Use the link to the form your teacher provided for this station lab.

Enter your email address and name. Choose your class.

Look at this file for questions and answer them in the form. Make sure you are answering each station in the correct answer section of your form.

Sometimes you may need to upload a photo. You can take a picture with a phone, webcam, or scanner. Click Add File and browse to the picture you saved.

The Submit button is at the bottom of the form. You can submit without completing the form.

Make sure you hit submit anytime you stop working on the form so you do not lose your answers.

You can edit your answers or return later to complete the stations. Go back to the link your teacher gave you for the form, click it, then click Edit your response.

When you have completed all the stations, carefully check your answers and submit your form for the final time.

Kesler Science

Station Lab

Online Answer Sheet

Instructions

1

3 4 5

7

2

!

6 8

Each member of the group will go to the

website listed on task card #1

Complete the task cards in order.

Every student will answer the questions from

the task cards on the lab sheet in the Watch

It! section of the lab sheet.

Watch It! Station Directions

YouTube: https://goo.gl/MitL8E

G Drive: https://goo.gl/Ksuf4b

URL is case-sensitive

What are some characteristics

of the troposphere?

What layer of the atmosphere

do many commercial airlines

fly in? Why?

1. Click Play on the video.

2. Answer questions from cards

#2-4 on your lab sheet.

YouTube

Describe the ionosphere.

Where is it? What is unique

about it?

Each member of the group will go to the

website listed on task card #1

Complete the task cards in order.

Every student will answer the questions from

the task cards on the lab sheet in the

Research It! section.

Research It! Station Directions

1. Go to https://goo.gl/YEqsPn

2. Watch the video.

3. Take notes on your lab sheet

and sketch pictures. You will

need them for the next card.

1. Go to https://goo.gl/hytJ9m

2. Perform the challenge. Every

wrong answer lowers your

score.

3. Write your score on the lab

sheet.

Each member of the group will read the

passage and answer the questions from the

task cards on the lab sheet in the Read It!

section.

It is important to remember that the answers

will come directly from the reading passage.

Read It! Station Directions

Atmospheric Composition

Breathe in and you can appreciate that the Earth’s atmosphere

has everything needed to support life on Earth. But what’s in it?

Let’s look at the structure of the Earth’s atmosphere.

Of course, the atmosphere’s structure has changed over time.

Today, the Earth’s atmosphere is made up of the following

molecules: nitrogen (78%), oxygen (21%), argon (1%). There are

smaller amounts of carbon dioxide, neon, helium, methane, and

other gases.

The atmosphere we have today is very different from the Earth’s

early atmosphere. When the planet first cooled down 4.4 billion

years ago, volcanos erupted steam, carbon dioxide, and

ammonia. The atmosphere was 100 times as thick as today’s

atmosphere.

The earliest bacteria, known as cyanobacteria, were probably

the first oxygen-producing organisms on Earth. Approximately

2.7 to 2.2 billion years ago, they released large amounts of

oxygen and sequestered the carbon dioxide. As oxygen was

released, it reacted with ammonia to release nitrogen. The

carbon dioxide in the atmosphere is exhaled by animals (and

produced by human industry burning fossil fuels).

Greenhouse gases whose percentages vary daily, seasonally,

and annually have physical and chemical properties which

make them interact with solar radiation and infrared light (heat)

given off from the earth to affect the energy balance of the

globe.

This is why scientists are watching the observed increase in

greenhouse gases like carbon dioxide and methane carefully,

because even though they are small in amount, they can

strongly affect the global energy balance and temperature

over time.

Which elements make

up most of the earth’s

atmosphere?

How is today’s

atmosphere different

from Earth’s early

atmosphere?

A. There is less oxygen today.B. The atmosphere is less dense today.C. The atmosphere is more dense

today.D. There is more ammonia today.

How do greenhouse

gases affect the energy balance of Earth?

How are cyanobacteria

related to the

atmosphere?

A. It is believed they were the first oxygen

producing organisms.

B. They live in the upper troposphere of the

atmosphere.

C. They are believed to produce carbon

dioxide into the atmosphere.

D. They fed off of the abundant nitrogen in

the atmosphere.

