Why Is Alaska So Cool?
(When the days are so long?)

A Series of Math and Science
Investigations in Sunlight Intensity
using Excel, Graphing Calculators and CBLs

Activity 9: Model Extender

Considering Simplifying Assumptions and Other Factors

Guiding Question:	Is sunlight intensity the only factor in determining how cool it is in Alaska?
Description:	Students consider the measurements they have made and construct a simple visual model. They then extend their simple model, and in teams, analyze other factors that may affect the temperature of a place.
Objective:	After completing this activity, a student will be able to identify the simplifying assumptions in a simple visual model, to identify five specific factors in an extended model of the earth’s energy budget, to analyze the importance of one factor in determining the temperature of a place, to report the findings to others in a team, and to read and comment on the analysis done by others on the team.
Teaching Strategies:	Students may be divided in teams of four to complete the entire activity. The “Factor Analysis” and “Team Analysis” parts of the activity are meant to be done in teams. The first two parts of this activity, “Simplifying Assumptions” and “Extending the Model” could be completed in class as part of a guided discussion or assigned as individual in-class work or homework. The “Team Analysis” could be done as oral or written reports.
Assessment:	Students assess their understanding by comparing their answers to the provided answer key in the first three sections, “Simplifying Assumptions,” “Extending the Model,” and “Factor Analysis.” Students assess each other’s analyses in the “Team Analysis” part of this activity.
Download:	Lesson Plans Concluding Questions Answers to Concluding Questions