Elementary Science Assessment Resource · PDF fileElementary Science Assessment Resource ......

Elementary Science Assessment Resource

Pilot

Grade 5

September 2006 Department of Education Evaluation & Research Division

Contents Unit 1 – Body Works………………………………………......……….… 1 Unit 2 – What’s the Matter………………......………………….…..…… 23 Unit 3 – Putting It in Motion.……………………………….……....…… 41 Unit 4 – Weatherwise ……….……………………………………....….... 54

“Science, it’s all around you! It’s part of our everyday life.”

“My absolute favorite part of science is experiments. Mixing and stirring different formulas, then waiting and waiting while the suspense builds up in you and BANG! White soda fiz pours out slowly overlaying the glass tube.”

“You never know what you are going to do in science, that’s what makes it exciting. You might go out to study the rocks or plants, or you might go out and pick up some of the garbage, or you might go on a field trip.”

Grade 6 students, NL

1

Unit: Body Works Lesson 1 Activity 1 (204-1)

Complete the first two columns of the K-W-L chart below. Complete the third column at the end of the unit.

What You Know About the Human

Body

What You Would Like to Know About the Human

Body

What You Learned About the Human

Body

Brainstorm in small groups how your body has changed from birth to present by completing the table below.

Change Began to Change taller birth

baby teeth 6 months old

2

Unit: Body Works Lesson 3 Activity 1 (107-2) Complete a web below to show different ways that you can live a healthy lifestyle? Include aspects of mental, social, spiritual, and physical health.

3

Unit: Body Works Lesson 4 Activity 1 (302-5a) Refer to page 16 and 19 of your science text book to complete the activity below. 1. Use these words to complete the passage;

saliva, esophagus, digestion, mouth, stomach, gastric juices Food provides the body with the energy it requires. The nutrients the body needs

comes from the food and drink we consume. This process of change is known as

_________________________.

When food enters the ______________________, fluids start changing the starches

into sugar that the body can digest with the help of the ______________________.

The food continues down the ____________________.

Muscular movements squeeze and push it down to the _______________________.

Once in the stomach, some food remains here for awhile. Other food particles are

further broken down by _____________________. These juices are made up of

water and chemicals that soften the food and kill the bacteria. This process takes

approximately 3 to 4 hours to occur.

4

2. Use these words to label the diagram. esophagus, liver, mouth, pancreas, stomach, large intestine, small intestine, anus, colon

5

Unit: Body Works Lesson 4 Activity 2 (205-1, 205-7)

Refer to page 16 of your science text book to complete the activity below. Caution! – Due to a possible spread of germs causing disease, do not use real saliva. Amylase should be used instead of real saliva. Question: What role does saliva play in digestion?

Hypothesis: If saliva is added to food containing starch, then the starch will be broken down into sugar.

Materials:

Procedure:

1. On a paper towel, add a couple of drops of water on a crushed cracker. 2. Place a drop of iodine on the crushed cracker and observe what happens. 3. Crush a different cracker into a small zippered plastic bag. 4. Add a couple of drops of water. 5. Add a couple of drops of amylase. 6. Remove the air from the bag and close tightly. 7. Squeeze the bag between your fingers. 8. Open the bag and add a drop of iodine. Observe what happens.

Results:

1. What happened when you added iodine to the first cracker?

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2. What happened when you added iodine to the cracker with amylase?

3. If you are testing the effect of saliva (amylase) on a cracker, why did you add

iodine to a cracker with no amylase?

4. Is this a fair test? Why or why not?

5. Why did you crush the cracker in both cases?

Conclusion: (Was the hypothesis correct? Why or why not?)

7

Unit: Body Works Lesson 5Activity 1 (205-2)

How Long is the Digestive System?

Use four different colours of yarn to represent the length of the digestive system. Each colour should represent an organ of the system. Measure and cut the length of each organ below:

Esophagus 25cm Stomach 20 cm

Small Intestine 700 cm Large Intestine 150 cm

Different thicknesses of yarn should be used for large and small intestines. 1. Tie each piece of yarn together. What is the total length of the digestive

system? Show your workings.

2. Why is the small intestine so much longer than the rest?

3. The small intestine and large intestine have similar names. How are they

alike, (besides their name) and how are they different?