A. They are released into space.

B. Decreasing amounts are released into the

atmosphere as the human population

increases.

C. They create an abundance of oxygen

through chemical reactions.

D. They heat the planet causing changes in

environments.

A. Oxygen and Sulphur B. Oxygen and NitrogenC. Oxygen and SiliconD. Nitrogen and Iron

Each member of the group will draw a quick

sketch on the lab sheet that shows they

understand the concept being taught.

Use the colored pencils and markers that are

provided.

The directions for the sketch are provided on

the task card at the table.

Illustrate It! Station Directions

Use the colored pencils to draw a layers of the

atmosphere diagram.

In each layer, draw a picture that represents the

phenomena or objects that exist there.

You must use the following vocabulary on your diagram.

Troposphere

Stratosphere

Mesosphere

Thermosphere

Exosphere

Illustrate It! Station Directions

It is recommended that you have completed

at least two of the following stations before

working at this station.

-Read It!

-Explore It!

-Watch It!

-Research It!

Answer each of the task card questions on

the lab sheet in complete sentences.

Write It! Station Directions

Compare and contrast the

troposphere and the

thermosphere.

Describe the chemical

composition of the Earth’s

atmosphere? Which elements

are abundant? Which are not?

What are some of the

differences between cumulus

and stratus clouds?

It is recommended that you have completed

at least two of the following stations before

working at this station.

-Read It!

-Explore It!

-Watch It!

-Research It!

Each member will answer the questions from

the task cards on the lab sheet in the Assess

It! section.

Assess It! Station Directions

A. Oxygen

B. Nitrogen

C. Argon

D. Sulphur

Which statement is not

true?

A. Nothing. These clouds are harmless and very high up.

B. Nothing. These clouds are

harmless but very close to the ground.

C. A thunderstorm is likely to occur.D. A light snow is coming.

Jose notices several large

cumulonimbus clouds when playing in the park. What event might happen next?

Which layer of the earth’s atmosphere does the International Space Station (ISS) orbit in?

A. The troposphere is responsible for nearly

all of Earth’s weather.

B. The exosphere reaches deep into space

and is the least dense layer.

C. The thermosphere typically breaks up

meteors before they hit Earth.

D. The stratosphere allows commercial

airlines to fly with less turbulence because

of fewer convection currents.

A. TroposphereB. ExosphereC. ThermosphereD. Stratosphere

Which is the most

abundant element in

the earth’s

atmosphere?

It is recommended that you have completed at least twoof the following stations before working at this station.-Read It!-Explore It!-Watch It!-Research It!

Each group will organize the cards into matching pairs. Each of the cards will be used. Have your teacher sign off you your Organize it section after it has been checked.

Please mix up the cards again before the next group arrives at this station.

Organize It! Station Directions

They are uniform gray in color and cover most of the sky. Often associated with light rain or drizzle.

Stratus

Stratocumulus

Cumulus

Cumulonimbus

Cirrus

Altostratus

Altocumulus

Cirrocumulus

Clouds are low, lumpy, and gray. Sometimes they line up in rows and other times they spread out.

Clouds are puffy white or light gray clouds that look

like floating cotton balls. Cumulus clouds have sharp

outlines and a flat base at a height of 1000m.

They can grow up to 10 km high. At this height, high winds will

flatten the top of the cloud out into an anvil-like shape. These

clouds are thunderstorm clouds and are associated with heavy

rain, snow, hail, lightning, and sometimes tornadoes.

Clouds are made of ice crystals and look like long,

thin, wispy white streamers high in the sky. They are

commonly known as "mare's tails" because they are

shaped like the tail of a horse.

Clouds are mid-level, gray or blue-gray clouds that

usually covers the whole sky. The Sun or moon may

shine through an altostratus cloud, but will appear

watery or fuzzy.

Clouds are mid-level, grayish-white with one part darker than

the other. These clouds usually form in groups and are about

one kilometer thick. Altocumulus clouds are about as wide as

your thumb when you hold up your hand at arm's length.

Clouds are small rounded puffs that usually appear in long rows

high in the sky. Cirrocumulus are usually white, but sometimes

appear gray. They are the same size or smaller than the width of

your littlest finger when you hold up your hand at arm's length.