Air TemperatureUsing PASCOs EXPLORER

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Air Temperature-Using PASCOs EXPLORER

• Objective
• Follow directions and complete Exploring the
  Explorer Xplorer Essentials
• Why?
• Practice taking temperature readings with probe.
• Why?
• We are thinking about conducting a study at
  Suisun Marsh (more to come), after research, it
  has become clear that air and soil temperature
  are indicators for change in wetlands
• (http//www.epa.gov/owow/monitoring/nationswaters/
  measure.html, 2004
• http//www.epa.gov/owow/wetlands/wqual/genguide.ht
  ml, 2004)

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Prior to lesson

• Ive created a lesson on collecting air
  temperature data as a result of my my backwards
  planning that went something like this
• Prior to this lesson
• We have an amazing natural resource in our own
  backyard that could be used to the benefit of our
  students.Suisun Marsh.
• 1) Develop an essential question.
• Essential Q
• Is Suisun Marsh healthy?
• Why or why not?
• Explain your evidence.

http//www.baynature.com/2001winter/2001winter_tra
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Prior to lesson

• Prior to this lesson
• Teacher develops unit questions
• How can temperature indicate the health of
  Suisun Marsh? (http//www.epa.gov/owow/monitoring/
  nationswaters/measure.html, 2004)
• Teacher develops content questions
• a) What is the air and water temperature at
  location X and Y?
• b)

http//www.baynature.com/2001winter/2001winter_tra
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Prior to lesson

• Prior lessons on temperature
• Vocab Development (e.g., K-W-L, Reading
  Assignment Planning Guide)
• Students can define temperature and identify the
  3 common temperature scales, and can contrast
  temperature and thermal energy (Standard 3e).

http//www.baynature.com/2001winter/2001winter_tra
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Students Develop Hypothesis

• EXAMPLE
• Relatively long term data collection of water
  temperature will be a piece of evidence
  indicating the health of Suisun Marsh.

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Prior to lesson

• Using constructivism (i.e. students create their
  own knowledge from their own experiences), the
  class determines the nature (variable) and amount
  of data needed to adequately test the hypothesis
  (Standard 9a)
• EXAMPLE
• Each group of student records the air/water
  temperature at location X and Y quarterly for two
  or more years.

http//www.baynature.com/2001winter/2001winter_tra
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Prior to Lesson

• Before collecting at Suisun Marsh, we will
  practice by collecting here (D.O.).
• And now begins the mock lesson.

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• 10/22/04
• Q of Day
• What are the three common temperature scales?
• TODAY
• 1. Q of Day
• 2. Preparing for Field trip Collecting air
  temperature Data
• H/W Air temperature Lab write-up due next
  Friday.

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Question What are the three common temperature
scales?

• Celsuis (C)
• Fahrenheit (F)
• Kelvin (K)

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Air temperature Data Collection

• Today, we are going to use the PASCO EXPLORER and
  air temperature sensor to learn how to collect
  air temperature data.
• Q What is the one hypothesis related to
  temperature that we are going to test at Suisun
  Marsh?

http//www.baynature.com/2001winter/2001winter_tra
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Air temp Hypothesis
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Air temp Procedure

• First period only Take Explorer out of bag and
• Insert 2 batteries
• Attach lanyard.
• 2) Go to my computer?TRAINING folder ? READOnly
  ? Year2 ?10_23_04-workshop ? pH_air_temp-lesson
  and click on Exploring the Explorer.
• 3) Follow instructions in Exploring the Explorer.
• NOTE The first time that you connect Explorer
  to laptop it may say that it found new hardware.
  If it doesclick..

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Procedure (continued)

• A) YES, this time only
• B) This time only
• C) Install software (recommended) takes 1
  minute or so
• D) Continue anyway and then FINISH.
• E) Continue with lab.
• SLIDE 12 Collect air temperature outside at one
  location 3 times. Make sure to shade sensor.
  Write down your general location (e.g., pavement,
  grass)
• SLIDE 13 Find mean for each run and record in
  data table.
• TURN In DATA SHEET.

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If you finish early

• If you are done early, explore with the sensors
  more
• OR
• Take a break
• AND
• Get ready for the pH lesson (10-15 minutes).