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Content Area: Earth Grade Level(s): 9th Topic(s): Convection Currents

Science

VA Standards (SOL)
ES.1 The student will plan and conduct investigations in which:
a) volume, area, mass, elapsed time, direction, temperature, pressure, distance,
density, and changes in elevation/depth are calculated utilizing the most
appropriate tools;
b) technologies, including computers, probeware, and geospatial technologies,
are used to collect, analyze, and report data and to demonstrate concepts and
simulate experimental conditions;
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are
constructed and interpreted;
d) maps and globes are read and interpreted, including location by latitude and
longitude;
e) variables are manipulated with repeated trials; and
f) current applications are used to reinforce Earth science concepts.

ES. 2 The student will demonstrate an understanding of the nature of science and
scientific reasoning and logic. Key concepts include:
a) science explains and predicts the interactions and dynamics of complex Earth
systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.

ES.7 The student will investigate and understand geologic processes including plate
tectonics. Key concepts include
a) geologic processes and their resulting features; and
b) tectonic processes.

ES.10 The student will investigate and understand that oceans are complex, interactive
physical, chemical, and biological systems and are subject to long- and short-term
variations. Key concepts include
a) physical and chemical changes related to tides, waves, currents, sea level and
ice cap variations, upwelling, and salinity variations;
b) importance of environmental and geologic implications;
c) systems interactions;
d) features of the seafloor as reflections of tectonic processes; and
e) economic and public policy issues concerning the oceans and the coastal
zone including the Chesapeake Bay.

ES.12 The student will investigate and understand that energy transfer between the sun
and Earth and its atmosphere drives weather and climate on Earth. Key concepts
include:
a) observation and collection of weather data;
b) prediction of weather patterns;
c) severe weather occurrences, such as tornadoes, hurricanes, and major
storms; and
d) weather phenomena and the factors that affect climate including radiation,
conduction, and convection.

Objectives (UKDs)

Students will understand that:


- Convection is the major mechanism of energy transfer in the oceans,
atmosphere, and Earths interior.
- Convection in the atmosphere is a major cause of weather.
Students will know:
- Convection currents form from the differences in density caused by differences in
temperature
The students will be able to:
- Label a diagram that demonstrates the interaction of Earths atmosphere and
energy transfer (conduction, convection, and radiation).

Materials & Resources

Cups
Clear Bucket
White Paper (For Background)
Hot Water maker
Room Temperature (or colder) Water
Ice
Food Coloring
Pipet

Safety Considerations

Hot water can sometimes cause burns and should be used with caution and
supervision. Gloves are recommended

Engage Time Estimate ___5 min_____

- Perform a demo in front of the students using your materials. Make sure to keep the
back of the bin covered with white paper in order to clearly make out the convection
currents. Place a bucket of room temperature or colder water on top of the stacked cups
at the four corners. These will act as the legs. Also have a piece of white paper cover
up the front portion of the legs of the bucket to hide from view what youre doing. The
teacher will be creating a convection current by dropping two different colors of food
coloring into the clear tub using the pipet. Then using the hot water, the teacher will
place a cup of it under the elevated clear bucket (at the right time), directly underneath
one color.

- Ask the students, In this bucket I have two different collections of food coloring along
the bottom. Without using my hands or blowing, how can I get this food coloring to move
and spread? Some students may have guesses, but even if they guess right just keep
accepting any responses and simply acknowledge them. Begin to discreetly place the
hot water under the bucket and say, actually students, the correct answer is MAGIC!
(cue magic by B.O.B. to play through speakers;
https://www.youtube.com/watch?v=Cq-NShfefks) Once the heat is along the bottom of
the bucket the color will begin to rise in the water and drift over to the sides of the
bucket. The other color will slowly be dragged towards the warmer water and then that
too will rise and spread as the 1st color begins to sink along the edges to make a cycle
or convection current. After about 1 to 2 min, clarify and explain to the students that it is
the heat the played an important role in creating these convection currents.

Explore Time Estimate ___30-40min_____

Have the students hypothesize just how they think this is happening and write down
their reasons why. Then divide the class into groups and supply them with the attached
exploratory lab report and materials.

