Meteorologist s profile John Dalton
|
|
- Joel Parker
- 5 years ago
- Views:
Transcription
1 Meteorologist s profile John Dalton Howard and Sylvia Oliver Oxford ``60, 71, 30.18, SW 1, Little Rain. This weather report appeared posthumously in the Manchester Guardian in The temperatures inside and out, pressure, wind and precipitation at 2100 local time (LT) on 26 July 1844 are the last recorded words of the dedicated meteorological observer John Dalton (1766± 1844), pictured in Fig. 1. He died in his room before he could make the next morning s 0800 LT readings. What better epitaph could there be for someone who had studied meteorology all his working life and was credited with 206
2 Fig. 1 John Dalton holding a measuring beaker, from an etching by James Stephenson (reproduced by permission of the Manchester Literary and Philosophical Society) making over observations? Although he was better known for his early work in atomic theory and chemistry, his meteorological achievements are not insignificant. The Royal Meteorological Society previously marked the centenary of his death with a short article in the Quarterly Journal (Manley 1944). This profile coincides with the bicentenary of the publication of some of his key papers. Life and times John Dalton was born in the village of Eaglesfield a few miles from Cockermouth in Cumbria and his house, though altered, is still there marked with a plaque. His Quaker family was initially extremely poor but his father was able to teach him mathematics, and John attended the Friends school until he was 12 years old. Such was his progress that, when his teacher left, John took over the school himself. During this period he also obtained a thorough grounding in mathematics under the tuition of a gentleman who lived nearby. In 1781 John was asked to teach at a Quaker school in Kendal, jointly with his brother. After taking advice from the Council of Friends this was agreed. He walked to Kendal carrying one of the new umbrellas which had just become available in Cockermouth. When their cousin who ran the school left in 1785 the two brothers took over with the help of their sister, who came to keep house. Their advertisements proudly state that the school ``has a valuable library of books on history, mathematics and natural philosophy, also an air pump, globes and several other philosophical, mathematical and optical instruments. It was during his time at Kendal that Dalton began his life-long interest in things meteorological, stimulated by his contacts with the blind scientist John Gough who gave him the run of his library and with whom he had frequent scientific discussions. In 1793, following an invitation from Dr Thomas Barnes, Principal of the New College Manchester (now moved to Oxford University as Harris Manchester College), Dalton took up the position of tutor (he styled himself ``Professor of Mathematics and Natural Philosophy ) which he held until It was during his time there that he produced some of his most important meteorological work. After leaving the college Dalton continued to live simply in Manchester, spending his time teaching and researching on subjects within and far beyond natural philosophy. He presented papers to, and played an increasingly important role in, the Manchester Literary and Philosophical Society, with an extended period as its President. Public acclaim led to lecture tours around the UK and abroad and to the award of many honours, including an FRS, various degrees and eventually a Government pension. On his death the Manchester Corporation mounted a vast funeral with a milelong procession attended by mourners. As a person Dalton lived modestly and never lost his rustic accent and his simple Quaker approach to life. In addition to Quaker activities on Sundays, he allowed himself just one afternoon of relaxation each week to play bowls. He never married, his main excuse being ``I never had the time. He never really adapted to the social expectations of international fame and continued with basic tutoring throughout his life. The rigid pattern of his life and his meticulous approach to measurement and research made him an ideal meteorological observer. 207
3 Meteorological studies During his years at Kendal, Dalton refined the skill of making barometers and began taking regular meteorological observations. His thermometer was situated ``without, in a garden, under the shade of a rather large gooseberry tree facing north: the garden open to the countryside to the north and has houses at a distance of 8 or 10 yards [7 or 9 m] to the south. His observations were taken between 0600 and 0800 LT, 1200 and 1300 LT, and 2100 and 2200 LT. A friend, Peter Crossthwaite, took broadly similar measurements at Keswick. He used a whipcord hygrometer whose length was humidity dependent and a 10 in (250 mm) diameter raingauge ``sufficiently distant from trees, houses &c. Dalton s main meteorological achievements can be divided into five main areas, with work on hydrology and evaporation being published almost exactly 200 years ago. A textbook on meteorology After his time at Kendal Dalton published his book Meteorological observations and essays (Dalton 1793). This was primarily intended as a meteorological textbook and was in two sections. The first gave details of meteorological measurement techniques and listed monthly values for Kendal and Keswick, together with London data from the Royal Society, all with appropriate comments. Articles giving data on cloud heights, wind, duration of snow-cover and appearances of the aurora (then generally considered to be a meteorological phenomenon) were also included. The second half of the book aimed to provide students with explanations of meteorological data and processes, partly original and partly reproduced from previously published sources, with several chapters on the aurora. The chapter on evaporation is especially relevant to later work as he describes evaporation experiments and concludes that ``water evaporated is not chymically combined with the aerial fluids but exists as a peculiar fluid diffused amongst the rest. At that time it was not 208 necessarily accepted that water vapour has a separate existence in the atmosphere. The book was published by public subscription and Dalton republished it, with almost no changes, some 40 years later, despite the fact that by then some of the ideas in it were out of date. Regional water balance of England and Wales Over millennia people had puzzled over the details of the hydrological cycle and particularly where rivers came from. Around 1700 Edmund Halley still ``considered that condensation in the form of dew and large reservoirs of water in the interior of mountains made a substantial contribution to the water required to maintain the flow of springs. Thus he did not accept the hypothesis of the French writers who immediately preceded him that rain waters are the origin of all springs (Dooge 1974). By the latter part of the century there had been little change in the situation. Dalton set out to rectify this by calculating the water balance for England and Wales. In 1799 he presented his seminal paper on the origin of springs to the Manchester Literary and Philosophical Society. He opened with an elegant introduction: ``It is scarcely possible to contemplate without admiration the beautiful system of nature by which the surface of the Earth is continually supplied with water and that unceasing circulation of a fluid so essentially necessary to the very being of the animal and vegetable kingdoms takes place. Naturalists, however, are not unanimous in their opinions whether the rain that falls is sufficient to supply the demands of springs and rivers, and to afford to the earth besides such a large portion for evaporation as is known to be raised daily. To ascertain this point is an object of importance to the science of agriculture, and to every concern in which the procuration and management of water makes a part, whether for domestic purposes or for the arts and manufactures (Dalton 1802a).
