Self-Selected Artifact M.A.T.

Portfolio / SUNY Empire State College

Exploring pedagogically effective Earth Science instruction with hand held

Digital Interface equipment in performing Micro Computer Based labs
(MBLs)

*Taken from Final project – (Summer M.A.T. Coursework, 2009)

06/29/2009

Jack Mosel

Summer 2009

S.U.N.Y. Empire State College

M.A.T. Graduate Degree Program

Area Study: Physics, Chemistry and Earth Science

EDU-660529-C601-09SU1

Dr. Fernand Brunschwig

1
INTRODUCTION

The poor rankings of American students, compared to their peers in other

developed nations, particularly in the areas of math and science, has created a
‘crisis’ for American education. However, that crisis has also created an opportunity
to make necessary changes.

These changes promise to remake our schools into learning environments

which are more motivational and from which, will promote the greater student self-
regulation and metacognitive connections required in a rapidly changing labor
environment which demands authentic technology integration.

A more broadened socio-economic and industry relevant need for meaningful

and authentic technology skill-sets has spurred educational reform seen in the NCLB
Act of 20001 which has created high levels of expectation and challenge for both
students and teachers. This seeks to improve a ‘failing educational system’. NCLB
legislation has led to the need to develop and adopt pedagogical models which
focus on the integration of content delivery with rigorous curriculum standards
which infuse greater technological and hands-on activities to advance teaching and
learning to a mainstreamed standard which hopes to meet greater global
technological demands and workplace capabilities . These changes present
daunting professional challenges for both new and more experienced teachers, as
well as for teacher educators alike. Current accepted best management practices
for pedagogical models are more of a Constructivist model which is student-
centered as well as Inquiry Based, focusing on the unique characteristics of today's
student who has been identified as belonging to “Generation Y”, and who is seen as
differing in many critical ways from previous cohorts (Ex: “Generation X”, 1990’s
youth) and thus require different pedagogical approaches to address rapidly
changing and immersed web- based technology integration, sensibly. “Among the
unique characteristics of this group of students is their technological adeptness”
2
(Linn, 1988). They are seen as learning best when technology is available to
them. Recognizing this, The National Science Foundation (NSF) standards for Earth
System Science (ESS) stresses the integration of technology with curriculum in the
systemic science approach which seeks to connect the physical sciences of which
Earth Science is one.

This paper will explore best practices management, effective educational

paradigm, and pedagogically effective methodologies to deliver secondary Earth
Science education tailored to contemporary students in this dramatically changing
educational and social environment. Specifically explored will be the benefits of
utilizing Microcomputer Based Labs (MBL) with digital hand held interfaces in
conducting student centered, inquiry based Earth Science labs. The four
experiments presented conform to NYS Core Curriculum as well as National Science
Foundation (NSF) Earth System Science (ESS) standards for meeting Project 2061
mapped Atlas curriculum benchmarks for Science, Math and Technology.

1
http://www.gpo.gov/fdsys/pkg/PLAW-107publ110/content-detail.html
2
http://physicsed.buffalostate.edu/danowner/whyMBL.html
2
A PARADIGM SHIFT

The crisis of ineffectiveness in US science education is recognized as a major

concern and technological innovation is being heralded as at least a partial solution
prescriptive plans to integrate technology into the science curriculum have
mentioned possible improvements as due to the following facts:

• Scientists are using these tools - students might also be helped by them.
• Technology has already invaded schools - over 1.4 million computers at
schools [in the US].
• The information explosion has changed student needs and access to
information handling skills should be made available in schools.
• Technology has transformed the workplace and students will require more
extensive learning skills (they will change jobs and retrain more often), and
technological skills.
• Educators make use of technological tools for managerial tasks such as
secretarial tasks and record-keeping.

“The experience of scientists using technology to solve complex problems

can be used to instruct technological problem-solving skills to students.” (Linn,
1988)3

As important as technology in the classroom is, simply having it

available is not sufficient. Teachers must be trained to utilize
technological tools in a classroom in which it has a new learning dynamic:

"The pedagogical basis upon which science is taught is currently changing

from a teacher-oriented presentational style to a participatory style involving the
negotiation of meaning (constructivism) wherein teachers must surrender a large
degree of situational control. MBL (Micro-Based Labs) technology and methods can
provide a route to this style of interaction by encouraging student control centered
upon the experimental relationships under study rather than instructor and
textbook direction."(Linn, 1988)4

In a similar vein, the National Science Teachers Association (NSTA, 1983), has
identified the following concerns regarding current science education:

1. The textbook IS the curriculum.

2. The goals of individual classes are not related to previous or subsequent

classes.

3. The lecture is the main form of instruction with laboratories used for
certification.

3
http://physicsed.buffalostate.edu/danowner/whyMBL.html
4
http://physicsed.buffalostate.edu/danowner/whyMBL.html
3
 4. Science is evaluated in the traditional method.

5. Science is removed from the world outside of the classroom (Woerner,

1987,p.35)5.

Noting a more positive trend, Woerner also states, "Recently science

education has been turning from the content-based curriculum established by the
revolutions of the 1950's and 1960's (Duschl, 1985, in Woerner,1987) with
voluminous transmission of information and attendant laboratory exercises
stressing the replication of proven concepts to a more process oriented curriculum
stressing skills of analysis, questioning, synthesis and problem solution via
laboratory experience." (Woerner, 1987, p.35)6

Woerner also suggests that the adoption of MBL techniques to

address these concerns:

"Teachers and students will be active participants in the science process.

Teachers will utilize methods of moving away from the text towards laboratory
experiences which may be more directly related to the world of the student outside
of the classroom. As a result, teachers will lecture less, and students will be
involved in the active seeking of information. This will necessarily cause a change in
the classroom evaluation procedures utilized."

There is growing empirical and theoretical evidence that utilizing MBL based
labs with digital interfaces and allied probe-ware offer significant benefits for more
relevant and effective science education.

"The laboratory-learning environment needs to become more exploratory in

activities similar to those found in scientific work. An investigation of science
teachers' use of microcomputer-based laboratories (MBL)in inquiry-based activities
shows the benefits inherent in the technology; in particular, an improvement in
performance on content-related tasks and in using process skills necessary for
inquiry-based and Constructivist learning was found. The ability to correctly predict
the outcome of an experiment is strongly correlated with the agreement between
different modalities used in the prediction. Thus, performance on science tasks
using graphical analysis can be enhanced by the described methodology."
(Espinoza, 2006-07)7

DECONSTRTUCTING (MBL) Micro Computer-Based Labs

A biological explanation for the effectiveness of MBL posits that such a visual
sensory rich approach appeals to our brains on a multisensory level, increasing the

5
http://physicsed.buffalostate.edu/danowner/whyMBL.html
6
http://physicsed.buffalostate.edu/danowner/whyMBL.html
7
06/29/2009 from: Journal of Educational Technology Systems, Volume 35, Number
3 / 2006-2007, Pages 315-335, The Use of Graphical Analysis with Microcomputer-
Based Laboratories to Implement Inquiry as the Primary Mode of Learning Science,
Fernando Espinoza, State University of New York-College, Old Westbury

