Three Stages Teaching Model for Scientific Hypotheses- Air Temperature and Green House Effect

lesson 1 Air Temperature and Green House Effect
Class 1 First stage: (Proposed hypothesis stage) 45 minutes
Activity 1: Teacher’s Introductory Activity
Objectives: teacher determines the objective of the lesson.	study the relation between air temperature and green house effect
Introduction: teacher starts by an introduction of basic knowledge related to the phenomenon	General method of heat transfer are absorption, conduction, convection, reflection, scattering.  Air is a poor conductor of energy and therefore acts as a good insulator, pure air allowing the energy to pass straight through without absorption, convection is a major process of energy movement in the Earth’s atmosphere. The transfer of heat in atmosphere happen as in a green house in a sunny day when transfer heat into air inside warming it up by a certain mechanism.
Question: teacher asks question on the targeted natural phenomenon	How green house effect determined the amount of air heating and cooling on the earth? To understand this process let us do the following activity
Activity procedure (simple experiment): teacher introduces the procedures of an activity related to the natural phenomenon.	Compare the temperature of trapped air inside three different colored areas
materials:	Using three colored containers (one clear transparent, one white, and other dark black), three thermometers, portable light lamp, timer, and tape will compare the air temperature trapped inside the three different colored area.
procedures:	·      Record the temperature of the three thermometers when become stable in room temperature. ·      fix every thermometer inside one of the three colored containers by tape then close all containers. ·      expose all containers to the same light lamp.
Prediction: teacher asks students to predict the result of the activity before doing it.	What is the expected result of this experiment comparing between the temperatures of the air inside the three different colored containers after fifteen minutes?
Students predict the result of the Activity	1.    The temperature of the air inside the clear and white containers is highest than black. 2.    The temperature of the air inside the clear and the black containers is highest than white ones. 3.    The temperature of the air inside the black and white containers is highest than the clear one.
Activity Doing: Teacher asks students to do the activity by themselves and record the result in their work sheets.	Now do the activity and record the result in their work sheets.
Activity Result: Students do the activity and record the result in their work sheets.	·      Record the temperature of all thermometers every five minutes for fifteen minutes. ·      Compare the difference between the temperatures in all thermometers.
Comparison: Teacher asks students to compare their prediction to the obtaining result	What is the result of the experiment comparing to your expectation?
Students compare the correct result  to their prediction	The temperature of the air inside the clear and the black containers is highest than the white one.  The expectation no. 2 is right
Determine the Problem: asks students to think about the cause guiding them to determine one problem for research	What causes the increases of the temperature inside the clear and black container? How air temperature increased? What makes a clear or a black surface cause increasing in air temperature? What causes the decreases of the temperature inside the white container? How air temperature decreased? What makes a white surface cause decreasing in air temperature? Can you determine the problem? What is the relation between the result of this experiment and the real situation on the earth?
Students set the question of the problem	What is green house effect and how it cause increasing or decreasing in air temperature on the earth?
Elaboration: Elaborate the problem:  Teacher guides students to elaborate the problem by setting other questions about the probable factors and variables describing the effect in details	Can you set questions related to this problem considering that the temperature of the air is determined by the temperature of other surfaces on the earth such as water, clouds, snow, soil, and sand ..etc?
Students set questions of elaboration	1.    What is the effect of sun rays on the atmosphere? 2.    What is the effect of sun rays on different colour of lands? 3.    What is the effect of sun rays on water? 4.    What is the effect of sun rays on snow or ice? 5.    How other surfaces on the earth affect air temperature differently? 6.    What is the relation between surface color and heat transfer? 7.    What is the main factor that control air temperature? 8.    How the surface’s color controls air temperature?
Tentative Hypothesis: Teacher asks students to set an expectation about the relation between the probable causes and the effect	What is your expectation about the relation between increasing or decreasing of air temperature and the temperature of other surfaces on the earth considering the different capabilities of different surfaces of handling the radiant energy?
Student formulate a tentative primary hypothesis related to the phenomenon	The increasing or decreasing in air temperature determined by the type and transparency of other surfaces on the earth.
Teacher assignment: Data collection and observations: teacher gives students assignment to collect data and to do further observation on the phenomenon setting some suggestions for observation method	Collect some data about the phenomenon and observe the differences of temperature in many other places around you such as inside and outside the car, inside and outside a plants house, in a cloudy day, near sea surface, near to land surface (mountain, soil, sand, etc).