4 He derives an estimate of the annual rainfall as 31 in (787mm), using the short and patchy datasets available at the time and correcting for missing areas, to which he added 5 in (127 mm) for dewfall. Annual evaporation, derived mainly from his own observations on soil-filled containers, was set at 30 in (762 mm). Using a corrected version of Halley s estimate for the flow of the Thames and multiplying this up to account for the other main river basins, he estimated the annual flow to the sea as 13 in (330 mm). These calculations give a discrepancy between input (36 in (914 mm)) and output (43 in (1092 mm)) of 7 in (178 mm). Dalton suggested that this difference could be accounted for mainly from errors in the evaporation (this was a reasonable assumption as confirmed later by Rodda (1963)). Dalton therefore concludes: ``Upon the whole then I think that we can finally conclude that the rain and dew of this country are equivalent to the quantity of water carried off by evaporation and by the rivers. And as nature acts upon general laws, we ought to infer it must be the case in every other country until the contrary is proved (Dalton 1802a). This paper settled for all practical purposes the controversy of the origin of springs and was an important contribution in the development of the quantitative hydrological cycle. It is for this reason that the European Geophysical Society awards the Dalton Medal to leading present-day hydrologists. The evaporation process After leaving the New College, although much concerned with experiments and theories in chemistry, Dalton continued his interest in meteorology and related topics. In the autumn of 1801 he presented three evenings of lectures on the properties of gases, published as four essays in the Society proceedings. In the first essay he describes his method of measuring the temperature dependence of ``the force of vapour from water, i.e. saturated vapour pressure. This was achieved by the introduction of water into a barometer column (containing freshly boiled mercury!) and noting the depression of the column for a range of temperatures. He publishes the resulting table of saturated vapour pressures for a wide temperature range. In his final essay he presents ``a true theory of evaporation. He describes the results of evaporation experiments using containers of water under different temperatures and wind speeds. Explaining that account must be taken of ambient vapour pressure, he formulated his law of evaporation: ``The evaporating force must be universally equal to that of the temperature of the water, diminished by that already in the atmosphere (Dalton 1802b). This can be expressed by the equation E = K (e s ± e a ) where e s is the saturation vapour pressure at water temperature, e a is the vapour pressure of the surrounding air and K is a factor dependent on wind speed. Dalton included a table giving the evaporation rates from water into dry air for a wide temperature range and for low, medium and high wind speeds. This evaporation equation has stood the test of time and is still in use today with suitable values for the factor K. This first successful attempt to estimate evaporation from meteorological data shows Dalton as the pioneering link between the old-school scientists, such as Halley, and modern-day meteorologists. Mountain climatology Dalton was very strict over the matter of holidays but did allow himself a short break every summer ± usually spent ``breathing the salubrious air of the mountains and lakes near my native place in the North of England. His conscience over taking any time off work was eased by combining his visits with scientific data collection, including many energetic mountain excursions investigating whether water vapour really existed separately in the atmosphere (Dalton 1824). The first published set of mountain climate observations are for a descent of Helvellyn in July 1803 ± the temperature at 1300 LT at the summit (855 yards (782 m) above the lake) 209
5 being 55 8F (12 8C) and the dew point 46 8F (8 8C). On reaching the bottom at 1600 LT the temperature was 70 8F (21 8C) and the dew point 53 8F (11 8C). Such apparently basic data conceal a considerable amount of effort as is evident from his account of dew-point measurement: ``The usual mode of my operations was to find a spring on the side of the mountain; then take a cup of water from it and pour it into a clear dry tumbler glass; if dew was produced immediately on the outside of the glass, the water was returned into the cup and the glass was again carefully dried outside. During this time the water was acquiring temperature from the air. It was then returned into the tumbler and held out exposed to the current of air. This process was repeated until no dew was found to be formed on the glass. The temperature of the water each time it was put into the tumbler was found from a small pocket thermometer; and that when it last produced dew on the glass was marked down as the dewpoint (Dalton 1824) (quite a tricky procedure in the lab, let alone on the top of a mountain). He goes on to explain the use of pounded nitre and sal-ammoniac or snow to reduce the temperature if the spring water was not cold enough. In the 1824 paper there are sets of observations for many of the Lake District mountains made between 1803 and Also included is a table setting out the ``drying power of the air according to ambient temperature and dew point. From his observations, Dalton derived useful insight into lapse rates and how water vapour in the atmosphere contributed to the climate of mountains by producing fog and low cloud. In another paper Dalton (1831) analysed data provided from Geneva and the St. Bernard Pass at an altitude of 2720 yards (2487m). There had for some time been attempts to obtain accurate mountain elevations from barometric readings. Dalton carried out many such measurements, the best of which relied on simultaneous pressure readings from two inter-calibrated