Free ebooks ==> www.ebook777.com Edited by Steve Metz www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Edited by Steve Metz Arlington, Virginia www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Claire Reinburg, Director Jennifer Horak, Managing Editor Andrew Cooke, Senior Editor Wendy Rubin, Associate Editor Agnes Bannigan, Associate Editor Amy America, Book Acquisitions Coordinator Science and Children Science Scope The Science Teacher Linda Froschauer, Editor Valynda Mayes, Managing Editor Stephanie Anderson, Assistant Editor Inez Fugate Liftig, Editor Kenneth L Roberts, Managing Editor Steve Metz, Editor Scott Stuckey, Managing Editor Meg Streker, Associate Editor ART AND DESIGN Will Thomas Jr., Director Joseph Butera, Senior Graphic Designer, Cover and Interior Design PRINTING AND PRODUCTION Catherine Lorrain, Director NATIONAL SCIENCE TEACHERS ASSOCIATION Francis Q Eberle, PhD, Executive Director David Beacom, Publisher Copyright © 2012 by the National Science Teachers Association All rights reserved Printed in the United States of America 15 14 13 12 1840 Wilson Blvd., Arlington, VA 22201 www.nsta.org/store For customer service inquiries, please call 800-277-5300 NSTA is committed to publishing material that promotes the best in inquiry-based science education However, conditions of actual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide Additional precautionary measures may be required NSTA and the authors not warrant or represent that the procedures and practices in this book meet any safety code or standard of federal, state, or local regulations NSTA and the authors disclaim any liability for personal injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions, or materials contained therein PERMISSIONS Book purchasers may photocopy, print, or e-mail up to five copies of an NSTA book chapter for personal use only; this does not include display or promotional use Elementary, middle, and high school teachers may reproduce forms, sample documents, and single NSTA book chapters needed for classroom or noncommercial, professionaldevelopment use only E-book buyers may download files to multiple personal devices but are prohibited from posting the files to third-party servers or websites, or from passing files to non-buyers For additional permission to photocopy or use material electronically from this NSTA Press book, please contact the Copyright Clearance Center (CCC) (www.copyright.com; 978-750-8400) Please access www.nsta.org/permissions for further information about NSTA’s rights and permissions policies Library of Congress Cataloging-in-Publication Data Fuel for thought : building energy awareness in grades 9-12 / edited by Steve Metz p cm Includes bibliographical references and index ISBN 978-1-936137-20-6 (print) ISBN 978-1-936959-93-8 (electronic) Force and energy Study and teaching (Secondary) Power resources Study and teaching (Secondary) I Metz, Steve II National Science Teachers Association QC73.6.F84 2011 530.071’2 dc23 2011036819 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Introduction By Steve Metz xi Part 1: Student Activities and Investigations Energy, Heat, and Temperature cHAPTER What Exactly Is Energy? By William Robertson cHAPTER Burning a Candle at Both Ends: Classrooms as Complex Systems By Thomas O’Brien cHAPTER Make Your Own Digital Thermometer! Using the 5E Instructional Model to Design and Calibrate a Scientific Instrument 15 By Timothy Sorey, Teri Willard, and Bom Kim cHAPTER Evaporating Is Cool 23 By Richard Hand cHAPTER Save the Penguins: Teaching the Science of Heat Transfer Through Engineering Design 27 By Christine Schnittka, Randy Bell, and Larry Richards cHAPTER Warming to Global Warming: Sunspots and Sea Surface Temperature 41 By Erich Landstrom cHAPTER Modeling Convection: A Simple Apparatus for Dynamic Modeling of Paired Convection Cells Teaches Students About Earth’s Processes 47 By James R Ebert, Nancy A Elliott, Laura Hurteau, and Amanda Schulz cHAPTER Convection in a Fish Tank By Chris Freeman www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions 53 Free ebooks ==> www.ebook777.com cHAPTER Celebrate With SATELLITES: An International Polar Year Partnership to Study Earth’s Materials 57 By Mikell Lynne Hedley, Kevin Czajkowski, Janet Struble, Terri Benko, Brad Shellito, Scott Sheridan, and Mandy Munroe Stasiuk ELectricity, Magnetism, and light cHAPTER 10 Taming Energy 69 By William Robertson cHAPTER 11 The Science Behind Nanosunscreens: Learning About Nanoparticulate Ingredients Used to Block the Sun’s Ultraviolet Rays 81 By Alyssa Wise, Patricia Schank, Tina Stanford, and Geri Horsma cHAPTER 12 Juan’s Dilemma: A New Twist on the Old Lemon Battery 91 By Timothy Sorey, Vanessa Hunt, Evguenia Balandova, and Bruce Palmquist cHAPTER 13 A Virtual Circuits Lab: Building Students’ Understanding of Series, Parallel, and Complex Circuits 99 By Matthew E Vick cHAPTER 14 Measuring Wavelength With a Ruler 107 By Paul Hewitt cHAPTER 15 Shedding Light on the Inverse-Square Law: Students Demonstrate the Quantitative Relationship Between Light Intensity and Distance 111 By Richard E Uthe cHAPTER 16 A 50-Cent Analytical Spectroscope By John Frassinelli www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions 119 Free ebooks ==> www.ebook777.com Energy on the move—vehicles and fuels cHAPTER 17 Fueling the Car of Tomorrow: An Alternative Fuels Curriculum for High School Science Classes 127 By Mark Schumack, Stokes Baker, Mark Benvenuto, James Graves, Arthur Haman, and Daniel Maggio cHAPTER 18 The Interdisciplinary Study of Biofuels: Understanding Questions and Finding Solutions Through Biology, Chemistry, and Physics 139 By Philip D Weyman cHAPTER 19 A Life-Cycle Assessment of Biofuels: Tracing Energy and Carbon Through a Fuel-Production System By Sara Krauskopf 151 living connections cHAPTER 20 Fall Colors, Temperature, and Day Length: Students Use Internet Data to Explore the Relationship Between Seasonal Patterns and Climate 161 By Stephen Burton, Heather Miller, and Carrie Roossinck cHAPTER 21 A Useful Laboratory Tool: Students Build and Test a Thermal Gradient to Conduct Meaningful Labs 171 By Samuel A Johnson and Tye Tutt cHAPTER 22 Fire and Ecological Disturbance: A 5E Lesson to Address an Important Misconception 181 By Michael Dentzau and Victor Sampson cHAPTER 23 A Cooperative Classroom Investigation of Climate Change: Students Investigate Environmental Changes and Their Impact on Penguin Communities By Juanita Constible, Luke Sandro, and Richard E Lee Jr www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions 195 Free ebooks ==> www.ebook777.com