4
likelihood that data sent will be received and processed in multiple areas of the
brain. In what has been described as the Visual Thinking Network (VTN), a pathway
from images sent from such technological devices begins in our pre-frontal cortex
from where it is transmitted via neural pathways to multiple, cognitively sensitive
areas of the brain. Such technology is seen as enhancing conceptual mapping
whereby students are able to shift from constructing meaning solely derived from
propositional (semantic) relationship to a strategy that encourages the emotion-
values-aesthetics, interpretive frameworks, personal experiences, and metaphors.
Visual thinking networking extends the notion of Bloom's "contexts of meaning" by
offering a place for learners to incorporate his/her visual metaphors as referents for
non-concrete experiences. These metaphors specify meaning and aesthetic quality
with propositional relationships. VTN, then, is a tool for the learner to represent,
organize, and revise her/his meaning-making of science knowledge by chunking and
linking conceptual labels with symbolic visualizations of scientific concepts,
processes, and experiences into a coherent whole. The planning, organizing, the
making of the chunks and the connections are undirected by the teacher and
become an aspect that is most crucially idiosyncratic and imaginative." (Longo et al,
2002, p.2).8 It is in this VTN, along with carefully constructed MBL and pedagogically
appropriate delivery in a student centered, inquiry based lesson that the Earth
Science teacher has an opportunity to access multiple intelligences with a range of
sounds, smells, verbs, adjectives, similes, and metaphors. This multiple targeted
approach offers an array of possibilities for instruction delivery as well as alternative
assessment strategies as it enhances long term memory residence, efficient
retrieval, overall enduring understanding and a host of metacognitive influences.

With regard to the enhancement of memory as an effect of these

multiple-firings, Longo (2002) cites several authors' reports:

“The most salient aspect emerging from this finding with respect to how an
individual
retrieves information from memory is that knowledge retrieval relies on the active
phase of reconstruction of the distributed knowledge (Anderson, 1991, 1992, 1997;
Anderson & Demetrius 1993; Bradsford, Sherwood, Hasselbring, Kinzer & Williams,
1990; Damasio & Damasio 1994a). When an individual seeks to recall an
experience from memory, all those multiple constructs of color, shape, form,
motion, even the cortices where the nouns and verbs are located that were used to
describe the original events and objects are reactivated just as there were
established during the perceiving of an event or object. Thus all these neural
ensembles, the original patterns of activity, fire simultaneously and experience is
recalled as a whole unitary event, and not as separate categorizations. In essence
this notion of the reconstruction of memory establishes and reaffirms Anderson’s
position of a neurocognitive basis for constructivism (1991, 1992, 1997, 1999).
Thus from this new perspective on constructivism, distributed knowledge gives rise
to a new understanding of how our experiences are semantically and iconically
represented in the brain. Visual thinking networking strategies encourages the
learner to integrate multiple ways of thinking that inform concept formation by
utilizing the same categorizational attributes of form, color, and motion, and spatial

8
http://physicsed.buffalostate.edu/danowner/whyMBL.html
5
relationships that our brain utilizes when perceiving events in the physical world.”
(Longo et al., 2002)9

EARTH SCIENCE: THE CHALLENGE

There is not one experiment that one can do in an Earth Science classroom
lab to thoroughly replicate all the nuances and natural variables involved in the
phenomenon of interest which is Earth System Science. Earth Science is multiple
interpretative, subjective, chaotic, multi-disciplinary, all encompassing theories of
all sciences, over all time and is inclusive of inner – Outer Space as well as Deep
Outer space such as including Universal origins of Cosmology and integration of
Deep-Time models in further exploring related theories.

Unlike other science curriculums, Earth Science cannot replicate the

operations of the Earth's processes in simple lab exercises. It can at best, come
close to approximating a reasonable facsimile to assimilating the myriad of
concurrently recognized dynamics occurring and associated with Earth’s Systems.
Labs where data is collected, observed, organized and analyzed as well as
summarized authentically and sensibly with the aid of MBL handheld digital
interface equipment provide the best possible opportunity to observe in "real time"
the interaction of the phenomena which define this science as closely and
accurately as possible.

“Inquiry experiences in the Earth Sciences are often vicarious or indirect

because direct experiment, such as is used in the physical sciences is typically not
possible (National Research Council, 1996). The natural variability of Earth
materials, their broad but often interrupted (or missing) distribution, and the
extended time span required for Earth processes to operate often shape Earth
inquiries in such a way that it would be difficult to control all of the variables and
represent real world conditions in a laboratory. In addition, the evidence derived
from "Earth inquiries can be ambiguous and lack opportunities for direct, discrete
confirmation." (Electronic Journal of Science, 2008)10

The following (MBL) experiments were performed utilizing Vernier’s Lab

workbook’s software, Vernier’s Logger Pro V3.7 Software and a Labquest Digital
Handheld interface with appropriate probeware.(Vernier,2009)11 These (MBL) can
be augmented or enhanced by accompanying physics lessons. This would open
further opportunities for multi-faceted and/or team based approaches into
educational opportunities to explore not only Earth Science but a system of
connected sciences including Physics education, as is encouraged through Project
2061. (MBL) can be used to complement physics education and further in-depth
exploration into topics such as Nature of Science, Reference Frames, The Interaction
Concept, Matter & Energy, Models for Light and Sound, Wave Theory, Models for
Atoms, Operational Definitions of Energy, Temperature & Energy, Force
Displacement & Energy Transfer, Objects in Motion, Newton’s Laws of Motion,
9
Longo et al. Electronic Journal of Science Education, Vol. 7, No. 1., September 2002, p.7
10
Electronic Journal of Science Education Vol. 12, No. 2 (2008) © 2008 Electronic Journal of
Science Education (Southwestern University) Retrieved from http://ejse.southwestern.edu A
Model of Inquiry for Teaching Earth Science Eric J. Pyle James Madison University, p.2
11
©2009 Vernier Labquest Pro software V.3.7
6
Periodic Motion. These reflect recommendations for Content Science application
integrating physics made by graduate level education courses in the M.A.T.
Graduate Degree Studies Program at S.U.N.Y. Empire State College. These topics
are some of the topics published in Introductory Physics A Model Approach second
edition (Karpus, ed. Brunschwig,2003).12

Lab Applications

The following 4 Micro-Computer Based Labs (MBL) are examples of Earth

Science related exploration at the secondary level. These (MBL) are correlated to
NYS Education Standards Core Curriculum Earth Science, The Physical Setting or
General Physical Science. (NYS Core Curriculum for Earth Science)13

1.

Seasons and Angle of Insolation Micro Computer Based Lab (MBL)

Performance Indicators / Aims and Objectives

• Student explored task-related science concepts and principles through

appropriate experimentation. Students explored angles of incidence from
incoming solar radiation (Insolation) from the Sun, through the varied angles of
insolation of the Earth as it moves through its annual orbit around the Sun.
• Students collected and analyzed data, and presented clear and accurate
results. Students utilized a Vernier Labquest handheld digital interface device and
temperature probe attachment in a Micro Computer Based Lab (MBL), to observe,
collect, analyze and record their data. They investigated different angles of
insolation from the Sun, portraying the varied angles of incidence from insolation
throughout the year, explaining the reason for the Earth’s seasons. The data was
acquired through accessing different longitudinal angles of the earth’s temperature
from direct and indirect sunlight at 30, 0 and 90 degrees with a temperature probe
and the handheld recording digital interface device
•Indicates collection and manipulation of quantitative data. Students will
show competence in acquiring and using data with a digital handheld interface
device during a (MBL).
•Shows a graphic display of results. Students will print their data collection
screens as evidence of enduring understanding by successfully completing their
(MBL) lab packets, which also include graphical depictions of the angle of incidence
(MBL).
•Elaborates on other variables which may become important during
further study. This (MBL) demonstrates the relevance and functionality of Earth’s
23.5 degree tilt on its axis and how this angle is responsible for differentiated
angles of incidence this provides for different angles of solar insolation and
ultimately produces Earth’s seasons.
12
Introductory Physics - A Model Approach, 2nd edition (Captain's Engineering
Services, Buzzards Bay, MA.
13
http://www.newyorkscienceteacher.com/sci/pages/cores.php
7
•Indicates the ability to apply information generated by the study.
Students will show how and why the angle of incidence from incoming solar
radiation produces different temperatures at the angles of 30, 0 and 90 degrees
longitude.

