Why is it so Hot in Las Vegas

Why is it so Hot in Las Vegas?

Clock Activity l Identify Student conceptions as to Why it is so hot in Las Vegas.

Conceptions Is it Hot because it is a Desert or is it a Desert because it is Hot? • Latitude • Tourist • Rainshadow • Population Growth • Closer to the Sun • Desert

Deserts l Activity • Given a Mercator world map identify locations • l of major desert. Identify similarities and difference about location. Class Discussion • Identify Characteristics of Desert • Introduce Sahara, Kalahari, and Mojave as desert for comparison

Inquiry Lab Convection Currents Coriolis Effect Tilt

Convection Currents l Five Labs – Short 15 minutes observational labs • Requirements: • Illustrate components for convection

Coriolis l Demonstration – Record Player and Marble • Questions/ Discussion

Tilt Factor l Flashlight Inquiry • Area Del Sol • Calculate the area of the distribution of light at different angles l Vernier - Angle of Insolation Lab • Collect Data for the angles in Area Del Sol using • • Vernier Correlate Temperature and Area of Insolation Identify other “Del Sol” angles as warmer or cooler.

How closer are we to the Sun? l Specifically address conception of “closer to the sun”

Relate to Climatic Factors Teacher-Centered Closure Pressure Cells Wind Patterns Ocean Currents

Article and Internet Model l Demonstrating Humidity, Dew Points and Temperature related to warm and cold ocean currents.

l Explain the temperature component only 35 55 70 85 103 113

Inquiry Challenge l l Facilitate students drawing on previous knowledge to address the rain aspect. Inquiry Challenge • Explain conclusions using scientific evidence

Those Darn Tourist l Urban Island Labs • What temperature tells us about absorbed sunlight on different materials. • Behavior of light • How light interacts with matter

Urban Island & Pollution Webquest

Inquiry Challenge • Develop a master planned community that is designed to reduce pollution and the urban island effect.

Assessment l Provide students with their responses to the Clock Activity. • (Previous Knowledge/Conceptions Activity) l Self-assessment • students will reexamine their previous views in • light of new evidence and make corrections where necessary or site evidence from lab and research to support their prior conception as correct.

Nevada State Science Standards l l l P. 12. C. 5. E. 12. B. 1 E. 12. B. 3 E. 12. B. 5 P. 12. B. 4 P. 12. C. 5 P. 12. C. 3 L. 12. C. 4 P. 8. C. 5 E. 8. C. 7 l l l l l L. 12. C. 4 E. 8. C. 2 E. 8. C. 5 E. 8. A. 2 E. 8. A. 5 E. 8. A. 6 P. 8. C. 5 E. 8. A. 1 L. 8. C. 2 P. 8. A. 1