carbon, climate, and the environment cHAPTER 24 Climate Physics: Using Basic Physics Concepts to Teach About Climate Change 209 By William Space cHAPTER 25 Seeing the Carbon Cycle 217 By Pamela Drouin, David J Welty, Daniel Repeta, Cheryl A Engle-Belknap, Catherine Cramer, Kim Frashure, and Robert Chen cHAPTER 26 How Much Carbon Is in the Forest? A Project-Based Science Investigation of Trees’ Role in Offsetting Global Warming 227 By Leah Penniman cHAPTER 27 Thinking Like an Ecologist: Students Make Connections Between Their Influence on Global Change and Current Field Research 235 By Jenn Carlson cHAPTER 28 Teaching About Energy 247 By Amanda Beckrich Alternative Energy Sources cHAPTER 29 Solar Radiation—Harnessing the Power: Using NASA Data to Study Alternative Energy Sources 249 By Teri Rowland, Lin Chambers, Missy Holzer, and Susan Moore cHAPTER 30 Solar Panels and Alternative Energy in the Eighth-Grade Classroom By Laura Bruck www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions 259 Free ebooks ==> www.ebook777.com cHAPTER 31 Windmills Are Going Around Again 273 By Richard H Moyer and Susan A Everett cHAPTER 32 A First Energy Grant: Pinwheel Electrical Generation 285 By John Schaefers Part 2: Student Projects and Case Studies cHAPTER 33 Doing Science With PBS 291 By Steve Metz cHAPTER 34 Students for Sustainable Energy: Inspiring Students to Tackle Energy Projects in Their School and Community 293 By Regina Toolin and Anne Watson cHAPTER 35 The State High Biodiesel Project: Reducing Local Waste While Learning About Alternative Energy 303 By Paul L Heasley, and William G Van Der Sluys cHAPTER 36 The Sidewalk Project: Students Work With Their Community to Invent a Heated Sidewalk Powered by an Alternative Energy Source 313 By William Church cHAPTER 37 Asking Authentic Questions With Tangible Consequences 317 By Anne Watson cHAPTER 38 The Quiet Skies Project: Students Collect, Analyze, and Monitor Data on Radio Frequency Interference 321 By Steve Rapp Part 3: Issues in Depth Fuels cHAPTER 39 In the Hot Seat: Analyzing Your Heating Options By Janna Palliser www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions 333 Free ebooks ==> www.ebook777.com www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Energy Safety Chapter 48 Sun Safety The Stats By Ken Roy A ccording to the Health Physics Society (HPS) and the American Cancer Society (ACS), one in five persons will be diagnosed with skin cancer during their lifetime Each year, more than one million new basal cell or squamous cell skin cancers are diagnosed in the United States alone In addition, the most serious form of skin cancer— malignant melanoma—will be diagnosed in over 50,000 persons Annually, approximately 10,000 people die of skin cancer, including over 7,500 from melanoma It is worth noting that approximately 65–90% of melanomas are caused by ultraviolet (UV) radiation (CDC 2002) What these statistics have to with high school science teachers? A number of professional associations, including the HPS, strongly encourage schools to develop skin cancer policies and take an active role in educating students about UV exposure Science teachers can help protect themselves and their students by providing information on skin cancer, its causes, and prevention strategies This is not just a summer issue, but one that affects us year-round! Background check There are several risk factors known to influence the development of skin cancer (CDC 2002): • Excessive UV exposure: Sources of UV radiation, such as sunlight, sunlamps, and tanning beds, increase the risk for all major forms of skin cancer Artificial sources of UV are carcinogenic and should be avoided • Childhood and adolescent UV exposure: Those with a history of more than one sunburn in childhood or adolescence have a higher risk of developing melanoma 397 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Sun Safety • Skin color and ethnicity: Darkly pigmented persons develop skin cancer at lower rates than lightly pigmented persons Those with light hair or skin that freckles easily have a higher risk of developing skin cancer • Moles: A measurable predictor of melanoma is having large numbers or unusual types of moles • Family history: The risk of melanoma can increase to eight times the normal level depending on the number of affected relatives • Age: The older the individual, the more exponential the increase in the incidence of skin cancer • Environmental factors: Latitudes closer to the equator increase the UV radiation exposure level Other environmental factors include cloud coverage, materials that reflect the Sun (e.g., water and sand), time of day outside, spring and summer exposure, and extent of ozone depletion Schools and prevention With their background knowledge and understanding of physics and biology, science teachers can help educate students about risk factors and can play leadership roles in helping develop skin cancer prevention guidelines The CDC’s National Center for Chronic Disease Prevention and Health Promotion offers guidelines for skin cancer prevention efforts in schools (CDC 2002) Schools can offer education and skill-building activities to reinforce healthful behaviors in science courses or curricula, or in a school health program These efforts can include developing polices to reduce UV exposure (e.g., use of sunscreen at school); providing information about the knowledge, attitudes, and behavioral skills needed to prevent skin cancer; providing professional development programs on sun sense for school employees; and involving family members in skin cancer prevention efforts Science teachers should also promote sun-safety practices, such as the use of hats, long-sleeve shirts, and UV protective sunglasses, on field trips or on-site activities The following prevention strategies should be periodically reviewed with students and supported by teachers (ACS 2009): • Avoid the Sun between 10 a.m and p.m., especially for long periods of time • Look for shade, especially in the middle of the day when the Sun’s rays are strongest Practice the shadow rule: If your shadow is shorter than you, the Sun’s rays are at their strongest 398 National Science Teachers Association www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Sun Safety • Cover up with protective clothing to guard as much skin as possible when you are out in the Sun Choose comfortable clothes made of tightly woven fabrics that you cannot see through when held up to a light • Use sunscreen and lip balm with a sun protection factor (SPF) of 15 or higher • Cover your head with a wide-brimmed hat, shading your