What are the sliders on the left side?
Overview
In this lesson, students use a computational model. This computational model allows them to trace the movement of matter through the water cycle. Students will able able to "zoom in" on a single molecule to see the change in energy during evaporation and condensation.
Students will also be able to adjust the season and collect data using CODAP to analyze seasonal differences in precipitation.
Standards
Next Generation Science Standards
- Earth and Space Sciences
- [MS-ESS2-4] Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
- NGSS Crosscutting Concept
- Patterns
- Energy
- Stability and Change
- NGSS Practice
- Analyzing Data
- Constructing Explanations, Designing Solutions
- Using Models
- Conducting Investigations
Computational Thinking in STEM
- Data Practices
- Analyzing Data
- Collecting Data
- Visualizing Data
- Modeling and Simulation Practices
- Using Computational Models to Understand a Concept
- Constructing Computational Models
- Systems Thinking Practices
- Understanding the Relationships within a System
Activities
- 1. Identify Parts of the Computational Model
- 2. Initial Observations of the Model
- 3. Changing Conditions
- 4. Energy in the system
Student Directions and Resources
In this lesson you will model the interactions as water moves through the system. You will use a computational model to discover what is happening on the micro scale as the water molecules move through the water cycle.
1. Identify Parts of the Computational Model
Use the computational model below to answer the questions. These questions allow you to look at the features of the model, you should be using the graph and slider titles to explain what the model shows. You do not need to run the model yet.
Question 1.1
Question 1.2
Initial configuration variables can be changed before you begin the simulation, dynamic variables can be changed during the simulation.
Why would you want to change the dynamic sliders?
Question 1.3
What does the top graph on the right show?
Question 1.4
What does the middle graph on the right show?
Question 1.5
What does the bottom graph on the right show?
2. Initial Observations of the Model
Question 2.1
Click "setup".
Then click "go".
We are going to make some initial observations, so don't change any of the sliders yet.
List at least 3 observations of what you see happening in the model.
Question 2.2
Let the model continue to run. Be sure the graphs go to at least 1500.
What do you notice about the top graph? What is happening with the 2 phases of matter over time?
Question 2.3
What do you notice about the average temperature graph over time?
Question 2.4
Directions:
Click trace, so the box is checked.
Click “Observe liquid molecule”
Analyze the graph “temperature of the observed”
What do you notice on the graph when the molecule is a liquid?
Question 2.5
What happens to the temperature when the molecule becomes a gas?
Question 2.6
What happens to the temperature while the molecule is a gas?
Question 2.7
What happens to the temperature when the molecule changes back to a liquid?
3. Changing Conditions
Question 3.1
Design a change to the model. Explain what 1 variable you are going to change and what you predict will happen.
Question 3.2
Run the model with your change.
List your observations about the system. What changed?
Question 3.3
Change the particle number to 10-20. Be sure to trace a particle.
Reducing the number of particles may help you see changes better.
List any new observations you can make with fewer particles.
Question 3.4
Run the model to 1000 ticks for each season. Use the data table on the side to compare evaporation and condensation in the different seasons. List 2-3 observations from the table.
4. Energy in the system
Use the model to explain what is happening with energy in the system.
Question 4.1
Explain evaporation in terms of the energy transfer in the system. What happens to the energy of the individual water molecules? Provide evidence from the model.
Question 4.2
Explain condensation in terms of the energy transfer in the system. What happens to the energy of the individual water molecules? Provide evidence from the model.