Students collect data and do further observations for the next class
Class 2 Second stage  (Testable hypotheses stage) 45 minutes
Activity 2: Students’ Research Activity	Search relation between air temperature and other surfaces of the earth
Review the tentative hypothesis: teacher reminds students by the primary hypothesis and asking for more consideration	There is a relation between the atmosphere temperature and the temperature of the other surfaces of the earth such as lands, clouds, and seas as you set in your primer hypothesis that: “The increasing or decreasing in air temperature determined by the type and transparency of other surfaces on the earth”
Report: teacher asks students to give reports of the collected data and their results of the further observations	What data did you collected and observations did you observed?
Identify variables: Students give report of the collected data and observations to identify variables	Observed the increasing of temperature of closed areas more than open ones, increasing the temperature of air inside a car than outside it, and inside the plants house more than outside it. Clouds case increasing in temperature in hot days.   There is relation between, the earth matters’ temperature and the atmosphere’s heat trapping ability.     The type, color of the surface and the transparency of the cover affect the amount of heating and cooling the atmosphere. The ability of reflecting radiant energy (albedo)
Enrich information: Teacher gives students enrich information related to the phenomenon	All bodies emit energy as electromagnetic radiation. The sun emits short-wave radiation of light and ultraviolet energy. Some of the sun radiation energy (light) transfers to other dark bodies by absorption such as soil and water surfaces, but water have larger heat capacity than land. Some of the sun radiation energy (light) also transfers to other white bodies by reflection such as snow and ice. The transparent bodies such as pure air and glass allow light energy to pass straight without absorption. The sky and the dust of the atmosphere scatter the radiation energy (light). The earth bodies emit the absorbed energy as long-wave radiation of infrared or reflect the energy sending it back to space in long waves too.  Air is poor conductor of heat energy, but only can convey heat from hot bodies when contact with them which cause less density of air (buoyancy).
Main factor: Teacher asks students to determine the main factor	What are factors control this relation?
Students determine the main factor which related to the phenomenon clearly	The green house effect (The degree of transparency of the cover, the type of the surface, the color of the surface) cause increasing or reducing of the atmosphere temperature
Settings relations between variables: Teacher asks students to describe all possible relations between the cause and the effect	Describe all possible relations between the cause of transparency, color of the surface and the effect of increasing or decreasing in atmosphere temperature.
Students set all possible relations between the cause and the effect	1.    Temperature of trapped air is highest than the temperature of free air. 2.    Air temperature increases after being contact with other hot surfaces. 3.    Air temperature decreases after being contact with other cold surfaces. 4.    The sun rays pass through transparent matters. 5.    The sun rays absorbed by dark bodies easily. 6.    The sun heat reflects by white surfaces easily. 7.    The transparency of the surface affects air temperature. 8.    Green house effect cause cooling or heating of the air.
Formulate Testable (working) hypotheses: teacher asks students to set testable (working) hypotheses related to the determined factor.	What are hypotheses can be tested to explain the phenomena and to verify the factor of green house effect considering the different surfaces on the earth? Such as an example: air temperature decreases in a hot day when there are low thick clouds.
(Students set testable (working) hypotheses	1-   Air temperature increases much over dark soil. 2-   Air temperature increases little over white sand. 3-   Air temperature increases over a water surface. 4-   Air temperature increases when the cover is transparent. 5-   Air temperature decreases over ice and snow. 6-   Air temperature decrease when the cover is white.
Review and reconsider the working hypotheses: Teacher assignment:  asks students to think in the method of experiment to verify their working hypotheses	How can you verify your hypotheses by experiment? Describe your verification plan and experiment materials?
Preparing a Verification plan	Students prepare a verification plan, and design experiments for the next class
Class 3 Third stage (Accepted Hypothesis stage) 45 minutes
Activity 3: Students’  Verification Activity
Explain the verification plan: teacher asks students to explain their verification plan for application	Explain your verification plan (experiment’s materials and procedures).
Apply the verification plan: Describe experiments’ materials and procedures Students explain the hypotheses verification plan, and describe experiments’ materials and procedures	Using different matters of the earth( ice, water, white sand, and black soil), eight experimental bottles, and  eight thermometers, light lamp, white paint, tape, and timer will compare the temperature of trapped air inside eights bottles divided into two groups one with transparent cover and one with white cover on its top. Comparing the temperature of the air contacting with different types and color of matters of the earth when covered by transparent or white top.
Perform experiment and record results: Teacher asks students to do the experiments and record the result in their work sheets	Do your experiment and record the result in your worksheets
Students do the experiments and record the results in their work sheets	·      Record the temperature of the eight thermometers after being stable in room temperature. ·      Divide the bottles into two groups leave four of the bottles as they are and paint the other four by white paint on the top part of the bottles. ·      Fill the base of four bottles with transparent top by water, ice, white sand, dark soil to a low level then fix the thermometers by tape being not touching the surface of the matters, then close the bottle by a cap, then label water bottle as A1, ice as B1, white sand as C1, dark soil as D1. ·      Fill the base of four bottles with white paint top by water, ice, white sand, dark soil to a low level then fix the thermometers by tape being not touching the surface of the matters, then close the bottle by a cap, then label water bottle as A2, ice as B2, white sand as C2, dark soil as D2. ·      Replace the eight bottles under a light lamp leaving enough space between the top of the bottles and the light source ·      Record the temperature in the eight bottles every 2 minutes for 20 minutes. ·      Compare the difference between air temperatures in all thermometers.