face, ears, and neck • Wear sunglasses with 99–100% UV absorption to provide optimal protection for the eyes • Follow these practices to protect your skin even on cloudy or overcast days, as UV rays travel through clouds Final thoughts With their knowledge base of biology and physics concepts, science teachers can have a major impact on fellow school employees and students by fostering good sun sense Your students may not thank you now, but they will be grateful for their skin’s health in the future! Acknowledgment Special thanks to dermatologist Andrew V Atton in Glastonbury, Connecticut, for his professional review and contributions to this chapter References American Cancer Society (ACS) 2009 Skin cancer facts www.cancer.org/Cancer/ CancerCauses/SunandUVExposure/skin-cancer-facts Centers for Disease Control and Prevention (CDC) 2002 Guidelines for school programs to prevent skin cancer Morbidity and Mortality Weekly Report 51 (RR04): 1–16 399 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index Page numbers printed in boldface type refer to figures or tables; those followed by n refer to footnotes A Acid rain, 339, 348 Aeronautical radionavigation, 327, 328 Aeronautical Radionavigation Service, 327 Air traffic control radar, 328 Alternative energy sources decline in global oil production and, 360–361 heated sidewalk powered by, 313–316 for home heating, 342–343 interdisciplinary study of biofuels, 139–149 lesson based on My NASA Data, 250–257 assessments and outcomes of, 256 background for, 250–251 data exploration for, 256 discussion topics for, 256 procedure 1: higher latitude, 253–254, 254 procedure 2: lower latitude, 255 recording observations from, 255, 255 scenario of, 251–252, 252 student objectives of, 252–253 life-cycle assessment of biofuels, 151–160 solar panels and alternative energy in eighth-grade classroom, 259–271 State High Biodiesel Project (PA), 303–312 using photovoltaic cells made from silicon alloys for solar power, 373–378 windmills, 76–77, 77, 273–284 Alternative fuels, 127–137, 361 activities of curriculum on, 130–136 descriptions of, 130–131 format for, 128, 129 how to use, 130 internal combustion engine operation, 134–135 introduction to alternative fuels, 133, 134 nonrenewable energy resource depletion, 133–134, 135 where plants store energy?, 135–136 which fuel is best?, 136 development of curriculum on, 128–129 evaluation of curriculum on, 129, 129 piloting curriculum on, 129 state and national standards addressed by curriculum on, 130, 132–133 topics covered by curriculum on, 128 American Cancer Society, 397 American Coal Foundation, 356 Amps, 376 An Inconvenient Truth, 36, 380 Antarctic climate change and impact on penguins, 67, 195–207, 196, 197 See also Penguins Antarctic Treaty of 1961, 67 Aqua satellite, 63 Argonne National Laboratory, 377 Aristotle, 18 Aspen FACE study, 236–246 applying scientific inquiry in the field, 240, 241–242 assessment of, 244, 245 bringing to classroom, 237–238 effects of CO2 and O3 on plant photosynthesis and water use, 236, 240–246, 241–245 experimental design of, 243 making connections, 243–246 Atkins and Karplus learning cycle, 100, 104 Atmosphere carbon dioxide released into, 27, 140, 145–147, 147, 212, 214, 217 composition of, 217 Ausubel, D., 181 B Batteries, electrical energy and, 76 electrochemical, 95–96 lemon, making of, 91–98 (See also Lemon battery) safe use of, 388, 393–395 student code of conduct for use of, 384–395 12V, 296 Ben Dosa, Rabbi Hanina, Berkner, Lloyd, 67 Bicycle generators, 318–319, 319 Biodiesel, 140, 141, 143, 151 State High Biodiesel Project (PA), 303–312 alternative energy opportunity for, 304–305 cost savings from, 308 environmentally related issues and, 311 glycerin soap produced by, 309–311 outcome of, 311 overview of labs for, 305–307, 305–307 press coverage of, 311 purpose of, 304 recycling waste cooking oil for, 307–309, 309 resource for details on, 304 safety notes for, 307, 310 Biofuels, 139–149 addressing questions about, 141, 151 benefits of interdisciplinary study of, 148–149 biology of, 141–144 hydrogen gas, 142 investigating biofuel conditions, 142–144, 143 carbon dioxide released by burning of, 140–141, 146 chemistry of, 144–147 energy meter activity, 144, 146–147, 147 fuel cell car activities, 144, 146, 148 definition of, 140 vs fossil fuels, 140–141 in heating oil, 342 life-cycle assessment of, 151–160 background for, 154 car station for, 157–158, 158 extensions of, 160 fermentation substation for, 157 formative assessment questions for, 153, 153–154 learning outcomes of, 152–153 other stations for, 158–159 overview of, 154 plant station for, 157 process tool for, 155, 155, 156, 156 purpose of, 152, 159–160 summative assessment of, 159 walk-through of, 154–156 physics of, 148 production of, 141 greenhouse effect of, 144, 145, 152 National Renewable Fuels Standard for, 152 401 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index State High Biodiesel Project (PA), 303–312 types of, 140 Blackbody spectrum of the Sun, 213, 213 BP oil spill See Deepwater Horizon oil spill British Thermal Units (BTUs) of fuels, 334, 334 Broadcasting Service, 327 BTUs (British Thermal Units) of fuels, 334, 334 Buckminsterfullerene (buckyball), 82 Butanol, as biofuel, 140, 142, 143 C Candle, burning at both ends, 7–13 debriefing for, 10–12 with students, 11–12 with teachers, 10–11 extensions of, 12 materials for, points to ponder related to, procedure for, 9–10 answers to questions in, 13 safety note for, 13 science concepts for, science education concepts for, 8–9 Carbon cycle, 217–225 activity to teach influence on algae growth, 218 experimental design for, 219–221 experimental setup for, 223 extensions of, 223–224 growth of Clostridium algae, 222 materials for, 220 relationship to photosynthesis, 219, 221 results of, 222–223 student data table for, 224 coal cycle and, 348, 349, 352, 354, 357 Carbon dioxide (CO2) emissions, 27, 140, 145–147, 147, 212, 214, 217, 235–236, 379 Aspen FACE study of effects on plant photosynthesis and water use, 236–246 from burning coal, 341, 348 causes and effects of, 218 dramatic increase in, 380 global warming and, 217 from home heating systems, 338–341 interdisciplinary investigation of, 380 regulation of, 380 student responses to free-write exercise on, 237, 238 understanding ozone and, 238–240, 239 Carbon monoxide (CO) emissions, 338–341, 340 Carbon-positive, carbon-neutral, and carbon- 402 negative processes, 140–141 Carbon sequestration, 228 Carbon sinks, 228 Carbon stored in Normanskill Preserve (NY), 227–234 evaluation of, 233 fieldwork for, 229, 231, 231, 233 methodology of, 230–231 presentation