Seasons and Angle of Insolation (MBL):

NYS Core Curriculum and Content Standards [Commencement]

4.L.2.cGrades: 9- Uses thermometer to measure temperature

12
Science

E.4.1.1.a.1Grades: These motions explain such phenomena as the day, the year, seasons,
9-12 phases of the moon, eclipses, and tides.
Science

E.4.1.1.f.2Grades: During Earth's one-year period of revolution, the tilt of its axis results in
9-12 changes in the angle of incidence of the Sun's rays at a given latitude;
Science these changes cause variation in the heating of the surface. This produces
seasonal variation in weather.
E.4.2.1.e.1Grades: temperature and humidity affect air pressure and probability of
9-12 precipitation
Science

E.4.2.1.iGrades: 9- Seasonal changes can be explained using concepts of density and heat
12 energy. These changes include the shifting of global temperature zones,
Science the shifting of planetary wind and ocean current patterns, the occurrence
of monsoons, hurricanes, flooding, and severe weather.

Seasons and Angle of Insolation

Have you ever wondered why temperatures are cooler in the winter and warmer in the
summer? This happens because the Earth’s axis is tilted. The Earth remains tilted as it revolves
around the sun. Because of this tilt, different locations on the Earth receive different amounts of
solar radiation at different times of the year. The amount of solar radiation received by the Earth
or another planet is called insolation. The angle of insolation is the angle at which the sun’s rays
strike a particular location on Earth. When the north end of the Earth’s axis points toward the

8
sun, the Northern Hemisphere experiences summer. At the same time, the south end of the axis
points away from the sun and the Southern Hemisphere experiences winter.

Figure 1
In this experiment you will investigate the relationship between angle of insolation and
temperature change due to energy absorption from a simulated sun—a light bulb.

OBJECTIVES
In this experiment, you will
• Use a Temperature Probe to monitor simulated warming of your city by the sun in the
winter.
• Use a Temperature Probe monitor simulated warming of your city by the sun in the
summer.
• Measure the angle of insolation.
• Determine the relationship between temperature change and angle of insolation.

MATERIALS
LabPro interface lamp with clear 150 watt bulb
Palm handheld tape
Data Pro program metric ruler
Temperature Probe two 20 cm lengths of string
ring stand protractor
globe of the Earth utility clamp

Figure 2

PROCEDURE
1. Set up the light bulb (simulated sun).
a. Fasten the lamp to a ring stand as shown in Figure 2.
b. Stand the ring stand and lamp to the left side of your work area.

9
 c. Position the globe with the North Pole tilted away from the lamp as shown in Figure 2.
Position the bulb at approximately the same height as the Tropic of Capricorn. Note:
The sun is directly over the Tropic of Capricorn on December 21, the first day of
winter.
2. Attach the Temperature Probe to the globe.
a. Find your city or location on the globe.
b. Tape the Temperature Probe to the globe with the tip of the probe at your location.
Tape the probe parallel to the equator. Place the
tape about 1 cm from the tip of the probe
c. Fold a piece of paper and wedge it under the
Temperature Probe to keep it in contact with the
surface of the globe as shown in Figure 3.
3. Position the globe for winter (in the Northern
Hemisphere) data collection.
a. Turn the globe to position the North Pole (still
tilting away from the lamp), your location, and Figure 3
the bulb in a straight line. Tape the globe in this
position so that it does not rotate.
b. Measure the vertical distance from the Tropic of Capricorn to the table. Position the
bulb so that its center is the same height from the table.
c. Obtain a piece of string 20 cm long.
d. Use the string to position your location on the globe 20 cm from the center of the end
of the bulb.
e. Do not turn on the lamp until directed in Step 9.

4. Measure the angle of insolation.

a. Tape the 20 cm string from your location on the globe to the center of the end of the
bulb.
b. Tape another piece of string from the Tropic of Capricorn to the center of the end of
the bulb. This string should be taut and parallel to the table. Use only as much of the
string as needed.
c. Use a protractor to measure the angle between the strings.
d. Record the angle in your data table.
e. Remove the tape and string from the bulb and globe.
5. Plug the Temperature Probe into Channel 1 of the LabPro interface. Connect the handheld to
the LabPro using the interface cable. Firmly press in the cable ends.

6. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro icon
on the Applications screen. Choose New from the Data Pro menu or tap to reset the
program.

7. Set up the handheld and interface for the Temperature Probe.

a. On the Main screen, tap .
b. If the handheld displays TEMP(C) in CH 1, proceed directly to Step 8. If it does not,
continue with this step to set up your sensors manually.
10
 c. Tap to select Channel 1.
d. Press the Scroll buttons on the handheld to scroll through the list of sensors.
e. Select the correct Temperature Probe (in °C) from the list of sensors.
8. Set up the handheld and interface for data collection.
a. While still on the Setup screen, tap .
b. Enter “10” as the time between samples in seconds, using the onscreen keyboard (tap
“123”) or using the Graffiti writing area.
c. Enter “30” as the number of samples. (Data will be collected for 5 minutes.)
d. Tap twice to return to the Main screen.
9. Collect winter data.
a. Note and record the temperature displayed on the handheld screen.
b. Tap to begin data collection.
c. After the first temperature reading has been taken, turn on the lamp.
d. When data collection stops after 5 minutes, turn the lamp off.
Caution: Do not touch the bulb. It will be very hot.
10. Determine and record the minimum and maximum temperatures.
a. After data collection stops, tap .
b. On the Analyze screen, tap .
c. Record the Min (minimum) and Max (maximum) temperature readings (round to the
nearest 0.1°C).
d. Tap twice to return to the Graph screen
11. On the Graph screen, tap to store your data so that it can be used later.

12. Position the globe for summer data collection.

a. Rotate the entire globe setup so that North Pole is tilted toward the lamp. Note: This
represents the position of the Northern Hemisphere on June 21, the first day of
summer.
b. Turn the globe to position the North Pole, your location, and the bulb in a straight line.
c. Use the string to position your location on the globe 20 cm from the bulb.
d. Do not turn on the lamp until directed in Step 14.
13. Measure the angle of insolation.
a. Tape the 20 cm string from your location on the globe to the center of the end of the
bulb.
b. Tape another piece of string from the Tropic of Cancer to the center of the end of the
bulb. This string should be taut and parallel to the table. Only use as much of the string
as needed.
c. Use a protractor to measure the angle between the strings.
d. Record the angle in your data table.
e. Remove the tape and string from the bulb and globe.
14. Collect summer data.
a. Let the globe and probe cool to the temperature that you recorded in Step 9.
11
 b. Tap to begin data collection.
c. After the first temperature reading has been taken, turn on the lamp.
d. When data collection stops after 5 minutes, turn the lamp off.
Caution: Do not touch the bulb. It will be very hot.
15. Use the Step 10 procedure to determine and record the minimum and maximum
temperatures.