Report the result Teacher asks students to report the finding of their experiments	What is the finding of this experiment?
Students report the result of the experiments	Students report the data of their worksheet tables and air temperature in all thermometers.
Explain the result: Teachers asks students to explain the result	How to explain the result of this experiment according to your finding?
Students explain the result according to the finding of the experiment	1.    The heat is trapped by transparent matters. 2.    The heat is absorbed by black matters. 3.    The heat is reflected from the white matters 4.    The temperature of the air that contact with transparent water or black soil surfaces increases frequently more than white surfaces such as ice and white sand. 5.    The white cover of the bottles decreases the air temperature comparing to the transparent cover.
Setting the accepted hypothesis: Teacher asks students to set the final hypothesis	What is the final hypothesis to explain the phenomenon?
Students verify the determined factor setting the final accepted hypothesis	The increasing or decreasing of air temperature determined by the type and the transparency of the other surfaces on the earth. The Green house effect cause cooling or heating of the atmosphere.
Explain the natural phenomena Teachers asks students to explain the phenomenon	How to explain the green house effect?
Students explain the natural phenomenon according to their research result	The sun sends heat towards the earth. The earth sends some heat into space. The heat energy transfer into the atmosphere from the other matters on the earth that contact with it frequently and keep heat energy near the earth surface. The colour and type of the surface affect air temperature. The more the surface is dark the more the air is gaining heat. The black surface absorbs heat and the transparent surface pass heat, but white surface reflect heat away.  The emitted radiation of IR (heat energy) from other surfaces causes increasing in atmosphere temperature.
Publishes and summarizes the final result teacher explains the causes lead to the observed effect showing the core relation with the targeted natural phenomenon	The transparent covering of the greenhouse allows visible light to enter, where it warms the interior as it is absorbed by the material within. The transparent covering also prevents the heat from leaving by reflecting the energy back into the interior and preventing outside winds from carrying it away. Like the greenhouse covering, our atmosphere also serves to retain heat at the surface of the earth.       In the atmospheric greenhouse effect, the type of surface that sunlight first encounters is the most important factor. Forests, grasslands, ocean surfaces, ice caps, deserts, and cities all absorb, reflect, and radiate radiation differently. Sunlight falling on a white glacier surface strongly reflects back into space, resulting in minimal heating of the surface and lower atmosphere. Sunlight falling on a dark desert soil is strongly absorbed, on the other hand, and contributes to significant heating of the surface and lower atmosphere. Cloud cover also affects greenhouse warming by both reducing the amount of solar radiation reaching the earth's surface and by reducing the amount of radiation energy emitted into space.
Further research: teacher ask students to set  new question for further research	What other questions and problems you want to research related to this phenomena.
Student set new problem	How the previous system work if we added CO2 or CH4 or H2O
Students worksheet of lesson 1 Green House Effect Activity 1 Temperature in thermometer A:        C° Temperature in thermometer B:        C° Temperature in thermometer C:        C° time Temperature of thermometer A inside the clear container Temperature of thermometer B inside the white container Temperature of thermometer C inside the black container 5  minutes C° C° C° 10 minutes C° C° C° 15 minutes C° C° C° Result: Activity 2 Temperature in thermometer     A1:        C°   A2:        C° Temperature in thermometer     B1:        C°   B2:        C° Temperature in thermometer     C1:        C°   C2:        C° Temperature in thermometer     D1:        C°   D2:        C° time Temperature of thermometer A the water Temperature of thermometer B The ice Temperature of thermometer C The white sand Temperature of thermometer D The dark soil Clear cover White cover Clear cover White cover Clear cover White cover Clear cover White cover A1 A2 B1 B2 C1 C2 D1 D2 2 minute C° C° C° C° C° C° C° C° 4 minutes C° C° C° C° C° C° C° C° 6 minutes C° C° C° C° C° C° C° C° 8 minutes C° C° C° C° C° C° C° C° 10 minutes C° C° C° C° C° C° C° C° 12 minute C° C° C° C° C° C° C° C° 14 minutes C° C° C° C° C° C° C° C° 16 minutes C° C° C° C° C° C° C° C° 18  minutes C° C° C° C° C° C° C° C° 20 minutes C° C° C° C° C° C° C° C° Result: