NES: Meteorology: How Clouds Form

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP NES: Meteorology: How Clouds Form Presented by: Rudo Kashiri December 1, 2011

2 Meteorology: How Clouds Form Rudo Kashiri NES Education Specialist NASA Langley Research Center

3 Agenda Featured lesson: How clouds form NASA Connection S COOL Project: Extension Activity NASA Explorer Schools

4 How clouds form Grade level: 5-9 Subject Area: Earth Science National Science Standards: Structure of Earth system Transfer of energy Structured inquiry activity Objective: Introduce the basics of cloud formation

5 Where to find the lesson aterials/listbytype/meteorology_guide.html Chapter 12: How Clouds Form - Understanding Principles of Precipitation

6 Poll question What type of cloud is illustrated below? A. Cirrus B. Cumulus C. Stratus D. Nimbus

7 Name the combinations (Write answer in the chat) Cumulus lumpy Cirrus wispy Stratus layered Nimbus raining Alto mid-level Contrails - streaks

8 Let s Pause for Questions.

9 How do clouds form? A. Evaporation B. Condensation C. Rain D. Radiation

10 Materials Large clear plastic soda bottle with screw-on cap Squeeze bottle with long plastic hose 5 different color pens Dark-colored construction paper Wooden matches Safety glasses

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12 Create a cloud in a bottle No water What change did you observe inside the bottle? Just water What change did you observe inside the bottle? Water and Smoke What change did you observe inside the bottle?

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14 Let s Pause for Questions.

15 Valve stem Drill 3/8-inch drill bit Air pressure influences the 2-liter clear plastic bottle with cap or stopper Matches Water Foot pump Safety goggles formation of clouds in the atmosphere.

16 Tips and warnings The use of safety goggles is strongly recommended. Over pressurization of the bottle may cause it to rupture or explode Another version of Cloud in a Bottle, using rubbing alcohol and NO matches periment/cloud-in-a-bottle-experiment

17 Further investigation What effect does water temperature have on the cloud formation? Does the size and type of particle make a difference in cloud formation? (smoke from a candle, chalk dust, talcum powder, etc.) Using a slide projector or strong flashlight, shine some bright light through the bottle and view the bottle from various angles. The scattering and diffraction may cause different colors to emerge, and these colors can change.

18 Meteorology extensions Chapter 15: A Simple Weather Station A Guided or Open-Inquiry Activity Chapter 16: Predicting Weather A Guided or Open-Inquiry Activity de.html

19 Why does NASA study clouds? (Type your responses in the chat)

20 NASA has a science project The name of this science experiment is CERES

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22 S COOL CERES Project

23 Satellite View of Clouds Students Observed What else did the students report seeing?

24 Welcome to S COOL Real-world science experiment Cloud science and satellite data in the classroom CERES contribution to our understanding of climate Weather instruments Inquiry-based learning Resource materials for teachers Global Cloud Observation Day, January 13

25 Cloud cover

26 Now guess the cloud cover Be ready with an answer in 5 seconds!

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28 Let s Pause for Questions.

29 Question: True or False Contrails are CLOUDS A. True B. False

30 S COOL involves four steps 1. Determine the satellite s overpass time 2. Observe and record the cloud properties at your location: cloud type and level cloud cover visual opacity 3. Upload your results to NASA 4. Compare results with satellite-retrieved properties

31 1-page form Earth System observation includes: Sky Surface Near-surface air Open-ended comments

32 Optional measurements

33 What to observe

34 Compare your results with satellite-retrieved properties The satellite report The student report

35 Satellite images

36 S COOL learning materials

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38 Let s Pause for Questions.

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40 Log your participation

41 Thank you to the sponsor of tonight's Web Seminar: This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

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43 National Science Teachers Association Dr. Francis Q. Eberle, Executive Director Zipporah Miller, Associate Executive Director Conferences and Programs Al Byers, Assistant Executive Director e-learning NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator LIVE INTERACTIVE YOUR DESKTOP