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Conners Emerson School
Conners Emerson School (back to top) We go to Conners Emerson in Bar Harbor, ME. We think that some areas of the earth are hotter than others because the suns rays are more direct in those areas. Some places receive more sunlight because of the earths tilt. Our results means that the higher the latitude the more minutes of sunlight.
Col.Franciscano-Potosi-Bolivia (back to top) Informe Final Proyecto Solar 2005 ¿Que habilidades y conocimientos aprendimos? : Aprendimos a graficar, a tomar la temperatura y también observando las figuras comprobamos que en esta temporada los rayos del sol tienen mayor incidencia el hemisferio norte (los minutos de luz solar aumentan con la latitud hacia el norte), del segundo grafico (salvo algunos puntos), se puede concluir que la temperatura aumente en ciudades que están mas cerca del ecuador, donde los rayos del sol inciden directamente.
Instituto Siglo21 (back to top) Volvemos a enviar el informe porque el anterior no se puede ver.
Michael Ham Memorial College (back to top)
Informe final de la clase Nuestra escuela se llama Michael Ham Memorial College, est á ubicada en la localidad de Vicente Lopez, provincia de Buenos Aires, Argentina. Somos alumnas del Octavo nivel de la Escuela Secundaria B ásica. Estamos realizando este proyecto para dos materias, Ciencias Sociales y Tecnología de la Información y Comunicación. Durante el proyecto nos dividimos en grupo, para realizar diferentes actividades en equipo. Medimos la temperatura del ambiente a la sombra, debajo del árbol de Tilo en la barranca del colegio, con un termómetro que nos brindaron. La medimos durante una semana, a la misma hora entre las 11 y las 13 horas. Además cada grupo se encargó de buscar en el diario la hora en que salía y se ponía el sol, para luego poder calcular con estos datos los minutos de luz solar por día. En tecnología, aprendimos a utilizar el Excel para calcular la temperatura y la luz solar promedio de la semana. También realizamos una tabla con los datos que seleccionamos de diez colegios diferentes para luego realizar dos gráficos donde relacionamos la temperatura y la luz solar promedio de la semana con la latitud de distintos colegios ubicados algunos al norte, otros al sur y otros cerca de la línea ecuatorial. En Ciencias sociales estuvimos analizando los gráficos que habíamos realizado y pudimos observar que algunas áreas de la tierra reciben más luz solar que otras. Esto se debe a la inclinación del eje terrestre y a cómo inciden los rayos solares sobre la tierra. En ésta época del año, el promedio de minutos de luz solar es mayor en los países que están en el Hemisferio Norte, por la posición de la tierra según el movimiento de traslación y por la inclinación del eje terrestre. Los rayos solares llegan con mayor intensidad, ya que caen en forma casi perpendicular. Algunos lugares son más calientes que otros. Esto se relaciona directamente con la latitud de cada área. En los países que están más cerca de la línea ecuatorial hace más calor, ya que los rayos solares llegan con mayor intensidad. Por el contrario, en los países que se alejan de ésta línea Ecuatorial hace más frío. Según lo que pudimos observar en el gráfico que realizamos, la temperatura suele ser mayor en esta época del año en el Hemisferio Norte que en el Hemisferio Sur. Y llegamos a la misma conclusión que mencionamos anteriormente. Al realizar este proyecto pudimos ver y comparar datos que obtuvieron otros colegios de distintas partes del mundo. También pudimos comunicarnos con otros colegios utilizando el e-mail. Podríamos tener una mejor comunicación con los integrantes de otros colegios participando más en el foro. Nos pareció interesante poder compartir opiniones, experiencias e intercambiar información con otros chicos de nuestras mismas edades y de diferentes culturas.
Luego de analizar los gráficos, pudimos observar que los colegios que están más próximos a la línea Ecuatorial tienen una temperatura y una luz solar media y constante, mientras que los colegios que están en el hemisferio norte o sur tienen mayor variación según la estación o época del año.
The Perreault Academy (back to top) HI, Me and my sister go to the Perreault academy. This school is made of two students and one headmaster, teacher, and mom. The Perreault academy is 60 years old! We are located in the Northern Hemisphere, in America, in the North East,in Conneticut, and in Bristol. My grade level is 8th and my sister's is 5th. We are in our first year of being home schooled. The subject we did this report for is science and language. This project was interesting because we learned how to convert tempurature and that there are many different types of thermometers. During this prodject we had to take the tempurature in the sun and shade. After we recorded that, we also recorded when sunset and sunrise happened. When we were finished with recording part of the project we arranged all the time. The matierial we used were:brains,Mercury thermometers,internet,paper,and penciles. We learned how to do daylight VS latitude. Then we also lerned about the architecture of different schools, and how to tell were they are located by the design of the school. For this prodject we learned many things but two of the most important things are the convertion of centigrate and farenhite. Another thing is that there are many types of thermometers.And lastly we learned about daylight and latitude. Next time we do a prodject like this we will do it in the begining.