16. Display a graph of both runs.

a. Tap Run2 (above the graph), and choose All Runs.
b. Both runs should now be displayed on the same graph. Each point of Run 1 (winter) is
plotted with an open square, and each point of Run 2 (summer) is plotted with a closed
square.
17. Sketch or print copies of the graph as directed by your teacher.

Lab Quest / Data Set (graphic display)

12
 *(Actual readout from “Vernier “labquest” Handheld Microcomputer taken
from students work from this MBL)

Data set
Data Hometown Latitude __39⁰N Lat.____
Beginning temperature (°C) 28.5⁰ C 28.5⁰C

Winter Summer

Maximum temperature (°C) 29.3⁰C 30.5⁰C

13
 Minimum temperature (°C) 28.5⁰C 28.5⁰C

Temperature change (°C) 0.8⁰C 2⁰C

Angle of Insolation (°) 50⁰ 20⁰

DATA 30⁰ Latitude

Beginning temperature (°C) 28.5⁰C 28.5⁰C

Winter Summer

Maximum temperature (°C) 29.9⁰C 30.8⁰C

Minimum temperature (°C) 28.5⁰C 28.5⁰C

Temperature change (°C) 1.4⁰C 2.3⁰C

Angle of Insolation (°) 40⁰ 10⁰

DATA 0⁰ Latitude

Beginning temperature (°C) 28.5⁰C 28.5⁰C

Winter Summer

Maximum temperature (°C) 30.7⁰C 30.5⁰C

Minimum temperature (°C) 28.5⁰C 28.5⁰C

Temperature change (°C) 2.2⁰C 2.0⁰C

Angle of Insolation (°) 30⁰ 30⁰

Data 90⁰ Latitude

Beginning temperature (°C) 28.5⁰C 28.5⁰C

Winter Summer

Maximum temperature (°C) 28.5⁰C 28.8⁰C

14
 Minimum temperature (°C) 28.1⁰C 28.5⁰C

Temperature change (°C) -0.4⁰C 0.3⁰C

Angle of Insolation (°) 0⁰ 70⁰

PROCESSING THE DATA

1. In the space provided in the data table, subtract to find the temperature change for each
season.

2. How does the temperature change for summer compare to the temperature change for winter?

The temperature change for summer is larger than that for winter.
3. During which season is the sunlight more direct? Explain.

In the Northern Hemisphere, the sunlight is more direct in the summer because Earth is
tipped toward the Sun. A greater amount of solar radiation is directed at a smaller area.

4. What would happen to the temperature changes if the Earth were tilted more than
23.5 degrees?

If the Earth were tilted at a greater angle, summers would be warmer and winters would be
cooler.

5. What relationship is there between angle of insolation and temperature change?

The smaller the angle of insolation, the greater the temperatures change.

6. Draw a picture showing the setup you would use to measure the change in temperature in the
Southern Hemisphere during their winter.
Tropic of
Cancer
N

15
 Tropic of
Capricorn
S

7. What other factors affect the weather in a region?

Other factors that affect weather in an area include proximity to water,

movement of air masses, and geographic features.

Conclusion:

The students related the key objectives to the inquiry-based lab with the use
of the Vernier labquest handheld digital interface and temperature probe. They
were able to observe directly what the relationships of light and temperature were
to angle of insolation to the Earth, and correlate that occurrence with the Earth’s
orbit around the sun. The students also observed through simulated
experimentation, that the Earth’s tilted axis of 23.5 degrees plays a vital role in
causing greater or lesser radiation intensity reaching the Earth. This was measured
as angle of incidence and direct and indirect light reaching the Earth in terms of
intensity and heat transmission in the form of light and heat radiation. These were
directly observed and recorded both from visual observation and with the digital
temperature probe, as the temperature readings were taken with the handheld
interface and graphed on its screen. Comparisons were available for later viewing of
the temperature readings for each hemisphere’s winter and summer months. These
readings were instrumental for quantifying the actual temperature readings for the
summer and winter positions in which the Earth is facing either toward or away
from the sun. The Equator, located at 0 degrees latitude, remained stable in terms
of its temperature fluctuation during these conditions. This also was tested and
shown to be true in terms of the angle of insolation. The angles of incidence did not
change because the equator always generally receives direct sunlight because it is
on the outermost circumference of the Earth. Therefore the temperatures, duration
of daylight and intensity of solar radiation did not change. This explains why the
Equator has no seasons. This unexpected result was shown to be consistent with,
and thus verifying the theory on which the experiment was based.

These findings will be helpful in understanding meteorological phenomena, e.g.,

for understanding Hadley convective cells, by which much of weather and climate
are driven, and from which oceanic trade winds are derived.
2.

Gas Pressure and Volume Micro Computer Based Lab (MBL)

Performance Indicators / Aims & Objectives:

16
• Students explored task-related science concepts and principles through
appropriate experimentation. As incoming Solar Radiation (Insolation) or heat
energy enters our atmosphere, atmospheric convection currents and ultimately air
parcels of convection cells are formed at predictable intervals on the Earth’s surface
on a macro scale throughout the planet. These atmospheric gases, generally
referred to as air, respond to pressure variations, largely created by these
convection cells or localized convection currents. As a result, meteorological events
occur.

It is through quantifying high or low pressures in air parcels on a micro scale that
local and regional weather forecasting can occur. For example, water vapor is
taken up from the Earth’s surface to the atmosphere through evaporation and
transpiration. These are phase changes of water produced by temperature. This
effect causes low-pressure air masses. Synoptic weather, or localized weather
forecasting, includes barometric pressure readings, which indicate low-pressure air
masses. When water vapor phase changes back into condensed liquid as a result of
lowered temperatures--- assisted by condensation nuclei from atmospheric dust and
particles--differentiated cloud types are the result.
Pressure gradients found in the air masses create weather patterns or fronts which
cause meteorological events.

• Students collected and analyzed data, and presented clear and accurate
results. Boyle’s Law states that a gas’s pressure and volume are inversely related.
Students will manipulate varying volumes and pressures of air samples and record
their results. These samples of air parcels will be collected in a controlled
environment, using a calibrated, graduated gas syringe. Then, these samples will be
put under varying pressures. The Vernier Lab Quest handheld digital interface will
display graphically the results in terms of pressure and volume differences.

•Indicates collection and manipulation of quantitative data. Students in this

lab will learn that gas pressures and volumes vary inversely. These realizations will
occur after manipulating the gas volumes and pressures.

•Shows a graphic display of results. A graphic display of the lab’s results will
be provided in space provided on the lab’s data worksheet.
•Elaborates on other variables which may become important during
further study. This lab identifies and provides hands on scientific evidence for
understanding Boyle’s Law. This will become useful in future coursework in Earth
Science, Chemistry and Physical Science.

•Indicates the ability to apply information generated by the study.

Students will be capable of explaining in their own words, from their own
experiences, how pressure and volume are inversely related to real and noble
gases.

