Index The Earth's atmosphere and surface heat: how wonderful! Is it worth a Tweet?Hypothesis:Materials:Procedure:Discussion:Conclusion:The Earth's atmospheric and surface heat: how wonderful! Is it worth a Tweet? The purpose of the laboratory is to discover, compare and analyze various factors of the Earth's temperature, including but not limited to: latitude (directly proportional to the amount of direct sunlight hitting the Earth's surface), proximity to the ocean (coastal or inland areas) , the color and/or chemical composition of the surface (reflective/absorbent properties) and whether the surface is water or sand (oceans or continents). This was achieved by carrying out several experiments testing each of these components of Earth's temperature. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Hypothesis: If two different substances from two different places are randomly chosen, it is extremely likely that their temperatures will be different, due to a multitude of factors, including juxtaposition to the ocean, the amount of sunlight direct (latitude), whether over the ocean or land (heating or cooling), and the albedo of heat from certain surfaces. Materials: Plenty of sand (of similar temperatures, but some light and some dark, most of which is light sand) A profusion of water (of similar temperatures) 5 heat sources (4 lamps and 1 heating pad) 11 thermometers A spherical object (for inserting thermometers) 4 small, open containers of equal volume, mass and thermal conductivity (ideally bowls or some sort of aluminum pan) 1 ring holder and 1 ring holder base 1 ring holder clamp 1 test tube holder 2 plugs of modeling clay 5 flat, tempered plates surfaces on which to conduct the experiment 5 timers or stopwatches 5 calculators 5 pencils and 5 pieces of paper Procedure: The laboratory consisted of five parts, each experiment performed by a small group of students, who they collected the materials, put on all the necessary safety equipment (i.e. heat-protective gloves) and performed the experiment, recording duly detailed results and drawing intelligent conclusions. In the first experiment, the students positioned a spherical object that was supposed to represent the Earth and placed it in front of a lamp, inserting thermometers at each pole and at the equator. These students tested the characteristic of latitude, otherwise known as the amount of direct sunlight, and determined that this characteristic is one that defines the temperature of a place and, by extension, the climate. In the second experiment, students heated two test tubes, one filled with water and the other with sand, and recorded how quickly each cooled. These students tested the characteristic of a surface's ability to retain heat, otherwise known as its absorption property, and determined that water, with its high specific heat, retains more heat than water, making its temperature much higher. more difficult to change, unlike the earth, represented by sand. In the third experiment, students filled two pots, one with water and one with sand, and recorded how quickly each heated up. The students tested the characteristic, similarly to the previous experiment, of the ability of a surface to change temperature, directly related to the high specific heat of water. In the fourth experiment, students filled two pots, one with dry, unsaturated sand and the other with wet, saturated sand, recording the speedwith which each one warmed herself. Those students tested the characteristics of the effect on the rate of warming of areas near the oceans, and it was found that inland areas warmed much faster than coastal areas, again due to the high specific heat of water. In the fifth and final experiment, students filled two pans, one with light sand and one with dark sand, and recorded how quickly each heated up. These students tested the characteristics of the reflective properties of surfaces in reference to the amount of heat they absorb, and found that areas with a high tendency to reflect light, such as ice and snow, warm up at a much slower rate than a surface with a high tendency to absorb light, such as asphalt.Discussion:There are many factors that influence the temperature of a planet. Percentage of heat reflected away from the planet (albedo), magnitude of the greenhouse effect on that particular planet (insulation;), amount of direct sunlight (taking into account orbital eccentricity), amount of radiation given for conduction/effectiveness, or amount of ozone, thickness of the planet's atmosphere, lack of it (if there is no atmosphere, then there is nothing to prevent all the heat from hitting the surface and moving away just as quickly, like the Moon, which receives a third of more heat than the Earth during the day, but loses it all during the night, while the Earth, through the greenhouse effect, retains a significant share of the heat it receives), the efficiency of the winds in circulating the heat, and the moderation of temperature extremes (both based on the thickness of the atmosphere), are all crucial factors in a planet's temperature. The temperature of the Earth, after all these facets, looking at the big picture, is called