of, 232–233 project for study of, 228 results of, 231–232 safety note for, 229 sample plots of, 228–230 CDC (Centers for Disease Control and Prevention), 398 Cellular respiration, 217, 221 Celsius, Anders, 18 Centers for Disease Control and Prevention (CDC), 398 Chapman, Sidney, 67 Chemical History of a Candle, The (Faraday), 11 Chemical potential energy, 76, 214 Circuits parallel and series, for lemon battery, 95–96, 96 PhET simulations for virtual building of, 99–105 application: building a complex circuit, 104 complex circuits exploration, 103 concept development, 103–104 learning cycle approach for, 100–101, 104 National Science Education Standards and, 100 parallel circuit exploration, 102–103 safety note for, 101 series circuit exploration, 101–102, 103 simulations compared with traditional labs, 100 student feedback for, 105 terms and concepts for, 101 using 5E Instructional model, 101 safe study of, 387–391 dangers in biology laboratory, 390–391 electrical lab hazards, 388–389 prudent practices, 389–390 Classroom as complex system, 7–13 Classroom management, 291 Climate and seasonal patterns, 161–170 See also Fall leaf color changes Climate change See Global climate change Climate physics, 209–216 electric circuits, 214–215, 215 getting started with, 215–216 heat and electromagnetic radiation, 210– 214, 211–213 sample curriculum outline for, 210 Climate Prediction Center (CPW), 43 Climate skeptics, 212 Climax community, 182–183 Closed system, 4, Coal, 77, 78 in art and jewelry, 353, 356, 356 economics and, 353, 356 environmental impact of, 341, 348 expanding use of, 361 formation from organic material, 346–347 history and, 353, 356 for home heating, 337–338 BTU content of, 334 cost of, 336 efficiency of, 335 mining of, 348, 353, 355–356 as sedimentary rock, 346, 354 types of, 346, 346, 352, 354 U.S coal regions, 347, 347 Coal cycle, 345–357 background information about, 346, 346–347, 347 in the classroom, 350–354 carbon cycle, 352, 354 coal as sedimentary rock, 352, 354 coal types and properties, 354 instructional themes, 351, 352–353 introductory activities, 351 paleoenvironment reconstruction, 351, 352 connecting to current issues, 353, 354–356 mining dilemma, 355–356 discussion of, 357 extending beyond the sciences, 353, 356 interaction with Earth’s spheres, 348–349, 350 Compasses and electrical current, 73–76, 73–75 Constructionism, 291 Convection, 8, 11, 32–34 dynamic modeling of paired convection cells, 48–52, 50 apparatus and procedure for, 48, 48–49, 50 applications of, 50–51 to help busy teachers, 52 materials for, 48 strengths and weaknesses of, 51 in a fish tank, 53–56 classroom reaction to, 55–56 materials for, 53 pre- and postdemonstration questions about, 56 National Science Teachers Association www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index procedure for, 53–55, 53–55 thoughts about demonstration of, 55 shortcomings of traditional models of, 47, 47–48 CPW (Climate Prediction Center), 43 D DAPCEP (Detroit Area Precollege Engineering Program), 129 Davy, Sir Humphrey, 12 Deepwater Horizon oil spill, 339, 363–372 systems-thinking approach to, 364–371 assessing understanding of, 369 boundaries of, 365–366 compared with reductionist approach, 364 Earth system and subsystems, 364– 365, 365 importance of scale in, 369–371, 370 to increase understanding of interactions, 367–369, 369 for interdisciplinary studies, 364 schematic for, 366, 366–367, 367 Detroit Area Precollege Engineering Program (DAPCEP), 129 Dewey, John, 291, 292 Digital thermometer, making, 15–22 assessment of, 22 period 1: engage, 16–17 building, 16–17, 17 cost and materials, 16 period 2: explore, 17–18, 18 calibration experiments, 18, 19 period 3: explain, 20–21 graphing voltage-temperature relationship, 20, 20 period 4: elaborate and evaluate, 21 purpose of, 22 safety notes for, 16, 17, 20–21 Direct ventilating exhaust system, 21 Discrepant-event demonstrations, 8–9, 11, 28 E Earth Day Network website, 355 Earth Science Literacy Principles, 371 Earth’s energy budget, 58, 58–59 Ecology Aspen FACE study of effects of CO2 and O3 on plant photosynthesis and water use, 236–246, 241–245 concepts essential to understanding of, 182 energy transformations in ecosystems, misconceptions in, 182–183 role of fire in, 181–193 Einstein, Albert, 125 Electric resistant heat, 336–337 BTU content of, 334 cost of, 336 efficiency of, 335 environmental impact of, 340, 340 Electric shock, 390, 391 Electric vehicles, 133 Electrical energy, 69–79 compass and electrical current activity, 73–76, 73–75 differences in cost of, 79 efficiency of appliances and, 79 motors, circuits, and energy efficiency, 215 power, 70–72, 78 safe study of, 387–391 dangers in biology laboratory, 390–391 electrical lab hazards, 388–389 prudent practices, 389–390 sources for generation of, 76–77, 76–78, 214, 336–337 environmental impact of, 340, 340 fossil fuels, 77, 214 for school greenhouse, 317–319 windmills, 285–288 student understanding of, 376 units of, 70, 72–73 Electrochemical battery, 95–96 Electromagnetic radiation heat and, 210–214, 211–213 radio frequency interference and, 322–323 Electrostatic machines, safe use of, 388 Elevated CO2 and Ozone: Causes and Consequences, 240 Energy calculation of, work-energy theorem for, conservation of, 361 interschool challenge for, 248 as a conserved quantity, 4–5 constant, definition of, 3, electrical, 69–79 history of resource use, 360 importance of understanding, xi–xii kinetic, 3, monitoring usage of, 247 nuclear energy, 77, 214, 340, 361 potential, solar, 41–46, 249–257, 259–271, 317–319 stored by plants, 135–136 sustainable, 293–302 teaching about, 247–248 units of, xi–xii U.S consumption of, 359 wind, 76–77, 77, 273–284, 285–288 Energy audit, 248 Energy literacy, 136 Energy monitors, 247, 247 Energy policy, xii, 361 ENERGY STAR appliances, 343 Energy transformations, 4, 69–79 Engaging Inquiring Minds Through the Chemistry of Energy website, 148 Engine dynamometer, 135 Environmental Literacy Council, 248 Environmental Protection Agency, 240, 348, 380 National Renewable Fuels Standard, 152 Ethanol, as biofuel, 140, 141, 143, 144 life-cycle assessment of, 151–160 background for, 154 car station for, 157–158, 158 extensions of, 160 fermentation substation for, 157 formative assessment questions for, 153, 153–154 learning outcomes of, 152–153 other stations for, 158–159 overview of, 154 plant station for, 157 process tool for, 155, 155, 156, 156 purpose of, 152, 159–160 summative assessment of, 159 walk-through of, 154–156 European Commission’s Green Paper, 380 Evaporation, cooling effect of, 23–26 assessing student understanding