Gas Pressure and Volume Micro-Computer Based Lab (MBL): Evidence as being
corroborated with NYS Core Curriculum and Content Standards [Commencement]

4.C.3.4.iGrades: explain the gas laws in terms of KMT

17
 9-12

C.4.3.4.aGrades The concept of an ideal gas is a model to explain the behavior of gases. A
: 9-12 real gas is most like an ideal gas when the real gas is at low pressure and
high temperature.
C.4.3.4.cGrades Kinetic molecular theory describes the relationships of pressure, volume,
: 9-12 temperature, velocity, and frequency and force of collisions among gas
molecules.

Gas Pressure and Volume

In this simple experiment, you will use a Gas Pressure Sensor and a gas syringe to study the
relationship between gas pressure and volume. Temperature and amount of gas will be kept
constant. The results will be expressed in words, in a table, with a graph, and with a
mathematical equation. These are four methods commonly used by scientists to communicate
information.

This experiment is similar to one first done by Robert Boyle in 1662—without the use of a
computer, of course. The relationship you will discover is known as Boyle’s law.

OBJECTIVES
In this experiment, you will
• Use a Gas Pressure Sensor and a gas syringe to measure the pressure of an air sample at
several different volumes.
• Make a table of the results.
• Graph the results.
• Predict the pressure at other volumes.
• Describe the relationship between gas pressure and volume with words and with a
mathematical equation.

MATERIALS
computer
Vernier computer interface
Logger Pro
Vernier Gas Pressure Sensor with 20 mL gas syringe

18
 Figure 1
PROCEDURE
1. Prepare the Gas Pressure Sensor and an air sample for data collection.
a. Connect the Gas Pressure Sensor to the computer interface.
b. With the 20 mL syringe disconnected from the Gas Pressure Sensor, move the piston of
the syringe until the front edge of the inside black ring is positioned at the 10.0 mL
mark.
c. Attach the 20 mL syringe to the valve of the Gas Pressure Sensor.
2. Prepare the computer for data collection by opening the file “30 Pressure and Volume” from
the Physical Science w Vernier folder.
3. Click to begin data collection.

4. Collect the pressure vs. volume data. It is best for one person to take care of the gas syringe
and for another to operate the computer.
a. Move the piston to position the front edge of the inside black ring (see Figure 2) at the
5.0 mL line on the syringe. Hold the piston firmly in this position until the pressure
value stabilizes.

Figure 2
b. When the pressure reading has stabilized, click . Type 5.0 in the edit box. Press
the ENTER key to keep this data pair. Note: You can choose to redo a point by pressing
the ESC key (after clicking , but before entering a value).
c. Continue the procedure for volumes of 7.5, 10.0, 12.5, 15.0, 17.5, and 20.0 mL.
d. Click when you have finished collecting data.
5. In your data table, record the pressure and volume data pairs displayed in the table (or, if
directed by your instructor, print a copy of the table).

6. Examine the graph of pressure vs. volume. Based on this graph, decide what kind of
mathematical relationship you think exists between these two variables, direct or inverse. To
19
 see if you made the right choice:
a. Click the Curve Fit button, .
b. Choose Variable Power from the list at the lower left. Enter the power in the Power
edit box that represents the relationship shown in the graph (e.g., type 1 if direct, –1 if
inverse). Click .
c. A best-fit curve will be displayed on the graph. If you made the correct choice, the
curve should match up well with the points. If the curve does not match up well, try a
different exponent and click again. When the curve has a good fit with the data
points, then click .
7. Once you have confirmed that the graph represents either a direct or inverse relationship,
print a copy of the graph, with the graph of pressure vs. volume and its best-fit curve
displayed. Enter your name(s) and the number of copies you want to print.

Data set points for the lab differ from Vernier’s published lab workbook Vernier
has acknowledged an error in their lab protocol for this lab. They did not calibrate to
zero the pressure syringe at 10.0 mL Volume prior to the experiment. Therefore,
their results differ from mine. At the Vernier training in Albany, NY, July, 2009,
attendees were instructed to follow this calibration procedure for all experiments
involving the pressure sensor. The following data sets and procedure adhere to
these corrected lab instructions..

The prediction graph (3) correctly shows a “curve fit” selection that reflects the
“Inverse Exponent” of A*(1-exp(-CV))+B (as defined from graph prediction options
available in the Vernier Logger Pro Software)

Data Sets

Volume Pressure

5 91.805

7.5 34.462

10 0.007

12.5 -18.997

15 -32.174

17.5 -41.548

20 -48.891

20
*(Actual display readout from MBL Lab performed by student)

Note:

This is the screen shot from the “LabQuest” Handheld Microcomputer used in
this MBL. Software provided permits for downloading and display interface such,
that student’s work can be used for portfolio’s (meeting 21st Century Learning
requirements) or to present to the classroom or to turn in as an assignment. This is
the new “Powepoint” skill-set, matured into Generation “Y”. This is certainly a more
meaningful and value based skill-set for any person to master and to have as a
valuable as well as transferrable asset for the workforce as a skilled person
entering the 21st Century.

“Curve fit” selection graph that reflects the Inverse Exponent of A*(1-exp(-CV))+B
21
*Actual data taken from student’s Handheld Micro Computer “LabQuest” (after
‘Auto Fit’ to clean up their data graphically or to make hypothetical or trending
predictions.)

The following data sets are published data from the Vernier workbook.
Although the data itself is incorrect due to an incorrect protocol, as discussed
earlier, the lesson is still valid. That is, their data sets corroborate Boyle’s law for
pressure and volume.

VERNIER’S DATA FROM WORKBOOK

DATA
Volume [5.0] 7.5 [10.0] 12.5 15.0 17.5
[20.0]

(mL)

Pressure [204.6] 136.8 [103.3] 82.1 69.9 58.8

[50.7]

(kPa)

22
 [ ] = data suggests a pattern to establish an inverse and proportional relationship

PROCESSING THE DATA

1. See the data table and note the pressure when the volume is 10.0 mL, and when the volume is
5.0 mL. What happened to pressure when the volume was halved?
The Pressure doubled when the volume was halved.

2. See the data table and note the pressure when the volume is 20.0 mL. Compare this pressure
to the pressure when the volume is 10.0 mL. What happened to the pressure when the volume
was doubled?
The pressure became half as great when the volume was doubled.

3. From your graph, what is the pressure when the volume is 16 mL? 8 mL? How do these
values compare?
63kPa = 16mL
126kPa = 8mL

I expected the pressure in the 16mL sample to be half the pressure as the 8mL sample.

4. What would the pressure be at 40.0 mL? At 2.5 mL? Explain how you determined these
values.
Since the pressure reading at 20.0 mL is about 50 kPa, the pressure should be about 25kPa at
40.0 mL, because the pressure halves when the volume doubles. The Pressure reading at 5.0 mL
is about 200kPa. The pressure at 2.5 mL can be expected to be about 400 kPa because the
pressure doubles when the volume is halved.

5. What is the relationship between gas pressure and volume (Boyle’s law) in words?
Pressure and Volume are inversely proportional (while one increases the other decreases).

6. Do gas pressure and volume vary directly or inversely? Explain.

Inversely, as long as the gasses are noble or real gasses and their temperatures remain the same,
there is an inverse relationship to pressure and volume.

7. Write an equation to express the relationship between gas pressure and volume. Use the
symbols P, V, and k.
PV=k Is an equation expressing the relationship between gas pressure and volume.

Conclusion

As students completed this lab on Pressure and Volume, they found evidence
supporting Boyle’s Law: Pressure and Volume are inversely proportional to each
other when gases of the same temperature are sampled.