Sylva Killion (back to top) Our class is Mrs. Killion’s 4th grade class from Cleburne, Texas. We began using the Sun Times Global Temperature Project in our science class.
Marlboro Middle School (back to top) Introduction 40:18:55 N Marlboro, New Jersey: roughly an hour car ride from both New York City and Philadelphia, PA, a stones throw from the “Jersey Shore” and settled in the green suburban sprawl that is Monmouth County. That is the location of Marlboro Middle School, and more importantly, Mr. Moraca’s Science classes. As a collective, we are 125 of the hardest working sixth graders that you can find. Individually we are as diverse as the participating schools in this project. Together, we share a desire to explore the world around us and to logically understand its wonder and beauty. Main Body For five consecutive days (May 9 – May 13) we were asked to record the amount of sunlight that we received at our location. We also were required to record the outside air temperature between the hours of 11:00 AM and 1:00 PM. The time range for temperature was set to ensure that the sun was near its highest point in the sky overhead. To calculate the amount of sunlight each day, we used an online weather center to determine the time of sunrise and sunset for each day. Then, by figuring out the time between sunrise and sunset, we were able to calculate the amount of sunlight that we received. Due to time constraints and class scheduling, we recorded the temperature by also using an online weather center. We checked the temperature each day at noon. To make data analysis more efficient, we were asked to find the average amount of daylight (in minutes) and the average daily temperature (in Co). Data was submitted to the Global Sun Temperature Project and compiled with the worldwide information. Conclusion “Why do some areas of the earth receive more sunlight than others?” After analyzing the data, we concluded that there was a direct connection between the amount of sunlight a location and its location south or north of the equator. We found that the areas that received the least sunlight per day were located below the equator. In contrast, areas above the equator received the most amount of sunlight daily. The reason for this is the tilt of earth’s axis. At the current time, as we in the Northern Hemisphere are approaching summer, we find our half of the earth tilted more toward the sun that the Southern Hemisphere. This tilt accounts for the greater amount of sunlight that has been recorded in our area. This tilt also is linked to the seasonal changes that have occurred in New Jersey over the past few months. “Why are some places hotter than others?” Even though the Northern Hemisphere is receiving much more sunlight than the rest of the world, this does not translate into the warmest temperatures. In our analysis of the data we found that areas near the equator were much warmer than those to the north or south. This is due to the fact the equator receives the most direct sunlight. It also has little variation in the amount of sunlight that it receives daily throughout the year. These two facts translate into higher temperatures at the equator all year long.
Colegio San Martín de Tours (back to top) Nuestro colegio se llama San Martín de Tours. Está ubicado la Ciudad de Buenos Aires, Argentina (34ª 30´ Sur y 58ª 30´ Oeste). Estamos en 1º año y este proyecto lo realizamos en dos asignaturas: Geografía e Informática ¿Qué hiciste durante el proyecto? ¿Cómo mediste la temperatura y determinaste el número de minutos de luz solar por día? ¿Por qué algunas áreas de la tierra reciben más luz solar que otras? ¿Por qué algunos lugares son más calientes que otros? ¿Cómo interpretaste los resultados? ¿Qué aprendiste que sea nuevo para ti?
Academy Hill School (back to top) Hello from Springfield, MA, USA. This project was fun and we learned a lot. Each of us chose ten places to graph. We discovered that minutes of daylight was directly related to latitude. The higher your latitude, the more daylight you would receive. That is because it is spring, and the tilt of the earth makes the sun shine more directly on the northern hemisphere. We thing it would be the opposite in the fall.
Rhijin/Franklin (back to top) Our experiences
Man/Franklin High (back to top) Final Report We are a group of bilingual students at Franklin High School in Seattle, Washington. After writing the introduction letter, we prepared poster with blank charts to record required data. During our project time from 9 to 13 May 2005, we took the temperature in our school grounds at 11:00 am, using a hand held thermometer in both Fahrenheit and Celsius. To find the minutes of daylight, we looked at the US Naval Observatory website to determine the sunrise and sunset per day. When the verified data was available, we chose 4 schools from the south hemisphere and 6 schools from the north. After graphing these data, we came up with two conclusions: The minutes of daylight was increased from far south to far north as the graph shown below. This is reasonable because during this time of the year, the North pole is tilted toward the sun, giving the Northern hemisphere longer hours of daylight than the southern hemisphere.
Roger Orjuela (back to top) Información Básica
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Center for Innovation in Engineering and Science Education All Rights Reserved
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