on the
Earth
For your group
1 tote tray
2 Convection Tubes
1 piece of plastic
tubing
1 flashlight
1 120-mL plastic
container of hot
water (with screwtop lid)
1 120-mL plastic
container of
crushed ice (with
screw-top lid)
1 candle
1 punk stick
1 small aluminum
pan
Scissors
STC/MS™ C ATA S T R O P H I C E V E N T S
55
LESSON 5
CONVECTION CURRENTS
IN THE
AIR
Inquiry 5.1
Investigating the Effects of
Colliding Air Masses
will you keep the same in each
4. What
setup? What will you change during each
test? Write down your ideas on Student
Sheet 5.1a.
PROCEDURE
1.
Collect one copy of Student Sheet 5.1a:
When Air Masses Meet. Read the question at the top of the student sheet:
What happens when two of the same—
and then different—air masses meet?
You will investigate this question during
the inquiry.
do you think will happen when
5. What
cold, moist air meets cold, moist air?
What do you think will happen when
warm moist air meets warm moist air?
What will happen when cold moist air
meets hot dry air? Discuss your predictions with your group. Record what you
think will happen in the Predictions column in Table 1 on your student sheet.
at one set of
2. Look
connected
Convection Tubes
and the materials
for each group.
Then look at Table
1 on Student Sheet
5.1a. What are
some ways you
might set up this
equipment to investigate the question
in this inquiry?
Discuss this with
your class. One suggested setup is
shown in Figure
5.1.
your student
3. On
sheet, make a list of
the materials you
will use and the
procedures you will
follow to test each
setup. Be prepared
to share your ideas
with the class.
Candle
Figure 5.1
56 STC/MS™ C ATA S T R O P H I C E V E N T S
Connected Convection Tubes
Crushed ice
LESSON 5
6.
Review with your teacher the following
points, which you should keep in mind
while you work:
A.
Keep the Convection Tubes connected at
all times.
B.
Do not record any temperature changes
in this lesson.
C.
Introduce smoke into the top of the cylinder, as shown in Figure 5.2.
IN THE
AIR
SAFETY TIPS
Roll up loose
sleeves and tuck
in loose clothing.
Tie back long
hair.
Do not let the
burning punk
touch the cylinder. The plastic
cylinder will melt
if it does.
Do not ask your
teacher to light
your candle until
you are ready.
you begin, review Safety Tips with
7. Before
your teacher.
and set up your materials. Begin
8. Collect
the investigation. Discuss your observa-
Do not reach
across an open
flame.
tions with your group as you work, and
record them on your student sheet. For
each setup, remember the procedures
your group developed. Use your flashlight
to see the smoke.
Do not leave the
candle under the
plastic cylinder
for longer than 1
minute. The plastic will get hot.
you have finished testing
9. When
all three conditions, clean up.
Put out the burning punk by
dipping just the tip of it in a
cup of water. Cut off the
wet tip with the scissors.
Refill your container
with crushed ice for
the next class.
Figure 5.2
CONVECTION CURRENTS
Use the punk stick to introduce smoke
into the top of the tube.
STC/MS™ C ATA S T R O P H I C E V E N T S
57