Solar Radiation for Common Latitudes Lab Report Dissertation

Solar Radiation for Common Latitudes Lab Report Dissertation

 

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Type	Essay
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Description/Paper Instructions

Solar Radiation for Common Latitudes Lab Report Dissertation

 

Purpose

Examine (daytime) surface temperature and solar radiation received at locations found near similar latitudes using NASA Data.

Learning Objectives

Analyze (daytime) surface temperatures between locations to identify patterns.

Analyze solar radiation between locations to identify patterns.

Examine the patterns and determine variables that may be responsible for differences.

Materials Required

Comparing Temperature and Solar Radiation for Common Latitudes-Student Sheet .docx

Download Comparing Temperature and Solar Radiation for Common Latitudes-Student Sheet .docx

	Student Resource Cards (Links to an external site.)

Please find a Slide Show Version of this Lab Information Here: Comparing Temperature and Solar Radiation for Common Latitudes Interactive Slides.pptx  Download Comparing Temperature and Solar Radiation for Common Latitudes Interactive Slides.pptx

Included in the Above Student Resource Card:

Monthly Flow of Energy into Earth’s Surface by Solar (Shortwave) Radiation (W/m²)

Monthly Surface Skin (SKIN is the surface of the Earth) Temperature (Celsius)

In this Lab, you will be analyzing the data from the following cities:

Miami, Florida

Leon, Spain

Tokyo, Japan

Nashville, Tennessee

Graben, Switzerland

Asyut, Egypt

Detroit, Michigan

Missoula, Montana

Misconception

A common misconception is that the seasons are caused by the distance between Earth and Sun.

In fact, summer in the Northern Hemisphere occurs at aphelion, the farthest distance between Earth and Sun, and follows summer solstice when incident sunlight is most concentrated along the Tropic of Cancer, 23 degrees 26 minutes 22 seconds North.

Air temperature is not affected by elevation (AAAS Project 2061, n.d.).

The maximum height the Sun reaches in the sky on any given day is the same everywhere on Earth (AAAS Project 2061, n.d.).

This VIDEO ABOVE shows: Monthly daytime land-surface temperatures from February 2000 to the present using thermal infrared measurements made by the Moderate Resolution Imaging Spectroradiometer (MODIS) instrument aboard NASA’s Terra satellite. Credit: NASA

This visualization shows monthly daytime land-surface temperatures from February 2000 to the present using thermal infrared measurements made by the Moderate Resolution Imaging Spectroradiometer (MODIS) instrument aboard NASA’s Terra satellite. The measurements shown here represent the temperature of the “skin” (or top 1 millimeter) of the land surface during the daytime—including bare land, snow or ice cover, and cropland or forest canopy—and should not be confused with surface air temperature measurements that are given in a typical weather report. Yellow shows the warmest temperatures (up to 45 degrees Celsius) and light blue shows the coldest temperatures (down to -25 degrees Celsius). Black means no data.

In this LAB, You will be analyze line graphs for two science variables:

Incoming Solar Radiation (Insolation) and

Surface Skin Temperature (Skin is the Earth’s Surface)

See Student Resource Cards (link above) that show the Monthly Flow of Energy into Earth’s Surface by Solar (Shortwave) Radiation (W/m²) cards.

 

Pay attention to the Title, Location, X and Y Axes units.

Make observations about the cards and attempt to find patterns.

Be prepared to defend your arrangement using evidence from the cards and reasoning.

WHY DO WE LEARN THIS? The Sun = Energy!!

These graphs show where and how much sunlight fell on Earth’s surface during the time period indicated. The values represent the Watts (a unit of energy flow – Joules per second) that strike over a 1-meter by 1-meter area, averaged over one month.

Scientists call this measure solar insolation.

Energy from the Sun warms the surface, creating updrafts of air that carry warmth and moisture up into the atmosphere.

Knowing the rate of sunlight reaching the surface helps scientists understand weather and climate patterns.

Exposure to sunlight is also a key limit to plant growth, particularly in tropical rainforests.

Thus, insolation maps are also useful to scientists studying plant growth patterns in different parts of the world.

Solar insolation graphs and maps are also useful to engineers who design solar panels and batteries designed to convert energy from the Sun into electricity to power appliances in our homes and workplaces.

DIRECTIONS

Click on below link:

Comparing Temperature and Solar Radiation for Common Latitudes Interactive Slides.pdf  Download Comparing Temperature and Solar Radiation for Common Latitudes Interactive Slides.pdf

There are four pairs of cards.

Analyze all of the Monthly Flow of Energy into Earth’s Surface by Solar (Shortwave) Radiation (W/m²) cards and look for the cards that you believe are similar pairs. (Tips: This can be as open-ended as you like. You may sort by latitude, longitude, urban, rural, suburban, graphed signatures for maximum and minimum values, etc.)

See C-E-R Rubric Below: This is how you will be assessed in this LAB.

C-E-R Stands for Claim, Evidence and Reasoning.

Review the CLAIM Statement on your Data Sheet and make sure it connects the phenomenon of insolation with surface temperature.

Review and write the EVIDENCE (Possible questions guiding their observations may include: How does the amount of solar radiation/temperature at each location compare? What is the detectable pattern in the graph?

Connect science concepts to our evidence as possible explanations (or reasoning).

REASONING: What explanation can you give for this pattern? What science principle supports this evidence? etc.)

Repeat this process for Surface “Skin” Temperature cards. The second graph compares the monthly average surface skin temperature at each location. Surface Skin Temperatures are quantitative observations made by remote sensing instruments on satellites that provide the temperature of the topmost layer of the ground. This added value provide information about the land’s surface such as its radiative properties.

Analyze the paired surface temperature graphs and answer the following questions:

How do the temperatures compare between the locations?

What is the detectable pattern in the graph?

What explanation can you give for this pattern?

9. Select one pair of cards to examine and begin observing.

What other variables, besides solar radiation, can you identify as possibly having an effect on surface

Solar Radiation for Common Latitudes Lab Report Dissertation

 

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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