23
 This Micro-Computer Based Lab (MBL) reinforces the NYS Core Curriculum
Standards for Physical Science at grade level for commencement on the topic of
exploration of Boyle’s Law on gasses. Ease of use, time saved and accuracy
in utilization of the Vernier Lab Quest Handheld Digital Interface was demonstrated
throughout the practical lab. The graphic display and multiple modes for comparing
data during the lab also provided for enduring understanding of the inverse
relationship of gasses, pressure and volume.

Although there were acknowledged errors in Vernier’s protocol for their lab
procedure in this printed and published experiment, the results are still valid in
demonstrating the inverse gas law PV=K. Therefore, Boyles’s Law can be taught
using the Vernier printed materials. Discovering the presence of error in the
published protocol supported the importance of calibrating the probeware prior to
conducting an experiment.

3.

Are All Sunglasses Created Equal? Micro Computer Based Lab (MBL)

Aims & Objectives & Performance Indicators :

• Students explored task-related science concepts and principles through

appropriate experimentation. Students will explore the Ultra Violet A (UVA)
spectrum’s penetration on varying types of sunglasses through use of a UVA probe
and a light source representing the Sun.

• Students collected and analyzed data, and presented clear and accurate
results. Using MBL technology. Students will be prompted through a series of
investigations to collect, correlate, analyze and report their findings.

•Indicates collection and manipulation of quantitative data. Students will

provide a copy of their MBL graphs from their experiment and be able to interpret
their results.

•Shows a graphic display of results. A data set and graphic display will be used
to provide and present manipulative findings pertaining to UVA protection in
different sunglass samples.

•Elaborates on other variables which may become important during

further study. Students will be capable of describing ranges for their findings in
terms of energy transfer from the Sun. They will know where the Ultra Violet A
range which is measured in nanometers can be found within the electromagnetic
spectrum.

•Indicates the ability to apply information generated by the study.

Students will be knowledgeable and display enduring understanding of the
principles of this lab sufficient to meet grade level expectations for the core
curriculum standards addressed.
24
Are All Sunglasses Created Equal? (MBL): Evidence as being corroborated with NYS Core
Curriculum and Content Standards [Commencement]

1.M3.1aGrades: use appropriate scientific tools to solve problems about the natural world
5-8
Science

1.S2.1d.2Grades observing
: 5-8
Science

1.S2.3cGrades: collect quantitative and qualitative data

5-8
Science

1.S3.1aGrades: organize results, using appropriate graphs, diagrams, data tables, and other
5-8 models to show relationships
Science

1.S3.2aGrades: accurately describe the procedures used and the data gathered
5-8
Science

1.S3.2hGrades: use and interpret graphs and data tables

5-8
Science

2.1.4aGrades: 5-8 collect the data, using the appropriate, available tool
Science

Are All Sunglasses

Created Equal?
Have you ever been sunburned? If so, you are familiar with the fact that
ultraviolet (UV) light can damage your skin. But UV light can damage your eyes as
well. UV light is absorbed by your eye and can cause a burn just like a sunburn on
your skin. This condition, sometimes called snowblindness or welders flash, usually
only lasts a few days. But UV light can also cause cataracts – cloudy spots on the
lens of your eye that could require surgery or lead to blindness. So how do you
protect your eyes? Do sunglasses do a good job of blocking UV radiation? Are
expensive sunglasses better than cheap sunglasses? Are sunglasses better than
25
regular eye glasses? These are some of the questions you will investigate in this
experiment.

Figure 1 shows the location of UV light in the electromagnetic spectrum.

Notice that the ultraviolet band is broken into three types referred to as UVA, UVB,
and UVC. The most harmful of these three, UVC light, is absorbed by the
atmosphere and does not reach the Earth’s surface. UVA light is deep-penetrating
and causes tanning, wrinkles, and some forms of skin cancer. UVB light is also
responsible for many skin problems such as sunburns and several forms of skin
cancer.

In this experiment, you will measure the UVA-blocking performance of various

types of sunglasses and eyeglasses.

OBJECTIVES
In this experiment, you will
• Use a UVA Sensor to measure UVA light.
• Determine the percent UVA light that is blocked by various kinds of sunglasses and
regular eyeglasses.

MATERIALS
computer UVA Sensor
Vernier computer interface selection of sunglasses and glasses
Logger Pro stopwatch or digital watch

PRE-LAB PROCEDURE
1. Obtain two pairs of sunglasses and one pair of regular eyeglasses for testing. Try to use
sunglasses from two different price ranges.

2. In the spaces provided on the data table, fill in the UV protection claims on label, lens
material, lens color, and price. If the owner of the glasses does not know these facts, find
them by going back to the store where they were purchased or check the manufacturer’s web
site.

Lab Procedure
1. Have your three pairs of glasses ready.

2. Plug the UVA Sensor into Channel 1 of the Vernier computer interface.

3. Prepare the computer for data collection by opening the file “20 Sunglasses” in the Earth
Science with Computers folder.

4. Familiarize yourself with the sampling procedure.

26
 a. Look at the graph on the screen and notice that data collection will last for 120
seconds.
b. Over this 120 second run, you will alternate between 20 seconds of monitoring the sun
directly and 20 seconds of monitoring the sun through each of your three pairs of
glasses. One person will be the timer who will call out the 20 second intervals.
c. Study Table 2 so that you will know the sampling procedures before you begin.

Table 2: Sampling procedures

Time (seconds) Sample being
measured
0 – 20 Sun
20 – 40 Pair 1
40 – 60 Sun
60 – 80 Pair 2
80 – 100 Sun
100 – 120 Pair 3

5. Take your equipment outside.

6. Use the shadow of the UVB Sensor to aim it correctly

without looking directly at the sun.
a. Hold the sensor with your thumb and first finger,
pointing the sensor in the general direction of the
sun.
b. Find the sensor’s shadow and observe how it
changes shape as you move the sensor around.
c. Move the sensor around until the shadow becomes a
small round circle. This indicates that the sensor is
now pointing directly at the sun.
d. Keeping this sensor orientation in mind, clamp the
UVB Sensor onto the ring stand as shown in Figure
3.
e. Once the sensor is securely on the ring stand, use
the shadow again to make final adjustments to
assure that the sensor is pointing directly at the sun.
7. When everything is ready, have the timer start the Figure 3
stopwatch while another person simultaneously clicks the button. Data collection will
begin.

27
 8. Take your readings using Table 2 as your guide. When you monitor through a pair of glasses,
place the lens directly over the tip of the UVB Sensor as shown in Figure 3. Try not to bump
the sensor. Data collection will stop after 120 seconds.

9. Determine the average UVB intensity for each pair of glasses.

a. Study your graph and identify the six 20 second sections.
b. Using your mouse, click and drag a box to select the flattest region of the graph while
you were testing Pair 1.
c. Click the Statistics button, . The mean, or average, value for the selected data is
listed in the Statistics box on the graph. Record this value in the data table.
d. Close the Statistics box.
10. Repeat Step 9 for the other two pairs of glasses.

11. Print copies of your graph as directed by your teacher.

Note: Due to recent rainy weather, it was necessary to adapt the lab and utilize a UVA probe
Sensor and a quartz halogen, indoor light bulb.

