Teachers TryScience

Component 1: How does color affect temperature? Hot roof vs. Cool roof experiment

• Students will be introduced to the task:
  • Hot roof vs. Cool roof experiment: You are going to test how the color of a roof will affect the internal and external temperatures. You must use a black and white roof. (students may use another color in addition to these two)
• Students will identify the independent and dependent variable for this experiment.
• Students will use the attached “Lab report” to fill out the following sections before they are given the materials they require (title, questions, hypothesis, materials, procedure)
• Students will

- tape construction paper to the top of each shoe box,

- place a thermometer inside of each shoe box

- use a rubber band to support the second thermometer on the outside of each shoe box.

- ensure that the desk lamps are equal distances away from each shoe box (if the desk lamps are limited each test can be done separately).

The students can collect data after 10 minutes of direct light on the shoe box. (They can also make observations on the external temperature every 2 minutes, but can only take the internal temperature once the experiment is complete.)

The final temperatures are to be recorded on the data section of the “Lab report”.

• Students will complete the remaining “Lab report” sections.

Component 2: Real world connection

• Students will be given page 1 of the attached document “Urban heat islands” and “Urban Heat Island graph analysis”
• After reading the article the students will be able to complete the “Claim Evidence Reasoning” worksheet attached where they are asked to use their data from the “Hot Roof vs. Cool Roof” activity to state a claim while providing evidence and use information from the article to incorporate scientific knowledge(as homework or class work)
• Power Point “Green Roofs”
  • students will watch a short clip on Urban Heat Isalnds
  • students will be introduced to the 4 environmental benefits of green roofs
  • Students will learn about the layers of a green roof
  • Students will be introduced to the design project
• Hand out “Layers of a green roof” for appropriate slide
• After the Challenge has been given, hand out the “Green roof design challenge” allow students time to copy down the criteria and constraints.
• Students should work in their pre determined groups to complete the “Green roof design challenge” worksheet.
• Tell students their storm water amount. (You can give every student the same amount of “storm water” to work with (5 ml, 10ml, 15ml, 20 ml) or you can have them use different amounts) they will be guided to calculate 75% percent of the given amount on the “Green roof design challenge” worksheet.
• “Green roof design challenge” pages 1 and 2 should be completed and reviewed by teacher prior to next activity/design of the model
• Possiblematerials include: plastic wrap, foil, wax paper, pebbles, fish tank gravel, cotton balls, soil, pipe cleaners, live plants, newspaper, mulch, marbles, filter material, fabric, stockings, etc

Component 3: Building and testing the model

• Students will be given one full class period to design model, test model and brainstorm improvements. A second class period should be given for revisions
• Students will record data, sketch their design and list improvements on page 3 of “Green roof design challenge” worksheet.
• Students will weigh their model and record data.
• Student will place their model over the plastic bin to collect their run off
• Students will pour given amount of storm water on their model.
• “Run-off” will be poured into graduated cylinder, measured and recorded.
• Students will list improvements to be made, implement changes and test again.
• Students will share their design and results with the class.