4.7 Smedes Solar Radiation & Seasons

Make sure you completed #037.1 and are at least done with qs 1-3 of #037.2 before starting.

Practice building on your knowledge, write what you currently know before moving forward; then watch without pauses. If you absolutely must pause, restrict your pauses to every couple of minutes, i.e. at chapters. The video has been divided into chapters for you with notes.

Braindump at the end, then rewatch, revise your notes (the second viewing, you can use pauses.)

• Fiiiiine. I'm bitter about it, but I'll follow the guidance from #000.13.

• I'll take notes by pausing as I've done for all my classes: it's given me the results I want on diagnostics and full AP exams. I reject #000.13 and all it stands for.

• I've been following the guidance from #000.13 comfortably and will continue to do so.

• Okay, I'm no longer bitter about the guidance from #000.13.

• I have been taking notes in the style suggested by #000.13 and will continue to do so.

Throughout the closed captioning, there are some consistent errors in automatic transcription. Check your writing, this spelling matters.

• insolation

• causing or intending to cause offense

• insulation

• material or construction that leads to higher energy retention

• insulting

• amount of solar radiation received

Compare your pre-writing to the standards shown on this page. Mark all items you included clearly. The phrasing does not have to be the same, but the idea communicated should be nearly the same. Essentially- would your writing help a student identify these phrases as 'true'?

You are discouraged from making additions or alterations to your writing here: I would prefer you watch the rest of the video as an uninterrupted lecture, and then reference the report at the end for corrections. That will leave you with a more complete understanding.

You probably didn't include all of these ideas, and that's absolutely fine. This question's accuracy will not count against you; it just gives you a sort of checklist for later.

• more radiation at equator, less radiation at poles

• angle of sun's rays determines intensity of radiation

• latitude directly 'horizontal' to radiation receives highest radiation

Answer explanation

Remember, you're discouraged from writing thorough notes at this point. If you made a minor vocab error and want to strike it out and replace it, sure.

If you skipped pre-writing, your answers should all be in the 'not addressed' category, because you didn't write. :(

Remember: These points will not count against you. Thank you for your honesty in self-assessing.

When you review this activity, not during the first lecture, this drawing from #037.1 describes these concepts, and you're encouraged to draw it and label it in your notebook.

• * insolation depends on season (not addressed until the Formative) and latitude

  * latitude directly 'horizontal' to radiation receives highest radiation (where the arrows are short)

• * angle of sun's rays determines intensity of radiation (compare the lines to the pole vs the lines to the equator in the image)

Compare your pre-writing to the standards shown on this page. Mark all items you included clearly. The phrasing does not have to be the same, but the idea communicated should be nearly the same. Essentially- would your writing help a student identify these phrases as 'true'?

You are discouraged from making additions or alterations to your writing here: I would prefer you watch the rest of the video as an uninterrupted lecture, and then reference the report at the end for corrections. That will leave you with a more complete understanding.

You probably didn't include all of these ideas, and that's absolutely fine. This question's accuracy will not count against you; it just gives you a sort of checklist for later.

• insolation depends on season and latitude

• tilt of axis results in seasons and variable day length

• solar radiation varies seasonally; the longer the day, the more radiation

Answer explanation

These ideas came more from the Formative #037.2 and you should have written about them carefully during q. 3.

Double-check that you ended up with green marked for your writing by the end.

If you did not write these ideas, you are encouraged to replay the simulator- either now, before you watch the video, or during review of this video (after you watch it as an uninterrupted lecture).

https://lawrencehallofscience.org/apps/sepup/simulations/seasons/

Tags

NGSS.MS-ESS1-1

If you're feeling overwhelmed and want to do less lecture at a time, this is an acceptable break to revise pre-write or take additional notes.

You should still write from recall, not record notes verbatim from the lecture. Don't incorporate what's on the screen right NOW- write about what was on the screen for the last 3 or so minutes.

• I want to stop and process. I'll write from recall or edit my pre-write or doodle what I remember seeing.

• Going to keep watching and write from recall/edit etc later.

Answer explanation

These ideas were explored heavily in #037.1, so if you want to reinforce them, do the Waygrounds lesson for Insolation & Atmosphere again (later, not now! Use the feedback/report to remind you to come back here.)

For simplicity's sake, I condensed both diagrams down into the shown diagram, and you are strongly encouraged to draw that diagram and then label it accordingly, rather than to try to write from the slide exactly.

If you're feeling overwhelmed and want to do less lecture at a time, this is an acceptable break to revise pre-write or take additional notes.

You should still write from recall, not record notes verbatim from the lecture. Don't incorporate what's on the screen right NOW- write about what was on the screen for the last 3 or so minutes.

• I want to stop and process. I'll write from recall or edit my pre-write or doodle what I remember seeing.

• Going to keep watching and write from recall/edit etc later.

Answer explanation

These ideas come from #037.2, so if it was a challenge, feel free to replay the simulation at https://lawrencehallofscience.org/apps/sepup/simulations/seasons/

You need to know the differences between solstices and equinoxes, so drawing and labeling those concepts would be a great idea- but again, you're encouraged to do the close-review of this video later, after you've watched it with minimal interruption.

If you're feeling overwhelmed and want to do less lecture at a time, this is an acceptable break to revise pre-write or take additional notes.

You should still write from recall, not record notes verbatim from the lecture. Don't incorporate what's on the screen right NOW- write about what was on the screen since the last poll opportunity.

• I want to stop and process. I'll write from recall or edit my pre-write or doodle what I remember seeing.

• Going to keep watching and write from recall/edit etc later.

Answer explanation

You're best off if your notes here include the diagram and labeling.

This concept was new from the video and was not previously addressed in activities #037.1 or #037.2, so make sure you interact with it as needed.

Don't forget to write the FRQ in your notes!

• Done, wasn't so bad.

• Ugh. Fine.

Which statement is correct and supported by the work we've done so far, and which statement is a misconception?

IDENTIFY the correct statement.

• During winter, the Earth is further away from the sun in terms of total distance. This increased distance results in lower insolation and therefore lower temperatures.

• During a hemisphere's winter, that hemisphere is tilted at an angle away from the sun causing it to receive indirect insolation and thus experience lower temperatures.

Answer explanation

During winter in the Northern hemisphere (where you are), the Earth is actually closer to the sun. It is, however, tilted away from the sun's rays and therefore receives less solar energy.

It's not about distance of the whole planet. It's about the tilt of the planet relative to the sun. Remember (or repeat) your simulation.

Tags

NGSS.MS-ESS1-1

NGSS.MS-ESS2-6

I think... (select all that apply)

• I am ready for a diagnostic without further preparation.

• I need to rewatch this video and take more notes (either from pause and recall or direct from diagrams) before a diagnostic.

• I need to construct another study strategy (quizlet, flashcards, or connections for vocab etc) before a diagnostic.

• I need to reattempt the Waygrounds or review the report from the Waygrounds (#037.1) or add to/review the simulation from the Formative (#037.2) before a diagnostic.