Student Project

Students will research and explore angles of insolation, seasons, and latitude and related topics such as the relationship between the intensity of light and the angle at which it hits a surface, the earth's revolution, equinoxes and solstices, and so on. This project will assess students' abilities to use their own design and any mathematical methods (such as graphs, formulae, etc.) that they determine to be relevant.

Objectives

This project is designed to encourage students to use their natural curiosity and inventiveness to design instruments and methods to measure angles of insolation and determine latitude. Students are guided to explore various ways to investigate these topics. Reference materials (textbooks, trade books) are provided to support independent research.

After completing this project, students will be able to:

• identify and estimate angles;
• design an instrument to measure the angle of solar radiation;
• use the angle of the sun to determine the latitude of their location;
• make calculations that demonstrate understanding of revolution, rotation, angles and latitude;
• utilize reference materials and relevant literature and make connections to their own work;
• communicate with peers;
• use informal writing logs, journals and notes;
• communicate using formal scientific writing procedures, analyses, and lab reports; and
• demonstrate metacognitive skills (continual assessment of own and other's work; revision of methods as needed).

Sample Activity - Where in the Northern Hemisphere are we?
You could pretty easily find the latitude of New York City simply by looking at a map. Design an instrument to measure the angle of insolation at different times of day. Then find the latitude of New York City using any appropriate method. Finally, you will present your device and results to the class and submit a lab report. Some error is acceptable, but whatever your result, you must be able to prove it.

Angle-Measuring Device

1. The design must be original, attractive, and resilient. It must be your own work.
2. The design must work on the first try.
3. The design must make sense in terms of mathematics, geometry and earth science.
4. You must be able to explain the method you are using to determine the latitude. You must be able to perform the calculations after completing the measurements.

Good luck!

Sample Performance Assessment - Where are we?
Picture it... we're lost at sea. It happens to be noon. How will we determine where we are? How will we make it back home? Such drama!

Instrument inventor or inventors:


Instrument design (originality, scientific relevance, attractiveness, etc.)


Instrument method (Does it work on the first try?)


Latitude Determination (Can everyone make the calculations?)


Overall Grade:__________________

Math , Science, Technology and Everyday Connections

In this project, as students study the rotation and revolution of the earth, they begin to see patterns in numbers and to view the patterns in terms of a mathematical function. Some see the pattern graphically, while others use formulae. Also, they have hands-on experience with measurement, ratios and proportions, angle measures and properties, deriving functions and formulae, graphing data, finding the best-fit line and interpreting data. Students become acquainted with the idea of comparing their results to a standard measurement in order to calculate percent error.

This unit and project allows for rich connections between the sciences--earth, life, physical, and astronomy. In addition to the earth science concepts already mentioned above, related topics for investigations include:thermal energy, radiation, electromagnetic energy, properties of light, absorption vs. reflection, angle of incidence and angle of reflection, nature of stars, greenhouse effect and weather patterns.

As an introduction to the idea of technology, there are in-class discussions about what it means to invent something that meets a need, works consistently, is calibrated, can be used by others, and is somewhat resilient. Students discuss the benefits and pitfalls of certain everyday connections. They become more aware of how low the sun appears to be in the sky during winter, the way shadows grow longer later in the day and the way the sun sets so early in the city because it disappears "behind" tall buildings.

Instructional Design/ Methods and Strategies

This project is designed to be a student-centered activity based on inquiry and constructed knowledge. Students participate in whole-class discussions, partner and team cooperative learning groups to experience a variety of learning styles. Mini-lessons on graphing and the scientific importance of minimizing variables may be used to guide the whole class. Some groups may need short lessons on calibration of instruments. Individual students may need one-on-one help with math skills. Students should receive the type of instruction they need to achieve the final goal. Students learn to communicate scientifically both informally in oral discussions and formally in writing procedures and lab reports.

Cross- and Interdisciplinary Links

Connections to other sciences are mentioned above. Language arts connections are met through reading non-fiction material (reference literature and trade books), informal writing and formal writing. Social studies extensions can include units on the history of navigation and mapping and biographies of astronomers and explorers. Teachers may also want to spend some time studying the cultural aspects of astronomy, religion and mythology about the sun, stars and planets.

Gender & Ethnicity Issues

Current research on the way girls and boys learn indicates differences in communication: while boys do well in front of a group, girls often do better in conversation or in informal presentations. Therefore, teachers should not put excessive emphasis on a final assessment that mandates a presentation to the whole class. In the interest of having students support each others' scientific endeavors, students groups should be based on their interests and their initial design plans. This project has been tested with a class including English language learners. Something that works well with such students (and perhaps all students) is providing ample opportunity to prepare for assessments that include an oral component. They can practice and be less nervous about the assessment.

Science and MST Standards Addressed

This project addresses the national science standards (1-7) and the New York State MST standards (1-7).

Implementation Plan

This project was implemented at I.S. 131 with several 8th grade Earth Science classes at varying stages of English language acquisition. We spent several weeks on related topics, such as the relationship between intensity of light and angle at which it hits a surface, the earth's revolution, equinoxes and solstices and latitude. Using this background knowledge and additional research on their own, students were asked to design an instrument to measure the angle of insolation at different times of day. With the data they had gathered, students were then asked to find the latitude of New York City using any method they thought appropriate. They were then asked to present their findings and conclusions in a written lab report and in a performance assessment.

Evaluation/Assessment Plan

This project can be considered an action research project with the goal of helping students learn certain requisite content in Earth Science while still providing an inquiry-based classroom where things made sense to them because they were discovering them. Therefore, formative assessment of both the students and the direction of the unit were ongoing. Some groups needed short lessons on graphing and calibration techniques. The final assessment plan, of course, was the performance assessment, in which students had to demonstrate that their instrument could work and relate it to latitude.