8


Canadians Making a Difference

Research one of the following Canadian scientists. Write a paragraph explaining their important contributions to science and technology related to body organs, systems, and health issues. Wilfred Bigelow Frederick Banting Charles Best Ray Chu-Jeng Chiu D. Harold Copp Phil Gold Maude Abbott _____________________________

9

Unit: Body Works Lesson 6 Activity 1 (302-5c)

Refer to page 22 and 23 of your science text book to complete the activity below.

When we breathe, the body takes in the oxygen that it needs and removes the carbon dioxide it doesn’t need. 1. Label the respiratory system below with: nasal cavity, trachea, diaphragm, lungs

2. Why is deoxygenated blood (blood with very little oxygen) pumped to

the lungs by the heart?

10

3. Could we breathe without a diaphragm? Explain your answer.

4. What goes into a balloon when you blow it up? How do you know?

11

Unit: Body Works Lesson 6 Activity 2 (205-2) Refer to page 24 of your science text book to complete the activity below. Purpose: To build a model of the lungs Hypothesis: If I pinch the large balloon, then the small balloon will inflate. Materials:

Procedure:

1. Cut the neck off the big ___________. 2. Stretch it over the large open end of the ___________ , then wrap an elastic

___________ around it. 3. Place small balloon in the ____________ , wrap it with an ____________

___________. 4. Lower the small ___________ into the ____________. 5. Put ____________ around the straw. 6. Holding the bottle, gently __________ and pull down on the stretched

____________ and let go. 7. Watch the small ___________. Record _______________. 8. Press on stretched balloon, notice what happens to small balloon. 9. Put finger over the end of the ____________ and press on _____________

balloon. 10. Plug the ____________ with clay. Then put finger over it and press the

stretched balloon.

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Results: 1. Describe your observations.

2. Use the table below to show how the model represents the respiratory

system.

Model Materials Respiratory System

Stretched balloon

Chest cavity

Small balloon

Bronchial passage Conclusion:

13

Unit: Body Works Lesson 7 Activity 1 (302-5d, 104-2)

Pulse and Breathing Rates A. Take your pulse for 15 seconds. Multiply the number of beats by four. B. Count the number of times you breathe out for two minutes. C. Divide by two. D. Record these values in the table below. E. Perform a gentle exercise for 30 seconds. F. Record your pulse and breathing rates again in the table below. G. After resting for two minutes, repeat steps 1 to 5 three more times. H. Record the average value of each measurement over the four trials.

Trial Pulse at rest

(beats/min)

Pulse after exercise (beats/min)

Breathing at rest

(breaths/min)

Breathing after exercise (breaths/min)

1 2 3 4

Average 1. Draw a bar graph showing the breathing rates or pulse rates after

exercise of you and three other students in your class.

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2. Why did you count the number of times you breathe out for two minutes and divide by two instead of counting the number of times you breathe out for one minute only?

3. Is this a fair test? Why or why not?

15

Unit: Body Works Lesson 8 Activity 1 (302-5a, 302-5c, 302-5d)

Our body systems work together in order for us to survive. 1. How do the digestive system and circulatory system work together to move

nutrients throughout the body?

2. How do the respiratory system and circulatory system work together to move

oxygen and carbon dioxide throughout the body?

16

Unit: Body Works Lesson 9 Activity 1 (302-5b) Refer to pages 34 to 36 of your science text book to complete the activity below. 1. Draw and label a diagram of the excretory system. Label the kidneys, urinary

bladder, ureter, urethra, skin, lungs

2. How do your kidneys act as your body’s cleaners?

3. How is your skin an excretory organ?

17

Unit: Body Works Lesson 9 Activity 2 (302-5a, 302-5b, 3025d)

1. How do the digestive system and excretory system work together to

make sure that foods you eat are processed properly?

2. The kidney is a major organ of the excretory system. Why is it also

important to the circulatory system?

18


The harbours of many cities in Canada, such as Corner Brook and St. John’s, are polluted because of the dumping of human waste. 1. What are the negative effects of this?

2. Using the science text and your own experiences explain how communities

are treating human waste in order to protect and conserve our environment?

19

Unit: Body Works Lesson 10 & 11 Activity 1 (302-6)

Refer to pages 42 and 43 of your science text book to complete the activity below. 1. What muscles are in a human arm? ______________ & ____________ 2. Explain how muscles and bones work together to move your arm.

3. Why is exercise important to your body? (Hint: think of your muscles)

20

Unit: Body Works Lesson 12 & 13 Activity 1 (302-5e)

1. List three parts of the nervous system and describe the function of each.

2. Describe two ways in which the human brain and a computer are similar and

different? Similarities Differences

3. Why do people sometimes become paralyzed due to a spinal cord injury?

21

Unit: Body Works Lesson 14 Activity 1 (302-8) The human body has natural defense mechanisms against infection. Choose which defense mechanism the body could use in each situation below. Explain your choice. 1. Eating spoiled food

2. Cutting your arm on a rusty nail

3. Someone with a cold coughs on you

22


Body Travel Agency has hired you to promote first class cruises of various systems of the human body. Your job is to select one of the body systems to create a detailed brochure outlining visiting organs and interesting activities occurring at these locations. For legal purposes, you must briefly indicate any dangers and problems which may occur on this voyage.

Your brochure must be attractive and colorful, including pictures and / or sketches where necessary.

23

Unit: What’s the Matter Lesson 1 Activity 1 (205-5) Refer to page 4 and 5 of your science text book to complete the activity below. Complete the first two columns of the K-W-L chart below. Complete the third column at the end of the unit.

What You Know About Matter

What You Would Like to Know About Matter

What You Learned About Matter

24

Unit: What’s the Matter Lesson 1 Activity 2 (205-5, 300-9, 301-10) Refer to the photographs on page 4 and 5 of the student text book to complete the activity below. 1. Complete the table to identify how matter changes.

Photograph Type of Matter Change Description

2. Is there the same amount of matter before and after the change? Explain.

25

Unit: What’s the Matter? Lesson 2 Activity 1 (206-1, 300-9)

1. Use the terms gas, solid, and liquid as headings in the table below. Classify the

following list of substances in the table. milk vinegar baking soda steam salt nitrogen orange juice coins cups shampoo helium pencils

Substances with a definite shape and a

definite volume

Substances with a definite volume but not

a definite shape

Substances with no definite volume or

shape

2. How can you show that liquids do not have a definite shape?

3. The same amount of air is in a phone booth and one small diver’s tank. The

air is compressed (“squeezed”) to fill the tank. How does this show that gases do not have a definite volume?

26


Refer to page 6 and 7 of your science text book to complete the activity below. Question : What is the effect of heat on matter? Hypothesis:

If

then

Materials:

Procedure:

Results: 1. What happened to the balloon?

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2. What would happen if you repeated the experiment, given the same conditions?

3. What would happen if you increased the heat of the water? Why?

4. What would happen if you decreased the water temperature? Why?

Conclusion: (Was your hypothesis correct? Why or why not?)

28


Washing Dishes

You have been hired by a marketing company to determine which dishwashing detergent cleans the best. To do so, you must conduct a fair test, controlling all variables except the type of detergent. 1. What variables need to be controlled to make sure it is a fair test?

2. Why does controlling all variables except the one being tested ensure a fair

test is being conducted?

Extension Activity Design an ad comparing your company’s dishwashing detergent with its leading competitor. What makes your product the best?

29


Refer to page 12 and 13 of your science text book to complete the activity below. 1. Complete the table below. Use three of your own substances to complete

the last three rows.

Properties of Matter

Materials Texture Hardness Strength Flexibility Buoyancy (Ability to Float)

Solubility in Water

String

Paper

Button

Plastic straw

Sugar cube

Carpet

30


Below is a list of words and phrases that describe liquids, solids and gases. Sort the words into the appropriate category on the table.

- pourable - particles are close together - particles are spread apart - particles vibrate in a small space - particles move freely about one another - definite shape - no definite shape - takes the shape of its container - often colourless

Liquids Solids

Gases

31

Unit: What’s the Matter? Lesson 5 Activity 1 (301-10)

Physical Changes

1. What is a physical change?

2. Complete the table below by stating yes or no in the spaces.

Physical Change Change in Form or Size

Change in State or Phase Reversible

Shaping putty

Boiling water

Folding Paper

Sharpening a pencil

Freezing water

Breaking wood

Crumpling paper

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1. During a physical change, an object may change its form or size without creating a new material. Explain how boiling water and breaking wood are physical changes.

2. How is refrigeration an example of a technology that uses physical changes

to improve our living conditions? How have you been personally affected by this technology? Refer to page 18 and 19 of your science text book.

33

Unit: What’s the Matter? Lesson 6 Activity 1 (301-10) 1. What is solubility?

2. How would you test a substance for solubility?

3. What is a solvent?

4. What is a solute?

5. In a mixture of hot chocolate, what is the solvent and what is the solute?

Extension Activity: Why do you think water is often referred to as the “universal solvent”?

34


Refer to page 20 of your science text book to complete the activity below. Question: What is the effect of temperature on solubility? Hypothesis:

Materials:

Procedure: Refer to page 20 of the student text book. Results: 1. What variable is changing in this experiment?

2. What variables do you need to control?

35

3. What would happen if you put the cup in: (a) a cold water bath again: ______________________________________ (b) then a warm water bath: ______________________________________ Conclusion:

36

Unit: What’s the Matter? Lesson 6 Activity 3 (301-10) Test the following substances for solubility in water:

1. Salt 2. Sugar 3. Baking soda 4. Pepper 5. Baking powder 6. Sand

Construct a properly labeled table below to display your results.

37


Using one of the following topics, research how changes of state in matter can help people. 1. Ice in skating rinks 2. Pure drinking water from glaciers 3. Pure drinking water from icebergs 4. Steam from a humidifier 5. A topic of your own (check with your teacher) Take notes as you research your topic. Remember your ideas should be to the point. They should not be in complete sentences unless you are quoting someone.

38

Unit: What’s the Matter? Lesson 10 Activity 1 (301-10) Refer to page 34 of your science text book to complete the activity below. Question: _________________________________________________________ Hypothesis:

Materials:

Procedure: Refer to page 34 of the student text.

Results:

1. What happened to the water and the dirt?

2. Were the change(s) reversible?

Conclusion:

39

Unit: What’s the Matter? Lesson 11 Activity 1 (204-7, 207-3, 204-5)

Refer to page 38 of your science text book to complete the activity below. Question: ___________________________________________________ Hypothesis:

Materials:

Procedure: Refer to page 38 of the student text. Results:

1. What new substance is produced? How can you tell?

2. What kind of change (physical or chemical) occurred in the plastic bag?

How can you tell?

Conclusion:

40

Unit: What’s the Matter? Lesson 11 Activity 2 (204-7, 207-3, 204-5)

1. Give an example of a chemical change that occurs in:

a) your body: __________________________________________ b) your school: _________________________________________

2. Complete the table below.

Change Type of Change (physical or chemical) How do you know?

Crumpling paper

Boiling water

Lighting a match

Rusting nail

Baking a cake

41

Unit: Putting It in Motion Lesson 3 Activity 1 (303-12, 303-13, 104-7) 1. Describe four different forces that can be used to move a paper clip 0.5 m

along a desk. Identify if the forces are contact or non-contact forces.

2. Draw and label a diagram showing how you could get a staple out of a jar

without tipping the jar.

3. Is wind a contact or non-contact force? Explain.

42

Unit: Putting It in Motion? Lesson 5 Activity 1 (303-14, 104-7) Refer to page 21 of your science text book to complete the activity below.

1. Use the table below to describe the contact and non-contact forces acting

on the pendulum below when it is at rest and when it is in motion. At rest In Motion

Pendulum at Rest Pendulum in Motion

Contact Forces

Non-contact Forces Contact Forces Non-contact

Forces

2. Describe how a contact force and a non-contact force can be used to stop

the pendulum.

3. Describe two ways in which modern technology uses a pendulum.

43

Unit: Putting It in Motion Lesson 6 Activity 1 (303-15, 106-4, 107-1)

1. Which surface would produce the least amount of friction when pulling a

wooden block: carpet, gravel, or a wooden floor? Explain.

2. Identify ways that friction can slow you down and speed you up.

3. Describe how friction is involved in your everyday life.

44


1. You are riding your bike down the street and you stop pedaling. Describe at least two ways that friction can be used to stop your bike.

2. Why is a greater force required to move a bike on sand rather than pavement?

45

Unit: Putting It in Motion Lesson 7 Activity 1 (303-15, 107-1)

Refer to page 26 and 27 of your science text book to complete the activity below. 1. Brainstorm examples of when friction is advantageous and disadvantageous.

