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0.7 Rice air curriculum - lesson 1 (teacher): introduction to the  (Page 2/2)

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The mass of the atmosphere (about 1.1×10 19 pounds, or 5.1×10 18 kilograms) can best be understood by considering atmospheric pressure , which is the pressure exerted by the weight of the atmosphere above a given point. Atmospheric pressure averages 14.7 psi (pounds per square inch) at sea level. This means that if you drew a square one inch wide and one inch long on the Earth’s surface, the column of air rising above that square into space would weigh 14.7 pounds! The higher you travel in the atmosphere, the lower the density of air, but there is no definite boundary where the atmosphere ends and outer space begins.

Fig. 2. From space, the atmosphere appears as a thin blue line between Earth and outer space.

Credit: http://www.adventures.com.sg/

Materials (for a class of 25)

  • Water glass (1 per class)
  • Water (Enough to fill the glass)
  • Ice
  • 1 Hot plate (if possible)
  • Access to Brainpop.com
  • Computer
  • Balloons (1 per student)

Globe instruments (described in globe measurement protocols at www. globe.gov):

  • Ozone strips (1 per class)
  • Ozone Scanner (1 per class)
  • Hygrometer (1 per class)
  • Infrared Thermometer (1 per class)
  • Cloud Charts (1 per class)
  • Wind Vane (1 per class)
  • Thermal Glove (1 per class)

Vocabulary

  • Matter
  • Solid
  • Liquid
  • Gas
  • Air
  • Temperature
  • Heat Energy
  • Thermometer
  • Atmosphere
  • Molecules
  • Atmospheric Pressure

Demonstration: the three states of water (step 2 of lesson plan)

This demonstration is geared toward introducing students to three states of matter, and how transfers of heat energy can change the state of matter.

  1. In a clear glass, put in cold water and ice.
  2. Condensation should form on the outside of the glass.
  3. Explain or let your students try to explain what states of matter they see. In this example, the water is a liquid and the ice is a solid. The “wetness” on the outside of the glass is a liquid that forms as the water vapor (gas) from the outside air cools and condenses onto the glass.
  4. It is strongly recommended that you use a hot plate to demonstrate gas as the third state of matter, and how heat energy can change the state of matter. Heating a pot of water until it begins to steam, you can explain to students that heat energy from the hot plate is converting some of the liquid water into the gas (steam) that is being released.
  5. Ask students to explain what transfers of heat energy are causing the changes in states of matter that they are observing.

Credit: http://www.acornadvisors.com

Step-by-step suggested lesson plan

Note: Page numbers listed in the Student Activity column refer to Student worksheets.

Instructor Activity Student Activity
Explain the purpose of the curriculum. Let the students know that they will be learning about the Earth’s atmosphere, air pollution, and meteorology.
Demonstration: The Three States of Water (icewater demonstration on previous page) Students observe the demonstration and answer questions (p. 1)
Optional Video: “States of Matter” on Brainpop.com. Students watch and take notes
Demonstration: Ask the class to blow up balloons, and ask them what is filling up the space inside. Students participate in balloon activity and learn that air is a gas
Brainstorming: Ask students why they cannot see the air around them. Then, ask them to describe experiences that they have had that demonstrate that air exists. For example, blowing warm air on a mirror (warm air condenses onto cool surface), seeing wind turn a pinwheel or windmill, blowing bubbles underwater, etc. Students brainstorm other examples that show air exists and write down examples (top of p. 2)
Discussion/Brainstorming: Share with students interesting facts from the “Background Information” section about the air and the atmosphere to pique their interest about the atmosphere. Brainstorm with students about why the atmosphere, though so thin, is actually quite important. Students discuss, ask questions, and answer questions at bottom of p. 2.
Demonstration: Introduce each measuring tool to the students, and invite questions from the students as they pass around the tools. Let students know how each tool works, and that they will get to use them to measure air pollution and meteorology.Ozone stripsOzone scannerInfrared thermometer gunHygrometerCloud chartsWind vaneThermal glove Students interact with each other and with the teacher as they handle each instrument and learn how each one works in preparation for Lesson Two. Students fill in instrument names and what they measure (p.3)

Expected outcomes:

  1. Students are reacquainted with the three states of matter.
  2. Students seek out examples of how transfers of heat energy can cause the state of matter to change.
  3. Students identify examples that demonstrate the existence of air and the importance of the atmosphere.
  4. Though students may not understand exactly how the measuring instruments work, they become familiar with each instrument to help prepare them for the measurements in the following class periods.
  5. Students should complete Lesson One Journal Activities.
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Source:  OpenStax, Rice air curriculum. OpenStax CNX. May 09, 2010 Download for free at http://cnx.org/content/col11200/1.1
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