and temperature-corrected barometers. It was while climbing Skiddaw 210 with his barometer in July 1812 that he first came across the Lake District geologist and guide Jonathan Otley. Subsequently Otley frequently acted as companion and paid guide to Dalton on many of his climbs between 1812 and Otley was also stimulated to collect his own rainfall data at his home town of Keswick (his oak-cased raingauge and built-in measuring cylinder, together with his barometer and other instruments, and the original of his contribution to the biography of Dalton by Henry (1854) can all still be seen at Keswick Museum and Art Gallery). Daily weather records John Dalton made weather observations, generally three times per day, for well over 50 years. In 1819 his first formal summary and analysis covering the Manchester data for the period 1794 to 1818 was published (Dalton 1819). The results included tables of monthly and extreme values of pressure, temperature and rainfall together with remarks on theories of rainfall and its seasonal variation. He also used London barometric data, published by the Royal Society, which he found to ``exhibit marks of extreme carelessness. His paper covering his observations from 1794 to 1840 opened with a note: ``I had occasioned to refer to the transactions of the Royal Society for a series of observations and upon comparison of those with my own, I found reason to believe that the Royal Society s observations and calculations from them, exhibited marks of carelessness which rendered them by no means trustworthy. Some time after this the Royal Society revised their meteorological establishment, and placed it upon a respectable footing, since which, I believe, they may vie with any public body or private individual, in the regularity and accuracy of their observations and tabular results (Dalton 1842). The paper again includes summaries, means and extremes of pressure, temperature and rainfall for the whole period together with some additional rainfall data for other nearby locations. Where necessary, missing data were in-filled using observations from other sources,
6 Dalton not being prepared for others to use his instruments in his absence. Many of the observations were published in the Manchester press and the city made use of them, for instance in choosing the best location for their botanic gardens. Regrettably, few of the original observations are still in existence as most were either lost or destroyed during the bombing of Manchester on Christmas Eve 1940 (Leitch and Williamson 1991). What an interesting resource these records might have been today if they had survived. Other work Dalton s interest, as was typical for scientists of the eighteenth and nineteenth centuries, was not confined to a few subjects. In addition to his main work, he published on botany, geology, physiology and English grammar, and wrote poetry. He famously suffered from severe colour-blindness (often called daltonism) and wrote a definitive paper describing ``extraordinary facts relating to the vision of colours. Conclusion The year 2003 sees the bicentenary celebrations of Dalton s first paper on atomic theory, which led to his international fame. However, his life-long weather studies and his not insignificant contributions to meteorology and hydrology ± in particular his area water balance and evaporation equation ± should not be forgotten in these celebrations. Acknowledgements The authors gratefully acknowledge permission to reproduce the Dalton etching from the Manchester Literary and Philosophical Society, which also publishes the invaluable Dalton bibliography (Smyth 1997). Thanks also to the Kendal Museum and Art Gallery and others for their help. References Dalton, J. (1793) Meteorological observations and essays. Richardson, London and Pennington, Kendal (1802a) Experiments and observations to determine whether the quantity of rain and dew is equal to the quantity of water carried off by the rivers and raised by evaporation; with an enquiry into the origin of springs. Mem. Lit. Philos. Soc. Manchester, V, II, pp. 346± 372 (1802b) Experimental essays on the constitution of mixed gases; on the force of steam or vapour from water and other liquids in different temperatures, both in a Torricellian vacuum and in air; on evaporation expansion of gases by heat. Mem. Lit. Philos. Soc. Manchester, V, II, pp. 535± 602 (1819) Observations of the barometer, thermometer and rain at Manchester from 1794 to 1818 inclusive. Mem. Lit. Philos. Soc. Manchester, second series, III, pp. 483± 509 (1824) Observations in meteorology, particularly in regard to the dew-point, or quantity of vapour in the atmosphere; made on the mountains in the north of England from 1803 to Mem. Lit. Philos. Soc. Manchester, second series, IV, pp.104± 124 (1831) Summary of the rain &c at Geneva and at the elevated station of the Pass of Great St. Bernard. Mem. Lit. Philos. Soc. Manchester, second series, V, pp. 233± 240 (1842) Observations of the barometer, thermometer, & rain at Manchester from the year 1794 to 1840 inclusive being a summary of essays in meteorology. Mem. Lit. Philos. Soc. Manchester, second series, VI, pp. 561± 589 Dooge, J. C. I. (1974) The development of hydrological concepts in Britain and Ireland between 1674 and Hydrol. Sci. Bull., XIX, pp.279± 302 Henry, W. C. (1854) Memoirs of the life and scientific researches of John Dalton. Cavendish Society, Harrison, London Leitch, D. and Williamson, A. (1991) The Dalton tradition. John Rylands University Library of Manchester Manley, G. (1944) John Dalton: 1766± Q. J. R. Meteorol. Soc., 70, pp. 235± 239 Rodda, J. C. (1963) Eighteenth century evaporation experiments. Weather, 18, pp. 264± 269 Smyth, A. L. (1997) John Dalton Manchester Literary and Philosophical Publications Ltd Correspondence to: Dr H. R. Oliver, Harris Manchester College, Oxford OX1 3TD. # Royal Meteorological Society, doi: /wea
within a mixture varied in weight and complexity.