- What is going on: The hot water heats up one isolated portion of a cold water
tank filled with dye. The one color dye will rise while the other color will sink and
rush to that warm area and then rise up as well. Once it rises it pushes out and
then sinks again, thus eventually creating a convection current

Here is the youtube link to this lab: https://www.youtube.com/watch?v=shaS6q3BUOc


*Worksheet provided by Dr. Whitmeyer at James Madison University Department of
Geology and Environmental Science

While this worksheet does not specify how to do the procedure, the students can watch
the video to perform the same tasks being seen there. A formal list of procedure can be
found here:

1. Gather materials from the front of the room.


a. Cups
b. Clear Bucket
c. White Paper (For Background)
d. Hot Water maker
e. Room Temperature (or colder) Water
f. Ice
g. Food Coloring
h. Pipet
2. Fill the clear bucket with cold water and place bucket on top of four styrofoam
cups at each of the corners. Wait till the water settles and is calm.
3. Next fill the pipet up with two thirds of a food color of choice and repeat with a
different pipet with another food color of choice
4. Carefully bring the pipet to as close to the bottom of the bucket as possible and
gently empty out its contents. This will leave a nice puddle of food coloring along
the bottom.
a. *You may need to adjust the placement of the food coloring depending on
the instructions
5. Heat up a cup of hot water and fill it up nearly to the brim of another styrofoam
cup and gently place the hot cup of water under one of the food color puddles. It
should fit snug.
6. Repeat this process for multiple iterations of this experiment
Name_______________________

Block________________________

CONVECTION CURRENTS LAB

Pre-Lab Questions:

1. Match the term below with its definition.

Conduction A. The transfer of heat in a fluid


(air or water) that rises due to
the density differences

Convection B. The transfer of heat by touching

Radiation C. The transfer of heat by infrared


waves

2. If one beaker contains 100 ml of cold water, and another contains 100ml of hot water, which

beaker contains more molecules? Explain.

3. As you open a refrigerator door, what happens to the air inside?

A) The Cold Air escapes from the top, rising towards the ceiling

B) The cold air stays in the fridge, no matter how long you stand there

C) The cold air escapes from the bottom, sinking towards the floor

4. As you lift the lid from a pot of soup, do the gases that escape rise from the pot, or sink

around its base? Why?


5. Atmospheric pressure is the pressure exerted on earth by the force of gravity pulling the air

towards the earth's surface. Where air is rising from the surface, will the atmospheric pressure

be increased or decreased?

Directions:

1. Gather materials from the back of the room.

a. 10 Styrofoam Cups
b. 2 Dixie Cups
c. Clear Bucket
d. White Paper (For Background)
e. Hot Plate
f. 400ml Beaker
g. Room Temperature (or colder) Water
h. Food Coloring
i. Pipet
2. Fill the clear tub with cold water and place the tub on top of upside-down styrofoam cups.
Double stack the cups and place them in each corner to hold up the tub. Wait till the water settles
and is calm. (See image below)

a.
3. Next fill the pipet up with two thirds of a food color of choice and repeat with a different pipet
with another food color of choice.
4. Carefully bring the pipet to as close to the bottom of the bucket as possible and gently empty out
its contents. This should leave a nice puddle of food coloring along the bottom.
a. *You may need to adjust the placement of the food coloring depending on the
instructions
5. Heat up a 250ml of hot water in the beaker using the hot plate and fill up a styrofoam cup up
nearly to the brim. Follow the instructions for that specific experiment as you gently place the hot
cup of water under the corresponding food color.

Experiment 1:

1. Use the pipette to place 3 small drops of food coloring on the bottom of the tub (see the

black spots on the figure below). Use two different colors (One color should be placed in

the center while the other color is placed on either end of the tub).

i. To get the food coloring into the pipette, pour a small amount of food

coloring into the Dixie cup. Insert the pipette all the way to the bottom of

the tub before squeezing out the dye.

2. Then place a cup of hot water underneath the center spot.

3. Watch what happens and draw your observation on the diagram below. Watch for

several minutes. Eventually the food coloring will disperse and you will not be able to see

anything new.

4. When you are done, empty the tub of water in the back and refill.
Experiment 2:

1. Fill the tub of water and place 3 drops of food coloring on the bottom of the tub (One

color should be placed in the center while the other color is placed on either end of the

tub).

2. This time set the cups of water under the two outer spots of food coloring. Notice what

happens and draw your observations on the diagram below. When you are done, empty

the tub of water in the sink and refill.

a.