Data set

Mirrored safety Dark Brown

Photochromic Sunglasses /
28
sunglasses
regular Plastic
eyeglasses / /Plastic
inexpensive inexpensive
glass expensive
*(Actual screen capture from student’s handheld microcomputer “Verier Labquest”, with my
teacher’s annotation to the data, after integrating the data gathered and then integrated into MS
Word as a document)

DATA
Pair 1 Pair 2 Pair 3

N/A N/A N/A

UV protection claims on label

Lens material (glass/plastic) Glass Plastic Plastic

Lens color Photochromatic Lightly Mirrored Dark Brown

Clear Clear

Approximate price $200.00 $14.00 $12.00

400 mW/m² 400 mW/m² 400 mW/m²

UVA Intensity of the sun (mW/m2)

UVA Intensity while covered with 0 0 0

glasses (mW/m2)

100% 100% 100%

UVA blockage (%)

PROCESSING THE DATA

1. Calculate the percent UVB blockage of each pair of glasses and record in the data table.

% UVA blockage = UVA of sun – UVA with glasses × 100

UVA of sun

2. According to your data, did the following factors affect the UVA blocking abilities of the
glasses you tested? Answer yes or no and explain your reasoning.
a. UV protection claims on the label? Not Identifiable

29
 b. Lens material? No

c. Lens color? No

d. Price? No

Conclusions:

Because of an extended period of rainy weather and the inability to utilize

intensive radiation from the Sun, an indoor halogen light was substituted, along with
UVA probe instead of a UVB probe. Because of the use of the halogen light, UVA
measurements are more prevalent. Adapting this lab provided ambiguous results.
That is, measurements on UVA were similar across all samples. The assumption is
that UVB and sunlight are necessary to show differentiated shielding from different
lenses. This assumption should be tested by conducting the lab under natural
sunlight allowing the use of UVB probe. Data set from the current lab can mislead
consumers that all sunglasses are created equal.

4.

Comparing Sunscreens Micro Computer Based Lab (MBL)

Performance Indicators & commentary / Aims & Objectives:

• Student explored task-related science concepts and principles through

appropriate experimentation. Students will hand on experience in measuring
the effectiveness of sunscreens. Published UV shielding capabilities will be tested
for two commercially available sunscreens. Using a digital hand held computer
interface device, students will compare samples of differing UV shielding products.
The physics principle of Energy Transfer through radiation and conduction can be
effectively taught through this experiment as well.

• Students collected and analyzed data, and presented clear and accurate
results. Students will follow directives from their Vernier Lab Workbook and
participate in the lab as they record their findings and follow through with their
30
experiment. Data sets will be printed, and conclusions will be made. A print out of
the lab and the graphic interpretation of their results will be turned in for
assessment.

•Indicates collection and manipulation of quantitative data. Students will

manipulate their data in accordance to their lab’s instruction. They will record their
findings on their worksheets.

•Shows a graphic display of results. Students will turn in their lab worksheets
as evidence of their ability to understand the recorded findings.
•Elaborates on other variables which may become important during
further study. Student learning will be connected to future topics such as energy
balance, green house effect, radiation and electromagnetic spectrum variables and
meteorology as well as astronomy and physics.

•Indicates the ability to apply information generated by the study.

Students will successfully complete their worksheets in lab work groups. They will
have successfully answered relevant questions developed from the lab. They will
have a gained a greater understanding of the subject(s) addressed.

Comparing Sunscreens (MLB): Corroborated with NYS Core Curriculum and Content
Standards [Commencement]

1.M3.1aGrades: use appropriate scientific tools to solve problems about the natural world
5-8
Science

1.S2.1d.2Grades observing
: 5-8
Science

1.S2.3cGrades: collect quantitative and qualitative data

5-8
Science

1.S3.1aGrades: organize results, using appropriate graphs, diagrams, data tables, and other
5-8 models to show relationships
Science

1.S3.2aGrades: accurately describe the procedures used and the data gathered
5-8
Science

1.S3.2hGrades: use and interpret graphs and data tables

5-8
Science

2.1.4aGrades: 5-8 collect the data, using the appropriate, available tool
Science
31
 Comparing Sunscreens
Sunscreens are available in many different types and with many different levels of
protection. The most common measure of protection from UVA light is the SPF factor. SPF, or
sun protection factor, describes the increased amount of time you can be in the sun before your
skin starts to burn. For example, a sunscreen labeled SPF 8 means that you can be out in the sun
eight times longer before burning than you would without using any protection. Products range
from SPF 0 to SPF 50 or higher. But is SPF 50 really twice as protective as SPF 25? You will
perform an experiment that will help answer that question.

Figure 1 shows the location of UV light in the electromagnetic spectrum. Notice that the
ultraviolet band is broken into three types referred to as UVA, UVB, and UVC. The most
harmful of these three, UVC light, is absorbed by the atmosphere and does not reach the Earth’s
surface. UVA light is deep-penetrating and causes tanning, wrinkles, and some forms of skin
cancer. UVB light is also responsible for many skin problems such as sunburns and several
forms of skin cancer.

Figure 1

In this experiment, you will measure the amount of UVA light that passes through
various sunscreens. You will then compare it with the amount of UVA light from direct sun and
analyze the relationship between them.

OBJECTIVES
In this experiment, you will
• Use a UVA Sensor to measure UVA light.
32
 • Determine the amount of UVA light allowed through five different sunscreens.
• Analyze the trend of UVA light vs. SPF
values.

MATERIALS S P F 4

computer ring stand and clamp

Vernier computer interface C o ofn sunscreens
selection t r o l S P F 8
Logger Pro two 4  6 inch index cards
UVB Sensor scissors
coin (approximately 2 cm in diameter) plastic wrap
tape stopwatch

Figure 2
PRE-LAB PROCEDURE
1. Obtain two different sunscreens assigned by your teacher.

2. In the spaces provided on the data table, fill in the SPF values, brand names, additional notes,
and price per ounce.

3. Prepare your test cards.

a. Obtain two 4  6 inch index cards.
b. Using the coin as your guide, draw three circles on each test card as shown in Figure 2.
c. Use scissors to cut out the circles.
d. On one test card, label the circle on the left as your control.
e. Using both test cards, label the remaining circles with the SPF values of your assigned
sunscreens. Move from left to right and begin with the lowest SPF value. Note: Your
SPF values may be different from those shown in Figure 2.
f. Write your group name or number on the test card.
4. Cover the test cards with plastic wrap.
a. Cut out a 4 x 6 inch piece of plastic wrap. The person who does this should have clean
hands with no sunscreen or lotions on them.
b. Lay the plastic wrap neatly on top of one of the test cards. Try to keep the plastic wrap
flat so it is not wrinkled, but do not stretch it.
c. Tape the four corners as shown in Figure 2.
d. Repeat Steps a – c for the second test card.
5. Apply the sunscreens to the test cards.
a. Place the first test card in front of you with the plastic side facing up.
b. The circle labeled “control” should be kept clean. It will be used to measure the effect
of the plastic wrap by itself.

33
 c. Starting with the sunscreen that has the lowest SPF, squeeze a very small amount of
sunscreen on your finger.
d. Spread the sunscreen thinly and evenly over the appropriate circle on the plastic wrap.
e. Wipe off your finger well with a paper towel.
f. Repeat Steps b – e for all the remaining sunscreen.
g. Let the sunscreens dry.

Lab Procedure
1. Have your test cards ready.