Exercises - Dalton 1. You are going to read about Dalton s early life and career. Six sentences have been removed from the text. Choose from the sentences A-G the one which fits each gap (1-6). There is
More informationJohn Dalton Meteorologist, Educator, Scholar, Chemist, Scientist, Journalist ( )
John Dalton Meteorologist, Educator, Scholar, Chemist, Scientist, Journalist (1766 1844) Synopsis Chemist John Dalton was born September 6, 1766, in Eaglesfield, England. During his early career, he identified
More informationNAME: DATE: GEOGRAPHY: Water and weather GEOGRAPHY. Water and weather
GEOGRAPHY Water and weather It is not necessary to carry out all the activities contained in this unit. Please see Teachers notes for explanations, additional activities, and tips and suggestions. Theme
More informationto build a for Science.
ARTH CIENCE RADE ASSESSMENT PACKET A fundamental course in getting to know our planet better through the eyes of a scientist. You ll get to build a homemadee weather station, complete with cloud tracker
More informationGEOGRAPHY Water and weather It is not necessary to carry out all the activities contained in this unit.
GEOGRAPHY Water and weather It is not necessary to carry out all the activities contained in this unit. Please see Teachers notes for explanations, additional activities, and tips and suggestions. Theme
More informationCURRICULUM OUTLINE. DEPARTMENT: Science DATE: January, 2004
PARAMUS ELEMENTARY SCHOOL PARAMUS, NEW JERSEY CURRICULUM OUTLINE DEPARTMENT: Science DATE: January, 2004 COURSE: The Earth s Atmosphere GRADE LEVEL: Grade 6 I. COURSE DESCRIPTION: The student will explore
More informationASSESSMENT CHART FOR INVESTIGATIONS 1 AND 2 STUDENT NAME
ASSESSMENT CHART FOR INVESTIGATIONS 1 AND 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. STUDENT NAME Weather Measurements (TO)
More informationV Q \ = 7]Z 4IVL 126 Unit 5
126 Unit 5 Is it cold and windy? Or is it a sunny day? Is it raining cats and dogs? Or can we go out to play? I will learn to talk about seasons and weather plant life environments caring for the earth
More informationMeteorology Atmosphere and Weather
Atmosphere and Weather Expanding Science Skills Series By LaVerne Logan and Don Powers, Ph.D. Consultants: Schyrlet Cameron and Carolyn Craig COPYRIGHT 2010 Mark Twain Media, Inc. ISBN 978-1-58037-960-1
More informationRainy Days. Upper Primary. Weather
Rainy Days Weather Rainy Days Teacher Notes Key Concepts Earth s weather changes from day to day and from season to season. National Science Education Content Standards (1996) Unifying Concepts and Processes
More informationGuided Notes Weather. Part 1: Weather Factors Temperature Humidity Air Pressure Winds Station Models
Guided Notes Weather Part 1: Weather Factors Temperature Humidity Air Pressure Winds Station Models. 1. What is weather? Weather: short-term atmospheric conditions in a specific area at a specific time
More informationThe Sun and Water Cycle
The last time you took a shower, did you think about where the water came from? Sure, it came out of the showerhead, but what about before that? The water you used to wash could have spent time in the
More informationWEATHER, CLIMATE, & NATURAL HAZARDS (3.ES.NGSS)
TM WEATHER, CLIMATE, & NATURAL HAZARDS (3.ES.NGSS) UNIT AT A GLANCE ACTIVITY 1 - Weather Trackers QUESTIONS: How can two different areas have different weather conditions? How can we collect weather data
More informationObserving Weather: Making the Invisible Visible. Dr. Michael J. Passow
Observing Weather: Making the Invisible Visible Dr. Michael J. Passow What Is Weather? Weather refers to the conditions of the atmosphere at a certain place and time. Weather differs from Climate, which
More informationThe sun and water cycle
reflect The last time you took a shower, did you think about where the water came from? Sure, it came out of the showerhead, but what about before that? The water you used to wash could have spent time
More informationChapter 5: Weather. Only Section 1: What is Weather?
Chapter 5: Weather Only Section 1: What is Weather? Find the definitions of: Meteorology, meteorologist, weather, climate Not in book? Use the dictionaries **Meteorology - Meteorology is the study of the
More informationWeather and Climate 1. Elements of the weather
Weather and Climate 1 affect = to have an effect on, influence, change altitude = the height of a place above the sea axis = the line around which an object rotates certain = special consist of = to be
More informationWeather Part I- Weather Variables
Weather Part I- Weather Variables 3-1-19 Definitions Meteorology- is the study of the atmosphere- including weather. Weather-the daily conditions of the atmosphere. It can change from time to time and
More informationWeather and climate. reflect. what do you think? look out!
reflect You re going on vacation in a week and you have to start thinking about what clothes you re going to pack for your trip. You ve read the weather reports for your vacation spot, but you know that
More informationWeather Systems Study Guide:
Weather Systems Study Guide: 1. Draw a diagram of Earth s water cycle and label each part. 2. Explain how the water cycle works. 3. What happens in the troposphere and stratosphere? Atmosphere Level What
More informationAtmospheric Moisture, Precipitation, and Weather Systems
Atmospheric Moisture, Precipitation, and Weather Systems 6 Chapter Overview The atmosphere is a complex system, sometimes described as chaotic in nature. In this chapter we examine one of the principal
More informationOver the course of this unit, you have learned about different
70 People and Weather TA L K I N G I T O V E R Over the course of this unit, you have learned about different aspects of earth s weather and atmosphere. Atmospheric scientists, climatologists, hydrologists,
More informationUse maps, atlases, globes and computer mapping to locate countries and describe features studied
Roseberry Primary School Curriculum planning Lead Question: What s so amazing about America? National Curriculum driver: Geography Rationale statement: In this study about the amazing Americas, children
More information3rd GRADE MINIMUM CONTENTS UNIT 17: AIR
3rd GRADE MINIMUM CONTENTS UNIT 17: AIR WHAT S THE AIR? Air is the mixture of gases that surround the Earth. The main gases in air are: a. Nitrogen. This is the most abundant gas. b. Oxygen. This is the
More informationELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION. A Collection of Learning Experiences WEATHER Weather Student Activity Book
ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION A Collection of Learning Experiences WEATHER Weather Student Activity Book Name This learning experience activity book is yours to keep.
More information7. The weather instrument below can be used to determine relative humidity.
1. What is the dewpoint temperature when the dry-bulb temperature is 12 C and the wet-bulb temperature is 7 C? A) 1 C B) -2 C C) -5 C D) 4 C 2. A parcel of air has a dry-bulb temperature reading of 16
More informationCranford Park CE Primary School. Subject Overview for Geography. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Title of unit.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Main Objectives /Skills Main Objectives /Skills Main Objectives /Skills Main Objectives /Skills Main Objectives /Skills Main Objectives /Skills Foundation
More informationEvaporation - Water evaporates (changes from a liquid to a gas) into water vapor due to heat from the Sun.
Erin Kathryn 2016 Weather is the conditions of Earth s atmosphere at a certain time and place. For example, sunshine, rain, hurricanes, and storms are all examples of weather. Weather is different at different
More informationOur Planet Earth. I nteractions of Earth Systems
CHAPTER 3 LESSON 2 Our Planet Earth I nteractions of Earth Systems Key Concepts How does the water cycle show interactions of Earth systems? How does weather show interactions of Earth systems? How does
More informationClimate Change or Climate Variability?
Climate Change or Climate Variability? Key Concepts: Greenhouse Gas Climate Climate change Climate variability Climate zones Precipitation Temperature Water cycle Weather WHAT YOU WILL LEARN 1. You will
More informationNatural Sciences 1: Laws and Models in Chemistry
Natural Sciences 1: Laws and Models in Chemistry Natural Sciences 1: Laws and Models in Chemistry, traces the efforts in Western thought to understand what makes up the physical world what remains the
More informationWONDERING ABOUT WEATHER
NAME DATE PARTNERS WONDERING ABOUT WEATHER You are lying in the grass enjoying a few relaxing hours in the summer sun. You have your favorite cold drink and magazine close at hand. You close your eyes
More informationClimate Discovery Teacher s Guide
Unit:Little Ice Age Lesson: 1 Materials & Preparation Time: Introduction: 30 min Data collection: 10 minutes daily (for one or more weeks) Part 1 graphing/analysis: 45 min Part 2 graphing/analysis: 45
More informationIsaac Newton Benjamin Franklin Michael Faraday
Isaac Newton (4 January 1643 31 March 1727) was born and raised in England. He was a greater thinker and made many discoveries in physics, mathematics, and astronomy. Newton was the first to describe the
More informationTHE RIPON METEOROLOGICAL DATA SET FOR 1892 TO 1895 AS RECORDED BY CHARLES PIAZZI SMYTH
OCCASIONAL PAPERS ON METEOROLOGICAL HISTORY No.11 THE RIPON METEOROLOGICAL DATA SET FOR 1892 TO 1895 AS RECORDED BY CHARLES PIAZZI SMYTH Dr Howard R Oliver FRMetS LRPS Published by The Royal Meteorological
More informationName: Packet Due Date: Tuesday, 9/18. Science
Name: Packet Due Date: Tuesday, 9/18 Science Module 2 Chapter 1 Phase Change Describing Phase Change at Two Scales What happened to the liquid in Titan s Lake? (NGSS Performance Expectations: MS-PS1-1;
More informationOcean s Influence on Weather and Climate
Earth is often called the Blue Planet because so much of its surface (about 71%) is covered by water. Of all the water on Earth, about 96.5%, is held in the world s oceans. As you can imagine, these oceans
More informationWhat is the atmosphere? What is the difference between weather and climate? What elements influence climate? Could you explain what the wind is?
WEATHER AND CLIMATE What is the atmosphere? What is the difference between weather and climate? What elements influence climate? Could you explain what the wind is? What are the Earth s main climate? What
More informationThe Word Art features of Word allows the user to create stylized text with various special effects such as textures, outlines and shapes.
Overview: During this lesson, students use Word Art and the text box tool in Microsoft Word to describe a word related to weather. After printing the page they illustrate the weather word. Objectives:
More informationTHE EARTH S CLIMATE SYSTEM
THE EARTH S CLIMATE SYSTEM Earth s Climate System is driven by interactions between the parts of our biosphere So.what is the Biosphere? a relatively thin layer of Earth that has conditions suitable for
More informationWhere? Using the map below and an atlas: 1. Label the places that were worst affected by the floods:
Where? Using the map below and an atlas: 1. Label the places that were worst affected by the floods: Cockermouth Workington Keswick Seathwaite Burneside Eamont Bridge Southwaite Carlisle 2. Locate and
More informationMAST ACADEMY OUTREACH. WOW (Weather on Wheels)
MAST ACADEMY OUTREACH ELEMENTARY PROGRAM Adventures Aboard WOW (Weather on Wheels) Teacher Instructions / Answer Keys MAST Academy Maritime and Science Technology High School Miami-Dade County Public Schools
More informationName: Date: Period: MATCHING: Select the letter of the word in Column B that best matches the phrases in Column A.