the Goldilocks Effect, not too hot, like Venus, and not too cold, like Mars. Using the infrared map, the warmest temperatures are found at the equator (0 degrees latitude), as this is the place on Earth that receives the most direct sunlight (the equator constitutes a slight bulge of the Earth). The coldest temperatures are recorded in the center of the South Pole, in Antarctica. Both poles are very cold, because they receive much less solar radiation than the rest of the Earth, and the bright white surface of the ice reflects much of the sunlight that reaches the polar regions. However, the South Pole/Antarctica is colder than the North Pole because the South Pole's thick ice cap raises it more than a mile and a half above sea level and, beneath, it becomes a continent. Altitude affects temperature, making surrounding areas colder (the reason mountains have snow and are extremely cold). Additionally, the Arctic Ocean around and at the North Pole traps heat from the atmosphere in the summer, warming it in the winter. This logical conclusion is supported by the first laboratory experiment (Latitude-North Pole in Bogotá), which found that latitude affects temperature, and more specifically that the equators had the highest temperature, and that the poles had the lowest temperature , with the lowest temperature. The South Pole has an incremental difference with a lower temperature. All places on earth at the same latitude do not necessarily have the same temperatures, as shown (on the infrared map) by how western Mexico and Baja California have a higher temperature than land just east of it, at the same latitude. Although the amount of direct sunlight received is directly proportional to decreasing latitude, not all terrains at the same latitude have the same temperatures. This was revealed in the fourth andfifth laboratory experiment (Heating Dry Sand vs. Heating Wet Sand-Myrtle Beach and Heating Colored Sands-Kalahari Desert, respectively), which found that wet sand (representing coastal regions along the coast) they heated much more slowly than dry sand (representing inland regions), again due to the high specific heat of water. An example of this on the infrared map is northern Australia, where inland areas had a higher temperature than coastal areas. The experiments also found that light sand (representing surfaces like snow that reflect a lot of light) warms at a much slower rate than dark sand (representing any surfaces that don't reflect a lot of light) because the light sand reflects the vast majority of the light while the dark sand absorbed the vast majority of the light, heating the dark sand. An example of this on the infrared map is how the poles (especially Antarctica, see first paragraph of the discussion) are much, much colder than an area like the Arabian Peninsula. While the latitude difference plays an important role, it does not explain the large discrepancy in temperatures. This is due to the reflective properties, or lack thereof, of the surfaces of the aforementioned land areas. Using the infrared map, continents and oceans warm and cool differently. Continents heat up faster (because their composition of minerals, metals, and the like has a lower specific heat than ocean water) and cool down faster (because water retains heat more, it takes more energy to raise it one degree lower). temperature and decrease it by one degree). Continents are warmer in summer and colder in winter than oceans. For example, on the infrared map, the land of western Mexico and Baja California, North Africa and the Sahara, the Arabian Peninsula, India and northern Australia is warmer than the surrounding oceans, as indicated by the color key. This deduction was supported by the second and third laboratory experiments (Cooling Water and Sand-Bahamas and Heating Water and Sand-Tahiti, respectively), which found that water, due to its high specific heats /low, it heats up and cools more slowly than sand (water accurately representing oceans and sand representing continents). The experiments, as a whole, found that there are many, many factors in the temperature of an area (as succinctly stated in the purpose, hypothesis, procedure, and discussion section above). Specifically, the rate of change statistics for different substances under different conditions turned out to be quite interesting. For the first experiment, the rate of change was 25% for both the North and South Poles, and 133% for the equator, showing that latitude affects Earth's temperature the further away from the equator it is. the colder it is, generally, due to the amount of direct sunlight. For the second experiment, the rate of change was -2.92°F/12 minutes for sand and -2.33°F/12 minutes for water, and in the third experiment 0.67°C/minute for sand and 0.5°C/ minute for water, demonstrating that continents and oceans heat and cool differently due to the high specific heat of water, making it resistant to temperature changes, very more than the mainland. For the fourth experiment, the rate of change was 0.98583333333°C/minute for dry, unsaturated sand and 0.375°C/minute for wet, saturated sand, demonstrating that coastal areas are warming at a.