Estimated Time: Two forty-five minute class periods
Indicator(s) Core Learning Goal 1:
1.2.7 The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.
1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.
Indicator(s) Core Learning Goal 2:
2.2.2 The student will explain the role of natural forces on Earth.
Student Outcome(s):
The student will be able to explain the interaction between surface currents and deep ocean currents by tracing the path of a water mass through the global conveyor belt.
Brief Description:
Students will perform an
experiment that simulates the interaction between surface currents and deep
ocean currents by tracing the path of a water mass.
Background knowledge / teacher notes:
The color disks are made by
using a hole punch and construction paper.
Lesson Description: Lesson 15A
|
ENGAGE |
We have now described how surface waters in the polar regions sink and spread at depth throughout the world’s oceans. Ask students to predict what happens to the water that sinks in the polar regions. [Ultimately, these waters must return to the surface to complete the circulation. So if water is sinking at the high latitude it must be rising (upwelling) somewhere else.] Education Elements: IMAGERY; BACKGROUND INFORMATION How the oceans transfer heat |
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EXPLORE |
Students will perform the following laboratory investigation. Activity 1. Fill a 1liter beaker to the 500 mL line with tap water. 2. Add 10 colored paper disks to the beaker. 3. Set up a ring stand with a ring clamp and a wire mesh pad on the ring. 4. Put the beaker on the ring stand. 5. Center a Bunsen burner under the beaker.
Light the burner and heat the water to a full boil. 6. Observe the movement of the paper disks. Education Elements: IMAGERY, BACKGROUND INFORMATION This site portrays an image, which depicts variation in the temperature patterns of portions and currents of the Gulf Stream waters. http://earthobservatory.nasa.gov/Newsroom/NewImages/images.php3?img_id=3975
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|
EXPLAIN |
Journal Write: Trace the pattern illustrated by the disks by creating a diagram. 1. Movement of the disks indicates the movement of the water. Explain how and why the water moves. 2. What is the name of this circular movement of water? 3. Based on this investigation, describe the interaction between surface and deep ocean currents. Education Elements: BACKGROUND, SCIENTIFIC ILLUSTRATION Climate rides on ocean conveyor belt http://www.enn.com/enn-news-archive/1999/09/092699/conveyor_5908.asp |
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EXTEND |
· Students
will view the animation entitled "Global Conveyor Belt” to determine areas of rising deep ocean
currents (upwelling). · Students will indicate warm surface currents
and cold deep ocean currents on the Global Conveyor Belt by coloring a
diagram. · Students will follow a water mass through the
Global Conveyor Belt describing its temperature, speed and location as it
moves along the belt. Journal Write: 1. Explain the Global Conveyor Belt’s role
in heat transfer from equatorial to polar regions. 2. Suppose the Global Conveyor Belt were to stop. Hypothesize the ramifications on world climate. Education Elements: STUDENT ACTIVITY; IMAGERY; LINKS Let’s ride the global conveyor belt. http://geosun1.sjsu.edu/~dreed/onset/exer11/9.html |
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EVALUATE |
Journal Write: How are surface currents and deep ocean currents
related? Provide evidence form your investigation. Create a systems diagram
to go with your explanation. |
Materials:
One liter beaker, 500 mL tap water
Ring stand, clamp, and wire mesh pad, Bunsen burner
Ten colored-paper disks
Diagram of Global Conveyor Belt
Colored pencils
Resources:
Prentice Hall. (1999). The Earth System. The circulation of the oceans. pp. 79-96.
JPL. (1998). Visit to an Ocean Planet CD-ROM. Convection.