Name: Date: Period: MATCHING: Select the letter of the word in Column B that best matches the phrases in Column A. COLUMN A 1. a unit of atmospheric pressure 2. a line joining points of equal air pressure
More informationUNIT 1. WEATHER AND CLIMATE. PRIMARY 4/ Social Science Pedro Antonio López Hernández
UNIT 1. WEATHER AND CLIMATE PRIMARY 4/ Social Science Pedro Antonio López Hernández LAYERS OF THE ATMOSPHERE The atmosphere is a mixture of gases that surround Earth and separate it from the rest of the
More informationExplain the parts of the water cycle that are directly connected to weather.
Name: Pd: Date: Page # Describing Weather -- Lesson 1 Study Guide Rating Before Learning Goals Rating After 1 2 3 4 Describe weather. 1 2 3 4 1 2 3 4 List and define the variables used to describe weather.
More informationSeasonal & Daily Temperatures
Seasonal & Daily Temperatures Photo MER Variations in energy input control seasonal and daily temperature fluctuations 1 Cause of the Seasons The tilt of the Earth s axis relative to the plane of its orbit
More informationBIOGRAPHY OF MICHAEL FARADAY PART - 1. By SIDDHANT AGNIHOTRI B.Sc (Silver Medalist) M.Sc (Applied Physics) Facebook: sid_educationconnect
BIOGRAPHY OF MICHAEL FARADAY PART - 1 By SIDDHANT AGNIHOTRI B.Sc (Silver Medalist) M.Sc (Applied Physics) Facebook: sid_educationconnect WHAT WE WILL STUDY? CHILDHOOD STRUGGLE MAKING OF A GREAT SCIENTIST
More informationNursery. Reception. Year 1
Nursery Geography Overview Autumn Spring Summer Notices detailed features of objects in their environment. Comments and asks questions about aspects of their familiar world such as the place where they
More informationScience 20. Unit C: The Changing Earth. Assignment Booklet C3
Science 20 Unit C: The Changing Earth Assignment Booklet C3 FOR TEACHER S USE ONLY Summary Teacher s Comments Chapter 3 Assignment Total Possible Marks 45 Your Mark Science 20 Unit C: The Changing Earth
More informationLecture 07 February 10, 2010 Water in the Atmosphere: Part 1
Lecture 07 February 10, 2010 Water in the Atmosphere: Part 1 About Water on the Earth: The Hydrological Cycle Review 3-states of water, phase change and Latent Heat Indices of Water Vapor Content in the
More informationFourth Grade. 2. Explain that plants are made of millions of different kinds of small units called cells.
Fourth Grade Plants Indicator(s): Explain that plants are made of smaller units called cells. Draw plant cells and identify the parts. Ls4.3. Classify common plants according to their characteristics (e.g.,
More informationRelative Humidity and Dew Point Lab
Name: Relative Humidity and Dew Point Lab Weather is the present state of the atmosphere. Factors that determine the type of weather the world will have are: air pressure, wind, temperature and the air
More informationHurricanes. Where's the Really Bad Weather 1. What: Rotating wind/rain storm Winds from 75 to 200 mph As big as 600 miles wide
Where's the Really Bad Weather 1 Hurricanes What: Rotating wind/rain storm Winds from 75 to 200 mph As big as 600 miles wide Where: Start over oceans, fizzle out over land Investigation 1 What is Weather?
More informationAnticipated and Observed Trends in the Global Hydrological Cycle. Kevin E. Trenberth NCAR
Anticipated and Observed Trends in the Global Hydrological Cycle Kevin E. Trenberth NCAR The presence of moisture affects the disposition of incoming solar radiation: Evaporation (drying) versus temperature
More informationThe agroclimatic resource change in Mongolia
The agroclimatic resource change in Mongolia Azzaya D, Gantsetseg B, Munkhzul D Institute of Meteorology and Hydrology,Juulchny gudamj-5, Ulaanbaatar-46, Mongolia, 210646, meteoins@magicnet.mn, azzaya23@yahoo.com
More informationYear 3 Geography Expectations
Year 3 Geography Expectations Year 3 Geography Knowledge, Skills and Understanding Geographical Enquiry Physical Geography Human Geography Geographical Knowledge Do they use correct geographical words
More information2nd Grade. Earth's Water. Slide 1 / 111 Slide 2 / 111. Slide 3 / 111. Slide 4 / 111. Slide 5 (Answer) / 111. Slide 5 / 111. Role of Water on Earth
Slide 1 / 111 Slide 2 / 111 2nd Grade Role of Water on Earth 2015-11-20 www.njctl.org Slide 3 / 111 Slide 4 / 111 Table of Contents: The Role of Water on Earth Earth's Water The Use of Maps Click on the
More informationYEAR 7 GEOGRAPHY KNOWLEDGE BOOK
YEAR 7 GEOGRAPHY KNOWLEDGE BOOK 1 P a g e WEATHER & CLIMATE The information here is what all students MUST know. Use this sheet as a checklist to identify what is clear to you, what you need to work on,
More information3 rd Grade GLEs 47, 48, & 49. Study Guide. Answer Guide Included
3 rd Grade GLEs 47, 48, & 49 Study Guide Answer Guide Included Fellow Teacher, Thank you for downloading Weather Study Guide. It is my hope that it will help your students become more familiar with the
More informationForecasts include: Temperature. Barometric (air) Pressure. Wind direction/speed Humidity
Meteorology I Intro. to Weather 1. What is Weather? A) Weather is the state of the atmosphere at a given time and place. B) Weather changes on a regular basis. C) Meteorologists forecast weather conditions
More informationThree things necessary for weather are Heat, Air, Moisture (HAM) Weather takes place in the Troposphere (The lower part of the atmosphere).