of, 26 student exploration of, 25 teacher background for, 23–26 Exxon Valdez oil spill, 339 Eyewash station, 296 F Fahrenheit, Daniel, 18 Fall leaf color changes, 161–170 controlling variables, 166–168, 167 exploring other patterns, 168–170, 169 identifying patterns of, 162, 162–163 temperature-darkness correlation, 165– 166, 165–166 testing temperature explanation for, 163–165, 164 Faraday, Michael, 11, 12 Federal Communications Commission, 328 Fire, burning a candle at both ends, 7–13 role in ecological succession, 181–193 5E instructional model lesson on, 183, 183–190 elaborate, 186–187, 188 engage, 183–184 evaluate, 188 403 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index explain, 185–186, 187 explore, 184, 185 importance of, 189, 189–190 misconceptions about, 182–183 safety note for working with, 13 Fire extinguisher, 13, 390 Fish tank, convection in, 53–56 classroom reaction to, 55–56 materials for, 53 pre- and postdemonstration questions about, 56 procedure for, 53–55, 53–55 thoughts about demonstration of, 55 5E instructional model lessons, 11 circuit building, 101–105 fire and ecological disturbance, 183–190, 183 making a digital thermometer, 15–23 sunspots and sea surface temperature, 41–46 windmills, 274–281 Florida Solar Energy Center, 376 Foliage Network, 168 Food and Drug Administration, 84 Fossil fuels, 27, 38, 140, 236 vs biofuels, 140–141, 151 coal cycle, 345–357 in generation of electricity, 77, 214 for home heating, 333–342 alternatives to, 342–343 environmental impact of, 338–342, 340 natural gas, 77, 79, 141 oil production data, 133–134, 135 petroleum and the environment, 359–361 Fuel cell car activities, 144, 146, 148 Fuels alternative, 127–137, 361 average BTU content of, 334 biofuels, 139–149 life-cycle assessment of, 151–160 State High Biodiesel Project (PA), 303–312 fossil (See Fossil fuels) history of use, 360 for home heating, 333–344 alternatives to, 342–343 BTU content of, 334 cost of, 336 efficiency of, 335 environmental impact of, 338–341, 340 types of, 334–338 Fume hood, 21 G Galileo, 18 404 GCC (Green Cup Challenge), 248 Geographic information systems (GIS), 58, 62 Geostationary Operational Environmental Satellite (GOES), 250 Geothermal or geoexchange home heating systems, 342 GFCI (ground fault circuit interrupter), 388–389 GIS (geographic information systems), 58, 62 Global climate change/global warming, 235– 246, 379–381 in Antarctic and impact on penguins, 27–39, 195–207 Aspen FACE study of, 236–246 applying scientific inquiry in the field, 240, 241–242 assessment of, 244, 245 bringing to classroom, 237–238 experimental design, 243 making connections, 243–246 carbon cycle and, 217–225 coal cycle and, 354–355 greenhouse effect and, 145, 338 impact of Antarctic climate change on penguins, 195–207 increasing awareness of, 380 interdisciplinary investigation of, 381 role of trees in offsetting of, 227–234 skeptics of, 212 student responses to free-write exercise on, 237, 238 sunspots and sea surface temperature, 41–48 understanding independent variables CO2 and O3, 238–240, 239 websites for research on, 240 Global Learning, Inc., 377 Global Learning and Observations to Benefit the Environment (GLOBE), 57–63 Learning Expeditions, 61 Schools Network, 61 Global Positioning System (GPS) devices, 58, 62, 323, 326, 328 GOES (Geostationary Operational Environmental Satellite), 250 Goggles, safety, 13, 16, 21 Google Earth, 163 Gore, Al, 61, 380 GPS (Global Positioning System) devices, 58, 62, 323, 326, 328 Gravitational attraction between celestial bodies, 112 Gravitational potential energy, 69–71, 70, 215 Grease-spot (Bunsen) photometer, 112 Green Cup Challenge (GCC), 248 Green Paper from European Commission, 380 Green Schools Alliance (GSA), 248 Green technologies, 361 Greenhouse design of, 383–386 construction materials and furnishings, 386 cooling and heating, 385 lighting, 386 location, 386 orientation, 384 planning and considerations for, 383–384 ventilation, 385 water supply and drainage, 385–386 generating electricity for (VT), 317–319 community support for, 318, 319 exploring options for, 318 securing funding for, 319 students’ recommendations for, 318, 319 Greenhouse gas emissions, 144, 145, 151, 213, 379 See also Carbon dioxide emissions; Ozone, tropospheric from burning coal, 341, 348 control of, 361 effects on plant photosynthesis and water use, 236, 240–246, 241–245 from home heating systems, 338–341, 340 National Renewable Fuels Standard for, 152 student responses to free-write exercise on, 237, 238 GreenLearning Canada, 377 Ground fault circuit interrupter (GFCI), 388–389 GSA (Green Schools Alliance), 248 H Hand washing, 21 Heat and temperature burning a candle at both ends, 7–13 climate physics, 209–216 construction of thermal gradient apparatus, 171–180 convection in a fish tank, 53–56 cooling effect of evaporation, 23–26 global warming carbon cycle and, 217–225 greenhouse effect and, 145 impact of Antarctic climate change on penguins, 195–207, 196, 197 role of trees in offsetting of, 227–234 saving the penguins, 27–39 skeptics of, 212 sunspots and sea surface temperature, 41–48 home heating systems, 333–344 National Science Teachers Association www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index making a digital thermometer, 15–22 modeling convection, 47–52, 48, 50 SATELLITES partnership to study surface temperatures, 57–68 seasonal patterns and climate, 161–170 sidewalk powered by alternative energy source (NH), 313–316 “Heat rises,” 8, 32–33, 33 Heat transfer, 8, 27–39 demonstrations targeting students’ alternative conceptions of, 28–38 cans: insulation and conduction, 29, 29 creating a dwelling for ice cube penguins, 28, 34, 34–38.36–37 house: convection in air and radiation from light, 32–33, 33 Mylar: radiation and how to reflect it, 33, 33–34 trays and spoons: why metals feel cold, 30–31, 30–32 global warming and, 27–28 setting the stage for engineering design, 28 teacher background on penguins, 28 Heating oil, 334, 336 BTU content of, 334 containing biofuel, 342 cost of, 336 efficiency of, 335 environmental impact of, 339 HeatManager system, 342 Hertzsprung-Rusell diagram, 119 Holmes, Bill, 240 Home heating, 333–344 alternatives for, 342–343 solar panels, 342, 374 fuels for, 333–338 BTU content of, 334 coal, 337–338 cost of, 336 efficiency of, 335 electric resistant heat, 336–337 environmental impact of, 338–341, 340 heating oil, 334, 336 natural gas, 338 propane, 337 wood, 337 lowering costs of, 342–343 Hooper Virtual Natural History Museum, 351 Hubert, M King, 133–134, 135 Hybrid electric cars, 361 Hydroelectric power, 76, 76–77, 142 Hydrogen Age, 360 