When Friction is an Advantage

When Friction is a Disadvantage

2. Could you walk if there was no friction? Explain.

3. After you push a toy car, why does it slow down and eventually stop?

46


1. Why do we use simple machines?

2. Match the simple machine with an example found in your school.

1. lever ___ A. Flag Pole 2. wheel and axel ___ B. Wheelchair ramp

3. pulley ___ C. Door stop

4. inclined plane ___ D. Bike

5. wedge ___ E. Keeps the chalkboard up

6. screw ___ F. See-saw

3. Indicate the type of simple machine used by each object below.

Object Simple Machine

roller skates

flag pole

seesaw

ramp

scissors

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effortbox

fulcrum

effortbox

fulcrum


1. Lever A Lever B Which lever above would be best to lift a heavy box? Explain.

2. A hammer is a lever that can be used to remove a nail from a board. Label the fulcrum, load, and effort in the diagram below.

48

Unit: Putting It in Motion Lesson 9 Activity 2 (303-19)

Refer to pages 34-37 in student text book. Question: Which lever is best for a child to lift an adult? Hypothesis: If you use a first class lever then the child will be able to lift the adult. Materials: wood block or brick, plank of wood, 1inch thick and at least 4 feet long Procedure: 1. Make a lever by placing the plank over the wood block. 2. Place the wooden block close to the end where the adult is standing. 3. The adult stands on the short end of the lever and the student stands on the long end. Results:

1. Which object acts as a fulcrum? _____________________ 2. Where should the adult and student be positioned on the lever? Explain.

Conclusion:

49


Refer to page 38 of your science text book to complete the activity below. Question: How could a heavy refrigerator be lifted onto the back of a truck? Hypothesis:

Materials: spring scale, board, string, book Procedure: 1. Tie a string around a book 2. Attach the string to the spring scale 3. Lift the book and record the reading on the scale

4. Place the board against a chair to create a slope 5. Lift the book and record the reading on the scale 6. Increase the angle of the board and try again

Results: With Ramp (Inclined Plane)

Trial Scale Reading Trial #1 Trial #2 Trial #3

Without Ramp (Inclined Plane)

Trial Scale Reading Trial #1 Trial #2 Trial #3

1. Using your completed charts, which spring scale measurements were lower (with the inclined plane or without the inclined plane)? Explain.

Conclusion:

50

Unit: Putting It in Motion Lesson 11 Activity 1 (107-8) Many historians suggest that the wheel was the greatest invention ever made. Do you agree with this? Support your answer by describing how the wheel has affected your life.

51


1. With the help of pulleys lift a heavy book and complete the following table.

# of pulleys Force to lift the object one metre from the floor (non standard or spring scale)

Length of rope used to lift the object one metre

from the floor (cm) 0 1 2 3

2. Was it easier to move the object with more pulleys? Why or why not?

3. What is an advantage and disadvantage of using pulleys to lift heavy objects?

52

Unit: Putting It in Motion Lesson 12 Activity 2 (107-1, 107-8) Use four examples of simple machines in a home to complete the table below.

Simple Machine How does it make work easier?

Pulley (clothesline)

Lever (wheelbarrow)

Wheel & Axle (can opener)

Door stop (wedge)

53


How would machines, such as cranes, make building pyramids easier today?

54

Unit: Weatherwise Lesson 1 Activity 1 (107-10)

1. How do weather conditions affect our daily activities?

2. Identify some jobs that people do that can be affected by unpleasant or

undesirable weather conditions.

55

Unit: Weatherwise Lesson 1 Activity 2 (205-7, 300-13) Data Sheet for Recording the Weather Research and record the weather for ten days. The daily weather should include the amount and type of precipitation (snow or rain), the temperature for the day (high or low), wind levels (high or low), and any other significant weather occurring on that particular day (ex: heavy fog, thunder and lightning, hail, etc.).

DAY 1 Date:_________ Precipitation: _____________ Temperature: _____________ Wind Direction: _____________ Cloud cover: _____________










56


Refer to pages 6-8 in your text to complete this activity 1. List three characteristics of the air around us.

a.

b.

c. 2. What is air pressure?

3. Is an empty bottle really empty? Explain.

57


For safety reasons, your teacher will perform this experiment.