Follow Up Questions:

1a. During the lab, what effect did the cups of hot water have on the density of the water directly

above them?

1b. What happened as a result of this change?

2. Which situation would result in a decrease in atmospheric pressure at the earth's surface.?

Identify the correct answer.

A) Air gets hot and begins to rise

B) Cold air is sinking to the surface


3. Go back to the two diagrams you constructed in your lab. Label the spots in each diagram

that became areas of lower pressure

4. Above which area would the air become hotter in the afternoon? Circle the correct answer.

A. A parking lot with lots of blacktop pavement

B. A forested area around the parking lot

C. A retaining pond next to the parking lot

5. Above which area would you find the lowest air pressure? Circle one.

A. The Parking Lot

B. The Forest

C. The Retaining Pond

6. Based on this arrangement, would you expect a breeze to blow toward the parking lot, or

away from it? Why?

7. A monsoon effect may happen in the summer as air over a continent becomes much

warmer than the air over the ocean. Fill in the blanks in the following statements:

As air over the continent becomes hotter, it will begin to _____________(sink, rise).

This causes _______________ (lower, higher) pressure over the continent.

The flow of air will be ___________________ (away, toward) the center of the continent.

8. Think globally now. Which region in our atmosphere is heated most intensely by the sun?

Identify the correct answer.

A) The Polar Region

B) The Mid-latitudes (45 degrees north or south of the equator)


C) The Equatorial region

9. As air near the equator rises, does this become an area of higher or lower pressure?

10. What moves in to replace the rising air?

11. Number the following stages of atmospheric circulation (1-4) in the order in which they are

most likely to occur.

___ wind (movement of air)


___ convection (air rises)
___ uneven heating
___ area of low pressure develops
12. Water is an excellent insulator, which means that it holds a lot of heat. It takes a lot of

energy to warm it up and takes a long time to cool off. Knowing this, would you expect the air

above the ocean to be warmer or cooler than the air above the land on a hot summers day?

13. Based on your answer above, where would the lowest pressure be found?

A) Above the ocean B) Above the land

14. On the diagram below, draw the circulation pattern that you would expect based on your

understanding of where air rises and sinks. Use arrows to show the direction of air movement.

Label the areas of high and low pressure.


Explain -- Time Estimate ____15-25min____

Begin a group discussion or Circle the wagon and:

Go over the majority of the questions, but have the students answer them for the class.
If one question in particular is giving them trouble, make sure to explain the reasoning
behind the answer.

Next, ask the students: Where in the world are convection currents found? Why?

- The majority of the responses will most likely be in the oceans, but make sure
they know that this happens everywhere.
- Guide the students towards convection currents in the oceans, atmosphere and
lithosphere.
- What are the factors that are required to have convection currents?
- What do you think determines a currents speed and strength?

Extend -- Time Estimate ___5-10min_____

- While still in a discussion group, propose the questions to the students?


- Where else in the world to be see convection currents?
- Yes, in hurricanes and tornadoes. The larger the difference the greater the
speed at which the current travels
- How are the different types of convection currents the same? How are
they different?
- How are these convection currents related?
- Although this may still be a discussion-based setting, the complexity of the
questions pushes students to then apply their knowledge to context outside of
the classroom

Evaluate -- Time Estimate __5min______


- In an exit slip format, ask the students:
- What would happen if the convection currents ceased to exist?
- Their responses to this question will most likely vary, but to appropriately
answer this question requires a complete understanding of cycles and
convection currents which is one of the big problems that needs to be
addressed and ultimately achieved.
- It gives the teacher a way to informally, formatively assess their students
progress and plan the following lessons accordingly.

Technology

- The Youtube video that provides a visual description of the directions of how the
experiment should be performed. This way instead of reading, the students are
able to play, pause and rewind the instructions as many times as need be to
make sure they test it out correctly.

Plans for Diversity

- The Youtube video version of the instructions and procedure of this lab is a great
resources for ELL students that have difficulty reading, but can visually watch
how the process is accurately done. If the instructions were missed, any student
can simply rewind the video and watch step by step what should happen and
compare to see if their experiment yields the same results.

Connections

- Connections for convections currents can be found in plenty ranging from the
lessons on ocean currents, to atmospheric currents (winds) and even in plate
tectonics and convection currents in the mantle. Because this process is seen all
over the earth, this lab has great reciprocity.

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