Grade 5 SCIENCE WEATHER WATCH Name: STUDY NOTES Weather - The condition of the atmosphere with respect to heat/cold, wetness/dryness, clearness/ cloudiness for a period of time. Weather changes over time
More informationName Class Date. 3. In what part of the water cycle do clouds form? a. precipitation b. evaporation c. condensation d. runoff
Skills Worksheet Directed Reading B Section: Water in the Air 1. What do we call the condition of the atmosphere at a certain time and place? a. the water cycle b. weather c. climate d. precipitation THE
More information1. Base your answer to the following question on the weather map below, which shows a weather system that is affecting part of the United States.
1. Base your answer to the following question on the weather map below, which shows a weather system that is affecting part of the United States. Which sequence of events forms the clouds associated with
More informationLand and Water Study Guide
Land and Water Study Guide Answer Key Part 1 States of Matter 1. What are the three states of matter for water? Give several examples for each. Solid Ice cube (non water examples = candy bar and a log).
More informationNational Science Standards Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Unifying Concepts and Processes Geology Geologic Changes The Dynamic Earth Water and Water Systems National Science Standards Systems, order, and organization Evidence, models, and explanation Change,
More informationStation A. 1. In the Northern Hemisphere, the general direction of the flow of the jet stream is toward the: a. north b. east c.
Station A 1. In the Northern Hemisphere, the general direction of the flow of the jet stream is toward the: a. north b. east c. south 2. The percentage of oxygen in the atmosphere is: a. 78% b. 99% c.
More informationCLIMATE. UNIT TWO March 2019
CLIMATE UNIT TWO March 2019 OUTCOME 9.2.1Demonstrate an understanding of the basic features of Canada s landscape and climate. identify and locate major climatic regions of Canada explain the characteristics
More informationLandmarks Paula Owens 5 7 years
Landmarks Paula Owens Geography teaching resource 5 7 years This is one of a series of teaching resources for use with Digimap for Schools. For more details about this service, visit http://digimapforschools.edina.ac.uk
More informationCHAPTER 13 WEATHER ANALYSIS AND FORECASTING MULTIPLE CHOICE QUESTIONS
CHAPTER 13 WEATHER ANALYSIS AND FORECASTING MULTIPLE CHOICE QUESTIONS 1. The atmosphere is a continuous fluid that envelops the globe, so that weather observation, analysis, and forecasting require international
More informationEarth and Space Science. Teacher s Guide
Earth and Space Science Teacher s Guide WALCH PUBLISHING Table of Contents To the Teacher............................................................. vi Classroom Management....................................................
More informationGrade 9 Social Studies Canadian Identity. Chapter 2 Review Canada s Physical Landscape
Grade 9 Social Studies Canadian Identity Chapter 2 Review Canada s Physical Landscape Name: Unit 1: Empowerment Terms (notes or textbook) 1. Core 2. Crust 3. Mantle 4. Magma 5. Continental drift 6. Plate
More informationGraphing the Weather. Main Core Tie
Graphing the Weather Summary Students take weather readings using simple weather instruments and predict the weather in this lesson. They take readings for a month during a season and chart it. With the
More informationOur Lady Immaculate Catholic Primary School History and Geography Curriculum Map Would the Bog Baby survive in Liverpool?
Year 1 and 2 - *Year 1 and 2 work on a two year cycle due to mixed classes Autumn 1 National Curriculum link: Human and physical geography - identify seasonal and daily weather patterns in the United Kingdom
More informationCoCoRaHS. Community Collaborative Rain, Hail, & Snow Network. Ashley Wolf Meteorologist NWS Green Bay Northeast Wisconsin CoCoRaHS Coordinator
CoCoRaHS Community Collaborative Rain, Hail, & Snow Network Ashley Wolf Meteorologist NWS Green Bay Northeast Wisconsin CoCoRaHS Coordinator What is CoCoRaHS Who, What, Where and Whys of CoCoRaHS What?
More informationThe Causes of Weather
Meteorology The Causes of Weather Where does the weather in our country come from? * Which air masses determine the weather in our country? * Weather or Climate? *The current state of the atmosphere *
More informationAtmosphere and Weather Revision Notes
Atmosphere and Weather Revision Notes Atmosphere The blanket of gases that surrounds the Earth is called the atmosphere. The main gases are nitrogen (78 %), oxygen (21 %), water vapour, ozone and carbon
More information4 Changes in Climate. TAKE A LOOK 2. Explain Why is more land exposed during glacial periods than at other times?
Name Class CHAPTER 3 Date Climate 4 Changes in Climate SECTION National Science Education Standards BEFORE YOU READ After you read this section, you should be able to answer these questions: ES 1k, 2a
More informationWeather Predictor. NC Standards 5.E.1.1, 5.P.1.2 Page 28. Grade 5 Earth Science. Activity Description & Estimated Class Time.
Weather Predictor NC Standards 5.E.1.1, 5.P.1.2 Page 28 Grade 5 Earth Science Throughout the guide, teaching tips are in red. Activity Description & Estimated Class Time In this 50-minute activity, students
More information1990 Intergovernmental Panel on Climate Change Impacts Assessment
1990 Intergovernmental Panel on Climate Change Impacts Assessment Although the variability of weather and associated shifts in the frequency and magnitude of climate events were not available from the
More informationLESSON 2. Speeding in Space. Literacy Article 2A. Name. Date
Literacy Article 2A Name Date LESSON 2 Speeding in Space The solar system is composed of many things. It includes our star, the Sun, the planets and their moons, comets, and asteroids. All of these objects
More informationPlacement Test English for Academic Purposes
Placement Test English for Academic Purposes DATE: NAME: NATIONALITY: AGENT/CONTACT: This test is a provisional placement test only. Students will require further testing on arrival. The test should be
More informationGrade 5 Earth Science. Earth: Our Unique Planet
Science Matters Grade 5 Earth Science Earth: Our Unique Planet Written By Summer Bray Christine Lindblad Claire Poissonniez Vanessa Scarlett Developed in Conjunction with K-12 Alliance/WestEd Table of
More informationThermal / Solar. When air is warmed it... Rises. Solar Energy. Evaporation. Condensation Forms Clouds
Thermal / Solar Light from the Sun is transformed into what type of energy when it hits Earth's surface? Rises When air is warmed it... Solar Energy Water moves through the water cycle using what type
More informationNobel Prize Winner Erwin Schrodinger. in Vienna. His father, Rudolf Schrodinger was married to the Alexander Bauer s daughter.
Jamal Waked 4/26/12 Pd.2 Nobel Prize Winner Erwin Schrodinger Famous for his theory Schrodinger s Cat, based on the observation that electrons behave differently when being watched, Erwin Schrodinger was
More informationDarwin s Theory of Evolution
Chapter 15 Darwin s Theory of Evolution Section 15 1 The Puzzle of Life s Diversity (pages 369 372) This section outlines Charles Darwin s contribution to science It also describes the pattern of diversity
More informationEbook Code: REAU4045. The Earth & Life Science Series. Weather. Science activities for 6 to 9 year olds
Ebook Code: REAU4045 The Earth & Life Science Series Weather Science activities for 6 to 9 year olds Written by Judy Gabrovec. Ready-Ed Publications - 2005. Published by Ready-Ed Publications (2005) P.O.
More informationLesson 2 Changes in State
Lesson 2 Changes in State Student Labs and Activities Page Launch Lab 25 Content Vocabulary 26 Lesson Outline 27 MiniLab 29 Content Practice A 30 Content Practice B 31 Language Arts Support 32 School to
More informationScience Standard 1: Students analyze monthly precipitation and temperature records, displayed in bar charts, collected in metric units (mm).
Title: Precipitation Patterns across the Globe NSF GK-12 Fellow: Terry Legg Type of Lesson: STEM Grade Level(s): 4 th - 7 th grade This activity can be tailored to older, more advanced students by having
More informationUse of reanalysis data in atmospheric electricity studies
Use of reanalysis data in atmospheric electricity studies Report for COST Action CA15211 ElectroNet Short-Term Scientific Missions (STSM) 1. APPLICANT Last name: Mkrtchyan First name: Hripsime Present
More informationIntroduction. Sunny Partly Cloudy Cloudy. Flurries Snow Ice. Showers Thunderstorms Rain. High Pressure Low Pressure FRONTS. Cold Warm Stationary
Introduction Weather can change from minute to minute, hour to hour, day to day, or season to season. Meteorologists are scientists who study Earth s atmosphere in order to predict these changes. Meteorologists
More information"Then God said, 'Let there be a firmament in the midst of the waters, and let it divide the waters from the waters." Genesis 1:6
1 Meteorology "Then God said, 'Let there be a firmament in the midst of the waters, and let it divide the waters from the waters." Genesis 1:6 1 Vocabulary Evaporation the process that changes liquid water
More informationModule 11: Meteorology Topic 3 Content: Weather Instruments Notes
Introduction In order for meteorologists to accurately predict the weather, they take thousands of different weather measurements each day. Meteorologists need to use many tools in order to draw an accurate
More informationChapter outline. Reference 12/13/2016
Chapter 2. observation CC EST 5103 Climate Change Science Rezaul Karim Environmental Science & Technology Jessore University of science & Technology Chapter outline Temperature in the instrumental record
More informationSPH3U1 Lesson 03 Energy
THERMAL ENERGY AND LATENT HEAT LEARNING GOALS Students will learn: Heat changes the amount of thermal energy in an object Temperature is a measure of the average thermal energy in an object Heat capacity
More informationSt John s Catholic Primary School. Geography Policy. Mission Statement
St John s Catholic Primary School Geography Policy Mission Statement We at St John s strive for excellence in education by providing a safe, secure and caring family environment where individuals are valued
More informationLesson Objectives. Core Content Objectives. Language Arts Objectives
What s the Weather Like? 1 Lesson Objectives Core Content Objectives Students will: Demonstrate understanding of the following units of time and their relationship to one another: day, week, month, year
More informationOn the Shoulders of Giants: Isaac Newton and Modern Science
22 May 2012 MP3 at voaspecialenglish.com On the Shoulders of Giants: Isaac Newton and Modern Science SHIRLEY GRIFFITH: This is Shirley Griffith. STEVE EMBER: And this is Steve Ember with the VOA Special
More informationWeather. Describing Weather
Weather Describing Weather What is weather? Weather is the atmospheric conditions, along with short-term changes, of a certain place at a certain time. Have you ever been caught in a rainstorm on what
More informationTemperature, Observations, and Maps AOSC 200 Tim Canty. Weather and Climate
Temperature, Observations, and Maps AOSC 200 Tim Canty Class Web Site: http://www.atmos.umd.edu/~tcanty/aosc200 Topics for today: Climate Weather Observations Weather Maps Lecture 03 Feb 5 2019 1 Weather
More informationVersion date 2/10/15. Disciplinary Core Ideas (Framework)
1 What is Weather? 1 Into the Weather Students delve into the question, What is weather? They view video segments of severe weather, and generate inquiry questions stimulated by the video and discussions.
More information