Note: A 1 gallon metal can with a screw top, such as the one to the right, can be used for this activity. They are commonly available from auto body garages. If this is not available then a plastic pop bottle can be used along with a hairdryer. Question: Does air exert pressure? Hypothesis: If air pressure is different inside and outside a can, then the air on the

outside will push in on the can.

Materials: 1gallon metal can with screw top, heat source, water

Procedure: 1. Fill the can approximately with 2 cm of water. 2. Boil the water inside the can. 3. As the water boils, quickly cap the jar and remove from heat.

Results: 1. Describe the changes that occurred in the can.

2. Why did this occur? Explain.

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3. Where was the air pressure greater, inside or outside of the can? How do you know?

Conclusion: (Was the hypothesis correct? Why or why not?)

59

Unit: Weatherwise Lesson 4 Activity 1 (104-4, 206-1)

Fill in the blank spaces below with these words: Evaporation Runoff Precipitation Condensation

The Water Cycle

2. Precipitation is part of the water cycle. Rain comes from clouds, but where do clouds come from? Explain.

60


1. Why do you think the water cycle is often represented in the shape of a circle?

2. Imagine that you are a water molecule traveling through the water cycle.

Describe your experiences and include all parts of your journey. Include the words condensation, evaporation, and precipitation in your description.

3. Identify the clouds below as cumulus, stratus, or cirrus.

_____________________ _____________________ ________________

61


Refer to page 19 of your science text book to complete the activity below. Describe three ways in which wind affects our everyday lives.

62


1. Winter storms can bring heavy snow, freezing temperatures, and coatings of ice. a. List two effects of winter storms.

b. List two things that you can do to prepare for winter storms.

2. How does knowing the weather forecast help you prepare for your day?

63


Refer to page 29 of your science text book to complete the activity below.

Weather Symbols on a Map

1. Design a key to represent rain, freezing rain, snow, warm fronts, cold fronts, high pressure systems, and low pressure systems.

2. Use your key to place weather symbols on the map below to show rain in B.C.,

freezing rain in Southern Ontario, snow in the Northwest Territories, warm front in Nova Scotia moving towards Newfoundland, cold front in Manitoba moving towards Alberta, a high pressure system in Quebec, and a low pressure system off the coast of Newfoundland.

64

Unit: Weatherwise Lesson 7 Activity 2 (302-10, 302-11, 205-8)

Refer to page 29 of your science text book to complete the activity below. 1. Show the movement of cold and warm air in the diagram of the open

refrigerator below. Use blue for cold air and red for warm air. 2. How does this movement of air represent how weather changes?

65


Many years ago, before we had weather reports, many of our ancestors predicted weather conditions based on “Weather Sayings”. Research a list of some possible weather sayings that people may have depended on to predict weather.

66

Unit: Weatherwise Lesson 8 Activity 2 (204-8, 205-4, 205-10)

Refer to page 30 and 31 of your science text book to complete the activity below. Label each weather instrument below with one of these names; thermometer, hydrometer, barometer, weather vane, and rain gauge.

_______________________________

__________________________________

_________________________________

___________________________________

____________________________________

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Unit: Weatherwise Lesson 9 Activity 1 (107-5) 1. Research the normal climate found during March in Canada, South Africa, and New Zealand. Complete the table below to show how the life of a grade five student in these parts of the world is different as a result of the differences in climate?

Location Normal Climate in March Life Activities

St. John’s, NL

Canada

Johanesburg, South Africa

Auckland,

New Zealand

2. Why are there such big differences in climates at these locations at the same time of year?

68


Question: How is temperature related to the Greenhouse Effect? Hypothesis: If air is trapped inside a container then air on the inside will be warmer

than air on the outside. Materials: two small thermometers, jar or see-through container, clock or watch sunlamp or access to a sunny area Procedure:

1. Place the thermometers a few inches apart under the sunlamp or in direct sunlight.

2. Wait about three minutes. 3. Record temperature readings from both thermometers as well as the time. 4. Place one of the thermometers horizontally inside the jar, taking care that

the jar does not cast a shadow over the uncovered thermometer. 5. Every minute, for ten minutes, record the readings of both thermometers. Results:

1. Record your results in the table below.

Thermometer Readings (oC) Time (min.) Covered Uncovered 1 2 3 4 5 6 7 8 9 10

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2. What happened to the temperature inside the jar? Why did this happen?

3. How does this activity demonstrate the Greenhouse Effect?

Conclusion:

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