2. Plug the UVA Sensor into Channel 1 of the Vernier computer interface.

3. Prepare the computer for data collection by opening the file “21 Sunscreens” in the Earth
Science with Computers folder.

4. Familiarize yourself with the sampling procedure.

a. Fill in the SPF blanks in Table 1 with your SPF values to be tested.
b. Study Table 2. Notice that data collection will last for 120 seconds. The control and the
sunscreens will be measured for 40 seconds each.

Table 2: Sampling procedures

Time Sample being
(seconds) measured

0 – 40 Control

40 – 80 SPF ______

80 – 120 SPF ______

5. Take your equipment outside.

6. Use the shadow of the UVA Sensor to aim it correctly

without looking directly at the sun.
a. Hold the sensor with your thumb and first finger,
pointing the sensor in the general direction of the sun.
b. Find the sensor’s shadow and observe how it changes
shape as you move the sensor around.

34

Figure 3
 c. Move the sensor around until the shadow becomes a small round circle. This indicates
that the sensor is now pointing directly at the sun.
d. Keeping this sensor orientation in mind, clamp the UVA Sensor onto the ring stand as
shown in Figure 3.
e. Once the sensor is securely on the ring stand, use the shadow again to make final
adjustments to assure that the sensor is pointing directly at the sun.
7. Practice holding one of your sample circles over the tip of the UVA Sensor. Important: The
side with the sunscreen should be facing out, away from the sensor. Sunscreen should never
come in contact with the UVA Sensor. It is okay if the plastic lightly touches the tip of the
sensor.

8. When everything is ready, have the timer start the stopwatch while another person
simultaneously clicks the button. Data collection will begin.

9. Take your readings using Table 2 as your guide. Data collection will stop automatically after
120 seconds.

10. Determine the average UVA intensity for each sample.

a. Study your graph and identify the Three 40 second sections.
b. Using your mouse, click and drag a box to select the flattest region of the graph where
you were testing the control.
c. Click the Statistics button, . The mean, or average, value for the selected data is
listed in the Statistics box on the graph. Record this value in the data table.
d. Close the Statistics box.
11. Repeat Step 10 for the next two samples.

DATA

SPF value UVA intensity Brand name Additional notes on label Price per ounce
on label (mW/m2) (e.g., Coppertone) (e.g., waterproof) ($)

SPF 0
(Control) N/A N/A N/A

4 SPF Coppertone Dry Oil Continuous spray, Water $1.50/ Ounce

Suscreen proof, Sand proof, Won’t (6 Oz.)
clog pores, Clear no rub
spray, quick and even
coverage
70+ SPF Nuetrogena Helloplex, Broad $2.00/ Ounce
Waterguard Kid’s spectrum UVA/UVB, #1 (5 Oz.)
Sunblock Mist Dermatologist
Recommended Suncare,
Ultra Sweat proof,
Waterproof

35
PROCESSING THE DATA
1. Prepare the computer for data entry by choosing Next Page from the Page menu.

2. Enter the SPF values and UVA intensities from the data table in the appropriate column in
the table. To type, click on the table cell with the mouse pointer. The table cell will enlarge
and you will see a blinking cursor in the cell. Type your data point and press ENTER. The
cursor will move down to the next cell. The graph will update after each data point is entered.

3. Print or sketch your graph as directed by your teacher.

SPF 70
Neutrogena:
Control: No Sun SPF 4 Coppertone:
Showed the
Block used at all. showed a marked
greatest
Baseline for UVA decrease in UVA
decrease in
intensity penetration
UVA
36
penetration.
*(Actual screen capture from student’s work in this MBL). Taken from Vernier “Labquest”
handheld microcomputer and copied into MS Word as a document, along with my annotation’s
as teacher’s notes.

4. Study your graph. Describe its shape in relation to how the UVA light intensity changed with
different SPF values. A very distinct reduction in UV penetration was observed between
SPF 4 and SPF 70. The SPF 4 reduced the UV to a lower level but not completely. The
SPF 70 eliminated the UV penetration completely.
5. According to your data, would a sunscreen labeled SPF 50 block twice as much UVA light as
SPF 25? Explain why or why not. As the data shows, this would presumably be the case.
The SPF 4 product limited the UV penetration; it did not stop it completely. The SPF 70
product completely eliminated the UV penetration.

6. According to your data, did the price per ounce or any other factors such as being
“waterproof” have any effect on the UVA measurements? Explain. The protocol did not
include testing for samples’ waterproofing capability.. As well, there were no protocols for
measuring the product’s effectiveness at shielding UV penetration based on price per
ounce.

Conclusion:

This was an effective MBL which compared two very different sunscreen and
sun block products having varying price points and claims regarding their UV
protection. As was the case for the previous Sunglasses lab, the Sun was not
readily available today, thus requiring the use of an indoor light source from a
halogen desk lamp, as well as switching to the UVA probe. Lab instructions were
adapted accordingly. However, in this case, the adaptation was successful in that
there were significantly different values recorded between control and samples.
This MBL demonstrated that there are significant differences in the SPF factors for
sunscreen products as well as in price. In this case, the more expensive product was
more effective.

Conclusion summary:

As demonstrated, when MLB labs were authentically connected, being

relevant as well as germane to The NYS Core Content and as such, addressed the
Curriculum elegantly for meeting NYS Earth Science, The Physical Setting’s demand
for augmenting reality and in so doing, enhanced the reproduction of our lab based

37
results to exemplify through clear demonstration, planetary and dynamic anomalies
which are found in daily interaction on our planet’s surface, in a meaningful way.

These MLB labs explicated the essence for and the greater meaning of
meeting technology integration into the classroom within the Secondary 7-12 public
education venue. These MBL’s as demonstrated, were both clear in their instruction
and through hands-on data gathering, students were capable of reproducing
sophisticated, yet understandable lab results, that replicated Earth Science content
subject matter.

Assessment for mastering the content and many opportunities for students to
peer review with each other, to scaffold and learn from each other, to tweak data
sets as desired to predict different outcomes and to see in real-time, what the data
sets provide for in highly accurate measurements given from the readout they get
from the microcomputer make learning and doing science interesting and
motivating. The tasks for skill-sets from the past and still in the present, were to
emphasize in the students mastery of providing the graphs, manually and rotely
entering data (a tedious practice) and to create the “X” and the “Y” axis’s and to
create the meaning for the “Dependent’s” and “Variable’s” from which the lab was
to be commenced upon. This is a “Chore” in comparison to the MBL practice. Much
more meaning and a greater understanding of the actual relevance for Dependent
and variable’s therefore are the end result and the skill-set achieved.

38
Bibliography

http://www.gpo.gov/fdsys/pkg/PLAW-107publ110/content-
detail.html
http://physicsed.buffalostate.edu/danowner/whyMBL.html
Longo et al. Electronic Journal of Science Education, Vol. 7, No. 1.,
September 2002
Electronic Journal of Science Education Vol. 12, No. 2 (2008) ©
2008 Electronic Journal of Science Education (Southwestern
University) Retrieved from http://ejse.southwestern.edu A Model
of Inquiry for Teaching Earth Science Eric J. Pyle James Madison
University
©2009 Vernier Labquest Pro software V.3.7
Introductory Physics - A Model Approach, 2nd edition (Captain's
Engineering
Services, Buzzards Bay, MA.
http://www.newyorkscienceteacher.com/sci/pages/cores.php

39