Hydrogen fuel cell technology, 361 Hydrogen gas, as biofuel, 140, 142, 143, 144, 146 I Jansky, Karl, 322 Jansky units, 322 Jet stream, 67 Jevons, William, 42, 45 Jigsaw technique, 198 Joly diffusion photometer, 112 Joules, 70, 71, 72 goal of lighting an LED, 95–96 observed problems and solutions, 97 parallel and series circuits, 95–96, 96 salt-bridge connection, 96 time required for, 92 voltages produced by different metals, 92–94, 93–95 to power a radio-controlled car, 91–92 safety note for, 92 student knowledge for, 92 Life-cycle assessment (LCA) of biofuels, 151–160 background for, 154 car station for, 157–158, 158 extensions of, 160 fermentation substation for, 157 formative assessment questions for, 153, 153–154 learning outcomes of, 152–153 other stations for, 158–159 overview of, 154 plant station for, 157 process tool for, 155, 155, 156, 156 purpose of, 152, 159–160 summative assessment of, 159 walk-through of, 154–156 Light constructing an analytical spectroscope, 119–125 inverse-square law for quantitative relationship between light intensity and distance, 111–118 measuring wavelength of laser light with a ruler, 107, 107–109, 108 radiation from, 32–34 reflection of, 33, 33–34 Live Earth concerts, 380 K M IGY (International Geophysical Year), 67 Illinois State Geological Survey website, 351 Imager for Magnetopause-to-Aurora Global Exploration (IMAGE), 43 Infrared spectroscopy, 304, 307 Infrared thermometer, 59, 62 Insulation and conduction, 27, 29, 29 Interdepartment Radio Advisory Committee, 328 Intergovernmental Panel on Climate Change reports, 380 International Council for Science, 67 International Geophysical Year (IGY), 67 International Meteorological Organization, 67 International Polar Year (IPY) history of, 67–68 SATELLITES partnership and, 57, 61, 63 International Technology and Engineering Educators Association, 273–274 Inverse-square law applied to optics, 112–113 quantitative relationship between light intensity and distance, 111–118 data analysis for, 114–115, 115–117 demonstration of, 113–114 discussion of, 115–117 IPY See International Polar Year J Kentucky Coal Education website, 354 Kerosene, BTU content of, 334 Kill-a-watt activities, 144, 146–147, 147 Kilowatt-hours, 70, 72, 78, 215, 247 Kilowatts, 70, 72 Kinetic energy, 3, formula for, Kirchoff’s laws, 101 Knowles Science Teaching Foundation, 319 L Laser light, measuring wavelength with a ruler, 107, 107–109, 108 Lawrence Livermore National Laboratory, 377 LCA See Life-cycle assessment of biofuels Lemon battery, making, 91–98 assessment of, 97–98 lab activities for, 92–96 Maddalena, Ron, 322 March of the Penguins, 36 Marchand, Peter, 173 Market Place for the Mind (MPM) website, 304 Matzke, E B., 167 Mercury emissions, 338, 341 Metals voltages produced to make a lemon battery, 92–94, 93–95 why they feel cold, 30–31, 30–32 Meteorological Aids Service, 327 Meteorological Satellite Service, 327 Methane as biofuel, 140–141 released during coal mining, 348 Misconceptions of students, 12, 181 about greenhouse gases, 238 in ecology, 182–183 405 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index Moderate Resolution Imaging Spectroradiometer (MODIS) satellite data, 62–63 “Monthly Surface All-Sky Shortwave Downward Flux” data, 250, 253 Montpelier Energy Team (VT), 319 MPM (Market Place for the Mind) website, 304 My NASA Data website, 249, 249–257 alternative energy sources lesson based on, 250–257 assessments and outcomes of, 256 background for, 250–251 data exploration for, 256 discussion topics for, 256 procedure 1: higher latitude, 253–254, 254 procedure 2: lower latitude, 255 recording observations from, 255, 255 scenario of, 251–252, 252 student objectives of, 252–253 data sets on, 249–250, 257 Live Access Server data on, 251, 253 other lessons on, 257 Mylar for building dwelling for ice cube penguins, 34, 24–25 for demonstration of radiation and reflection, 33, 33–34 N Nanosciences, 81, 82–83, 89–90 Nanosunscreens, 81–90 in the classroom, 84–88 appearance and UV blocking, 83, 85–86 creation of consumer awareness pamphlet, 88 safety note, 86 structure and light scattering, 86–88, 87, 89 sun protection basics, 84–85 Clear Sunscreen learning materials, 81, 82, 84 opportunities and challenges in teaching, 88–90 potential health risks of, 83, 88 vs traditional sunscreens, 83 National Aeronautics and Space Administration (NASA), 43, 61, 321 Moderate Resolution Imaging Spectroradiometer satellite data, 62–63 using My NASA Data to study alternative energy sources, 249–257 National Center for Chronic Disease Prevention and Health Promotion, 398 National Earth Science Teaches Association labs, 247 406 National Oceanic and Atmospheric Administration (NOAA), 42–44 National Radio Astronomy Observatory (NRAO), 321–323, 328 National Radio Quiet Zone (NRQZ), 328 National Renewable Fuels Standard, 152 National Reviewable Energy Laboratory (NREL) website, 375 National Science Education Standards, 50, 82, 100, 130, 133, 274 National Science Foundation, 321 Earth System Science Projects, 61 Natural gas, 77, 79, 141 for home heating, 338 BTU content of, 334 cost of, 336 efficiency of, 335 environmental impact of, 340, 341–342 increasing use of, 360 Natural Gas Age, 360, 361 Need Project, 351 New energy reality, xi–xii Newton’s third law, 71n Nitrogen oxide (N2O) emissions, 338–341, 340 NOAA (National Oceanic and Atmospheric Administration), 42–44 Normanskill Preserve See Carbon stored in Normanskill Preserve (NY) NRAO (National Radio Astronomy Observatory), 321–323, 328 NREL (National Reviewable Energy Laboratory) website, 375 NRQZ (National Radio Quiet Zone), 328 Nuclear energy, 77, 214 environmental impact of, 340, 361 expanding use of, 361 O Ohm’s law, 101, 103 Oil global consumption of, 359–360, 379 global production of, 133–134, 135, 360 for home heating, 334, 336 BTU content of, 334 cost of, 336 efficiency of, 335 environmental impact of, 339 petroleum and the environment, 359–361 price of, 360 viability of alternatives to, 360–361 Oil Age, 360, 361 Oil spills, 339 Deepwater Horizon, 339, 363–372 Optics, inverse-square law for, 111–118, 112–113 quantitative relationship between light intensity and distance, 111–118 data analysis for, 114–115, 115–117 demonstration of, 113–114 discussion of, 115–117 Oxidation-reduction reactions: making a lemon battery, 91–98 See also Lemon battery Ozone (O3), tropospheric, 235–236 effects on plant photosynthesis and water use, 236, 240–246, 241–245 vs good ozone, 238 student responses to free-write exercise on, 237, 238 understanding carbon dioxide and, 238–240, 239 Ozone: Good Up High, Bad Nearby, 240 P Paleoenvironment reconstruction, 351, 352 Particulate matter emissions, 338–341, 340 PBL (problem-based learning), 291 PBS See Problem-based science Pellets/pellet stoves for home heating, 342 BTU content of, 334 cost of, 336 efficiency of, 335 environmental impact of, 341 Peltier devices, 172 Penguins impact of Antarctic climate change on, 195–207, 196, 197 assessment rubric for, 202–204 background knowledge for activity on, 200 chinstrap and Adélie penguins, 196, 198 climatologists’ air temperature data set for, 198 fisheries biologists’ krill data set for, 205 jigsaw technique for activity on, 198–199 marine ecologists’ chinstrap penguin data set for, 204 materials for activity on, 200 meteorologists’ winter snow data set for, 203 modifications of activity on, 205–206 oceanographers’ sea ice data set for, 201 ornithologists’ Adélie penguin data sheet for, 199 overview of activity on, 198–200 procedure for activity on, 200–202 specialist fact sheet related to, 197 lesson on saving, 27–39 demonstrations targeting students’ alternative conceptions of heat transfer, 28–38 National Science Teachers Association www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index cans: insulation and conduction, 29, 29 creating a dwelling for ice cube penguins, 28, 34, 34–38.36–37 house: convection in air and radiation from light, 32–33, 33 Mylar: radiation and reflection, 33, 33–34 trays and spoons: why metals feel cold, 30–31, 30–32 global warming and, 27–28 setting the stage for engineering design, 28 teacher background on, 28 Personal protective equipment (PPE), 296 Petroleum and the environment, 359–361 Photosynthesis, 139, 140, 235 Aspen FACE study of effects of CO2 and O3 on, 236–246, 241–245 carbon cycle and, 217–225, 219 Photovoltaic (PV) cells for solar power, 76, 250, 252, 342, 373–378 See also Solar radiation combining into solar panels, 374 cost-effectiveness of, 374 cost-free web resources on, 376–378 hands-on activities related to, 375–376 history and discovery of, 373–374 PV effect, 373 silicon alloys in construction of, 374 thin-film, 374 third-generation, 374 Physics Education Technology (PhET) website, 99, 213 Pinwheels 5E instructional model lesson on, 274–281 activity worksheet for, 282–283 cost and materials for, 274, 275–276 engage, 274–275 evaluate, 281 explain, 278–279 explore, 275–278, 276–278 extend, 279–281, 280 pinwheel pattern for, 275 safety notes for, 274, 282 lesson on electrical generation by, 285–288 cost and materials for, 288 pinwheel construction for, 285 procedure for, 286–287, 287 safety note for, 285 student data table for, 286 success of, 287–288 timeline for, 286 Plant Fossils of West Virginia website, 351 POE (predict-observe-explain) instructional sequence, Polar Operational Environmental Satellite (POES), 250 Potential energy, chemical, 76, 214 formulas for, gravitational, 69–71, 70, 215 Power definition of, 70, 78 formula for, 70–72, 72n hydroelectric, 76, 76–77, 142 nuclear, 77, 214, 340, 361 solar, 41–46, 249–257, 259–271, 317–319 units of, 72, 78 wind, 76–77, 77, 273–284, 285–288 Power supplies, safe use of, 388 PPE (personal protective equipment), 296 Predict-observe-explain (POE) instructional sequence, Problem-based learning (PBL), 291 Project-based science (PBS), 291–292 class management and, 291 essential elements of, 292 vs problem-based learning, 291 terms for, 291 Propane for home heating, 337 BTU content of, 334 cost of, 336 environmental impact of, 341 PV cells See Photovoltaic cells Q Quiet Skies Project, 321–329 background and purpose of, 321–322 beta testing of Quiet Skies Detector (QSD), 322, 323, 323 explanation of radio frequency interference, 322–323 radio frequency interference data recorded for, 323–326, 324–325 analysis of, 326–327 coming to a consensus about, 327–328 R Radiation from light, 32–34 reflection and, 33, 33–34 Radio communication services, 327 Radio frequency interference (RFI), 321–329 cardinal direction and, 328 data recorded for Quiet Skies Project, 323–326, 324–325 analysis of, 326–327 coming to a consensus about, 327–328 definition of, 322 elevation and, 328 on power density versus frequency graph, 323, 323 radio astronomy and, 321–329 sources of, 322 cell phones, 322, 327–328 Robert C Byrd Green Bank Telescope, 322, 322–323 Robertson, Frederick W., S Safety precautions, xiii See also specific activities for battery use, 393–395 for electricity, 387–391 for sun exposure, 81, 397–399 SATELLITES partnership, 57–68 background of, 58 in the classroom, 63 Heating Things Up activity, 63, 64–66 GLOBE Learning Expeditions of, 61 on the ground, 62–63 ground truthing of MODIS satellite data for, 62–63 International Polar Year theme of, 57, 61, 63, 67–68 presentations at annual conference of, 60–61 purpose and components of, 57–58 schools participating in, 60 student data collection for, 59–60, 62, 63 student research projects for, 60 Teacher Institute for, 58–59, 59, 62 Schawlow, Arthur, 107 Scientific literacy, 182, 190 Sea surface temperature, sunspots and, 41–48 5E instructional model, 41–45 graphing data for, 44, 44 NOAA data for, 42–44, 43 student achievement for project, 46 teacher background for, 41, 41 Seasonal patterns and climate, 161–170 controlling variables, 166–168, 167 exploring other patterns, 168–170, 169 identifying patterns, 162, 162–163 temperature-darkness correlation, 165– 166, 165–166 testing temperature explanation for, 163–165, 164 Second law of thermodynamics, 210 Semiconductors, 374 Sidewalk powered by alternative energy source (NH), 313–316 background of, 313–314 mentors for, 314–315 modifying curriculum for, 314 student-developed prototypes of, 315, 315–316 Silicon alloys in construction of solar cells, 374 407 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index Skin cancer and sun protection, 84, 397–399 nanosunscreens, 81–90 Solar array, 374 Solar cells See Photovoltaic cells Solar panels and alternative energy lessons in eighth-grade classroom, 259–271 assessing students’ background knowledge: baseline Student Assessment of their Learning Goals survey, 260–262, 261 assigning student roles for, 265 creating experiments for, 265–266 generating driving questions for, 263–265 goals of, 260 impact on student learning, 266–268 posttest Student Assessment of their Learning Goals survey, 268, 269 pre/posttests, 266 materials for, 270–271 preproject preparation and group assignment for, 262–263 project introduction for, 263 research paper outline/guide for, 267–268 student planning guide for, 263, 264–265 summary of, 268–270 timeline for, 266 Solar radiation/solar energy classroom solar energy kits, 375–376 collecting data on, 250–251 cost-free web resources on, 376–378 latitude and, 253–255, 254–255 skin cancer and sun protection, 84, 397–399 nanosunscreens, 81–90 solar panels for home heating, 342, 374 sunspots and sea surface temperature, 41–46 Surface Radiation Budget project, 251, 253 using My NASA Data to study alternative energy sources, 249–257 using photovoltaic cells made from silicon alloys for, 373–378 Space Weather Prediction Center (SWPC), 42 Spectroscope construction, 119–125, 124, 124–125 as classroom tool, 124, 124–125 cost and materials for, 119, 125 explanation of what is happening, 124 procedure for, 120, 120–122, 122, 123 setting the stage for, 119 testing of, 123–124 SRB (Surface Radiation Budget) project, 251, 253 State High Biodiesel Project (PA), 303–312 alternative energy opportunity for, 304–305 408 cost savings from, 308 environmentally related issues and, 311 glycerin soap produced by, 309–311 outcome of, 311 overview of labs for, 305–307, 305–307 press coverage of, 311 purpose of, 304 recycling waste cooking oil for, 307–309, 309 resource for details on, 304 safety notes for, 307, 310 Stefan-Boltzmann law, 210 Struble, Janet, 63 Students and Teachers Exploring Local Landscapes to Investigate the Earth From Space See SATELLITES partnership Students’ misconceptions, 12, 181 about greenhouse gases, 238 in ecology, 182–183 Sulfur dioxide (SO2) emissions, 338–341, 340 Sun protection nanosunscreens, 81–90 skin cancer and, 84, 397–399 Sunspots and sea surface temperature, 41–48 5E instructional model, 41–45 graphing data for, 44, 44 NOAA data for, 42–44, 43 student achievement for project, 46 teacher background for, 41, 41 Surface Radiation Budget (SRB) project, 251, 253 Sustainable energy projects, student-driven, 293–302 assessments of, 297, 299–300 budget for, 300 elements of, 301 example of: hydro-turbine at Lane Shops Dam, 297–299, 298 implementation of, 296–297 introduction to students, 296 outcomes and lesson learned from, 300–301 preparation, planning, and problem-posing for, 294–296, 295 role of community experts in, 297 safety practices for, 296 Sustainable Future Fund, 319 Sweating, 24 SWPC (Space Weather Prediction Center), 42 T “Technosphere,” 349 Temperature See Heat and temperature Terra satellite, 63 Thermal gradient apparatus, 171–180 construction of, 173–174 cooling system, 172, 175–176 cost and materials for, 173 safety notes for, 173, 175 history of, 172 making it work, 174–176 possible uses of, 178–179 testing of, 176–178 temperature preferences of red worms and earthworms, 175, 177 temperature tolerance limits for germinating seeds, 174, 176–177 temperature tolerance of Spirogyra species, 177–178 Thermometer digital, making of, 15–22 (See also Digital thermometer) Fahrenheit and Celsius, 18 infrared, 59 Trees Aspen FACE study of carbon dioxide and ozone effects on northern forest ecosystems, 236 role in offsetting global warming, 227–234 Turbines, 76–77, 76–77, 79 U Ultraviolet (UV) radiation exposure See also Solar radiation/solar energy nanosunscreens, 81–90 skin cancer and, 84, 397–399 University of Colorado Physics Education Technology (PhET) website, 99, 213 University of Kentucky–Kentucky Geological Survey, 351 University of Wyoming Natural Science Program website, 351 U.S Department of Energy, 376 Academies Creating Teacher Scientists, 377 U.S Energy Information Administration, 247 V Van Allen, James, 67 Van Allen Radiation Belt, 67 Van de Graaff generator, 387 Vermont Community Foundation, 319 Voltage, 376 W Warner, Charles D., 379 Watt, James, 72 Watts, 72, 113–114, 376 Wavelength of laser light, measuring with a ruler, 107, 107–109, 108 Weather Channel, 162, 162, 169 Weyprecht, Karl, 67 Windmills (wind energy), 76–77, 77, 361 5E instructional model lesson on, 273–284 National Science Teachers Association www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com Index activity worksheet for, 282–283 cost and materials for, 274, 275–276 engage, 274–275 evaluate, 281 explain, 278–279 explore, 275–278, 276–278 extend, 279–281, 280 pinwheel pattern for, 275 safety notes for, 274, 282 history of, 274 lesson on pinwheel electrical generation, 285–288 cost and materials for, 288 pinwheel construction for, 285 procedure for, 286–287, 287 safety note for, 285 student data table for, 286 success of, 287–288 timeline for, 286 standards addressed by lesson on, 273–274 Windows to the Universe website, 354 Wise Energy for Virginia website, 355 Wood for home heating, 337 BTU content of, 334 cost of, 336 efficiency of, 335 environmental impact of, 341 Work definition of, energy as ability to do, 3, formula for, 71 power and, 70–72 Work-energy theorem, World Coal Institute, 355 Y Yeats, William Butler, Z Zinc oxide, nanoparticulate, 82–90 See also Nanosunscreens 409 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions Free ebooks ==> www.ebook777.com The concept of energy is central to all the science disciplines, seamlessly connecting science, technology, and mathematics For high school and upper middle school science teachers, this compendium comprises inquirybased activities, lesson plans, and case studies designed to help teach increased awareness of energy, environmental concepts, and the related issues Drawn from NSTA’s awardwinning, peer-reviewed journals, the book is divided into three overarching segments for learning and teaching: • Student Investigations includes several activities that tackle such topics as “Energy, Heat, and Temperature,” “Vehicles and Fuels,” and “Living Connections.” • Projects and Case Studies includes examples of extensive, question-driven student projects • Issues in Depth provides background content knowledge for deeper understanding of the critical energy issues facing the world today This interesting and meaningful collection demonstrates the interdisciplinary nature of energy, preparing students for the complex reality of our global energy economy PB310X Grades 9–12 ISBN: 978-1-936137-20-6 www.Ebook777.com Copyright © 2012 NSTA All rights reserved For more information, go to www.nsta.org/permissions ... www.nsta.org/permissions for further information about NSTA’s rights and permissions policies Library of Congress Cataloging-in-Publication Data Fuel for thought : building energy awareness in grades 9-12... called energy, and we have formulas for calculating the energy of objects as energy takes on different forms One more thing will help us understand what energy is, and that thing is that energy. .. reserved For more information, go to www.nsta.org/permissions 119 Free ebooks ==> www.ebook777.com Energy on the move—vehicles and fuels cHAPTER 17 Fueling the Car of Tomorrow: An Alternative Fuels