Modeling the Greenhouse Gas Effect 2018 Science Fair Project 6th Grade - Advanced Science

Period 2 Group 1 – Brooklyn, Addis, Alisha, Oliver, Cameron, Maddy Group 2 – Emily, Sophia P., Crew, Zane, Dakota, Logan Group 3 – Ella, Lily, Kevin, Kavian, Sean, Sophia H. Group 4 – Kami, Joe, Laylah, Mia, Jamee, Marissa Group 5 – Valin, Tammy, Camille, Isabella, Eva, Kaylin Group 6 – Kyla, Taylee, Clay, Lance, Celine, Adrian

Period 3 Group 1 – Suzi, Nia, Aysha, Muhammed, Juddaci, Leo Group 2 – Sophie, Matteo, Michael, Cassie, Alex Group 3 – DJ, Landon, Avery, Lucy, Maddie Group 4 – Olivia, Keira, Jack, Darin, Brayden Group 5 – Lexxie, Amarie, Justice, Jarek, John Group 6 – Justin, Mason, Stephanie, Angelina, Tyler

Get with Your Groups Exchange phone numbers with those you do not know well. You will be sitting with your groups though the remainder of the project. Table assignments will be given. 5 minutes

Introduction

Objectives To form a model of the heating of the Earth’s atmosphere. To provide an opportunity to build and test a physical model analogous (comparable) to the atmospheric greenhouse effect. To practice setting up a controlled experiment, recording data, graphing and analyzing results. You will have a poster to show the data you collect for your model

Project & Poster Guidelines BE PROFESSIONAL – Your project/poster should be professional and include topic appropriate information Be Organized – your project/posters should be clearly organized and thought out; think about the layout of the poster before you start gluing your pictures, details, etc. to your poster board Be creative – Include interesting facts about the greenhouse gas effect (not just the first thing you find on the internet!). You can get creative decorating your poster as well, but stay relevant to the topic (no pictures of unicorns or flying squirrels, etc.) Be colorful – pictures should be in color Be Visible – Make sure all of your information can be read clearly (don’t use size 10 font for your print outs etc.; use larger fonts that can be read) – use correct spelling!!!

Student Provided Materials You will work together as a group to decide who buys/provides what red (student) supplies Students will supply all materials for your projects marked with a red * *1 Presentation Board (tri-fold) (36 x 48) *2 cut-off plastic soda bottles (1-2 liter each) *2 pieces of cardboard (5 in x 5 in) *12 inches of masking tape *1 foot of plastic wrap *Stop watch (you can use your cell phone stop watch) *Scissors *Colored pencils or Markers *Glue Model materials need to be brought in to class on Tuesday, March 20th so the model can be worked on in class along with the donated/teacher provided materials.

Donation/Teacher Provided Materials Green items will be sought out for donations by the teacher; Blue items will be supplied by the teacher 2 plastic thermometers Dark potting soil Data table sheet Graphing sheet Conclusion Paper Lamp

Model & Data Collection Procedures 1. Tape one thermometer to the inside of each of your bottles. 2. Tape a thin piece of cardboard over the bulb of each thermometer to protect it from direct heat 3. Add 2 centimeters of soil to each bottle 4. Thermometer should then be tapped to the side of each bottle about 1-2 inches from the top and above the level of soil. The thermometer should be within the bottle. See Diagram 1 Diagram 1

Model Procedures Cont. Diagram 2 5. Place Plastic Wrap over the top of one of the bottles and tape it shut. The other bottle will remain uncovered. See Diagram 2 6. Record the initial temperatures on the Data Table at 0 minutes at *C for both the uncovered bottle and the covered bottle in the column. Record temperatures for each bottle; do one bottle under the lamp at a time. That means it will take 30 minutes to collect your data.

Model Procedures Cont. 7. Have your stop watch (phone timer) out and get ready to start timing and recording your temperature measurements on the Data Sheet. 8. Place both bottles directly under the lamp and turn the lamp on. 9. Begin measuring and recording the temperature in each bottle every minute for 15 minutes on the Data Table. 10. Complete the activities in the Collecting and Analyzing Date and Drawing Conclusions Section.

Analyze Your Data 1. Set up a graph on the graphing sheet provided illustrating the measurements you entered in the Data Table: Label the Y-axis: Temperature *C Label the X-axis: Time (minutes) 2. Plot the data from the Data Table onto the graph Use a different colored pencil for each line 3. From your graph, state in the space provided on your sheet, answer the question, which bottle heated up more quickly?

Conclusion Questions Write 4-5 complete sentences to answer the following questions, which are on you Conclusion Questions Paper. You must be thoughtful and detailed in your responses. 1. Why did one bottle heat up more rapidly than the other? 2. If glass, aluminum foil or waxed paper was used instead of plastic wrap, what would be the results? Why? 3. Which bottle is more like a model of the Earths atmosphere? Why? 4. In what way is the Earth’s greenhouse gas effect different from the bottle?

Poster Your poster will need to be set up to display how you went about creating your model and will display your results/data and conclusion questions. You poster will need to include the following: Introduction – One paragraph explaining why you created this model in your own words, in complete sentences (Hint: you can look at the introduction information on this presentation to help you) Information on the Greenhouse Gas Effect Include the definition of the greenhouse gas effect Include 5 facts about the greenhouse gas effect This information should all be typed and printed out Data Table, Graphing Sheet and Conclusion Questions paper on your poster. Type up your information so it looks professional and print it out (spelling counts!). I will provide you with the electronic version for each of the handouts. What We Learned Write a paragraph in complete sentences about anything new you learned from conducting the project. This should be typed! Pictures – include at least 5 pictures that relate to the greenhouse gas effect. Sources - have a well-organized sources page pasted on the back of you poster that cites all of your sources for each of your poster items. Model – The actual model (your soda bottles) will be displayed in front of your poster at the fair. So, keep it looking nice.

Poster Layout Examples

Grading & Due Date Total = 100 Points All required information included on the poster & model presentation = 85 Title = 5 Group member & Teacher Names = 5 Information on Greenhouse Gas Effect - Definition & 5 Facts= 6 Data Table = 30 Graph = 10 Conclusion Questions = 12 What I Learned = 4 Model = 6 Pictures = 5 Sources Cited = 2 Creativity & Organization = 15 **Project Due – Monday, March 26th** Total = 100 Points This is a group grade!

Sources You can use the following sources to gather information about greenhouse gas effect: Internet Magazines Books Scientific Journals

Jobs Materials Manager Ensures all supplies are collected for the poster and model Ensures that supplies are available to be used when working in class or outside of class Will work with group on drafts of poster layout; will ensure poster layout is clean and professional and model is kept in good condition Time Keeper Keeps track of time when recording data Responsible of keeping track of timeline for the project Works with group members to set up dates/times to meet outside of class Data Collector Collects the data and records it on the data sheet Graphs the data on the graphing sheet Initiates group discussion on and writes out Conclusion Questions for the group Principle Investigator 1 - Completes the Introduction & Sources Principle Investigator 2 – Completes the Definition and 5 Facts Principle Investigator 3 – Completes the Pictures & What We Learned Project Managers – all group members are part of this role and must check each others work and ensure that all guidelines are met and that the poster and model are completed correctly.

Group Rules All students are responsible for working with the time keeper and arranging time outside of class to work on their projects All students are responsible for checking the work of each group member and ensuring that project deadlines are met All students are responsible for completing their assignments even if they cannot meet outside of class All students have a say in the creative aspects and layout of the project poster All students must participate in group discussions and are responsible for checking that all project guidelines are met and that the poster is completed accurately