How Long will my Shadow Grow?
(Keeping a shadow tape through the year)
For better Printing: pdf version
The purpose
of the activity is to gather data throughout the year about
the length of the students’ shadows. Using the data, students
will graph the data and can compare their results to what is
learned about the Earth’s orientation to the sun throughout
the year and the effects of the Earth’s tilt on the seasons.
Materials:
Adding machine tape
Black permanent markers
Yard or meter sticks
|
Graph paper
Masking tape
Pencils |
Procedure:
-
Choose
a date that can be used each month to go outside and record
the data. Since it is not always possible because of weekends,
weather and holidays to use the same day, you might find you
need to be flexible and go out on a date that is as near as
possible to the original. The idea is to keep the time of
month as consistent as possible. You might want to consider
the early 20’s of the month, since the solstices and
equinoxes occur 9/21, 12/21, 3/21, and 6/21.
-
Choose
a time of day that you will be able to use consistently. For
example, if you measure the first shadow in September at 10:00
a.m., then the other data should be collected at about the
same time of day.
-
Discuss
with the students what they know about shadows, seasons, and
day lengths. Ask them to predict how long their shadow will
be the first time before you go out. Ask them if it will get
longer or shorter the next month.
-
Introduce
the students to the idea of a shadow tape. Here are some important
features to emphasize:
A. Each tape is a scientific record and needs to be handled
with care.
B. Measurements need to be accurate and complete.
C. If the data is lost, there is no way to go back and re-do
it.
D. This is long-term data collection.
-
Ask
each student to predict how long their shadow will be by tearing
off a length of adding machine tape.
-
Have each record his or her name at one end of the paper.
This will be the outside.
-
Flip the paper over. At the same end where the name is written,
the student stands with a whole foot on the paper. With a
permanent marker, draw a line around the toe and heel. Write
f-o-o-t within this space. Each time you go out to measure,
the student will line up his foot with this.
-
Head outside to a sunny place, preferably a black-top or cement
area.
-
The student aligns himself with the sun so that his entire
shadow falls onto the paper. (Some students need help seeing
they need to either move themselves or the paper to accomplish
this.)
-
Another student marks across the tape at the top of the shadow.
Record the date and the time at this line. On slightly overcast
days, have the student shake his head back and forth for a
clearer view.
-
When rolling up the tape for storage, have the student begin
at the end farthest from the foot, with the data on the inside.
When he is finished, the data will be safely stored inside
and his name will show at the end. The next time out, the
foot will be the first thing to unroll and step down on. Close
the roll shut with a small piece of tape.
-
Continue this activity monthly throughout the year.
-
At the end of the year, measure and graph the data. (You might
want to do this once mid-way to make it a less daunting task.)
-
Have the students unroll their tapes and measure the length
of each shadow. Remember, the shadow length always begins
at the tip of the toe. (Some students will see that you can
add the distance between a shorter and next longest to get
the overall length. Some may need to measure the total distance
each time.) If a student has missed a measurement or the data
that he has is highly improbable, have him accept data from
someone of similar height. The biggest problem seems to come
from marking the shadow from the wrong end of the tape, resulting
in bad data.
-
Make a record of the date and length of each shadow.
-
Transfer the data to a line graph that illustrates the changing
shadow lengths throughout the year. The lines should be similar,
with no regard to the height differences.
Notes for success:
-
This
is a wonderful activity that allows you to get outside once
a month. However, it does get cold in the winter months. Notify
the students the day before you plan to go out to bring a
coat and gloves for outside.
-
If the students work in groups of 4 outside, it is much more
efficient. Two students unroll their tapes side by side. One
student holds down the ends of both tapes. The fourth student
marks the tapes. Then switch and they are done.
-
Collect
the rolled tapes after each session and store them.
-
If a data tape is too short, add on more paper. Be sure to
use enough masking tape for a secure hold. Overlap the old
and new paper tape. Mask over each end of paper completely,
around the tape.
-
Place a strip of masking tape down the back side of the paper
tape to reinforce for durability.
-
Before going out each session, ask students to predict what
will happen. At the end of the session ask what did happen.
Make predictions for the next time.