LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
April 9, 2012
NES: Meteorology: How Clouds Form
Presented by: Rudo Kashiri
Agenda
Featured lesson: How clouds form
NASA Connection
S’COOL Project: Extension Activity
NASA Explorer Schools
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
Chapter 12: How Clouds Form - Understanding Principles of Precipitation
Where to Find the Lesson
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Meteorology_Guide.html
Cumulus – lumpy
Cirrus – wispy
Stratus – layered
Nimbus – raining
Alto – mid-level
Contrails - streaks
Name the Combinations(Write answer in the chat)
Create a Cloud in a Bottle
Condition One (No water) Squeeze the bottle, hold for 5 to10 seconds
and release the squeeze Repeat 4 to 5 times What change did you
observe inside the bottle?
Condition Two (Just water) Squeeze the bottle, hold for 5 to10 seconds
and release the squeeze Repeat 4 to 5 times What change did you observe inside the
bottle?
Create a Cloud in a Bottle
Condition Three (Water and smoke) Squeeze the bottle, hold for 5 to10 seconds
and release the squeeze Repeat 4 to 5 times What change did you observe inside the
bottle?
Create a Cloud in a Bottle
Air pressure influences the formation of clouds in the
atmosphere. Valve stem
Drill
3/8-inch drill bit
2-liter clear plastic bottle with cap or stopper
Matches
Water
Foot pump
Safety goggles
Concepts Covered
Condensation nuclei
Adiabatic heating and cooling
Pressure and volume relationship
Evaporation and condensation
Tips and WarningsThe 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
Fizz keeper http://www.stevespanglerscience.com/experiment/cloud-in-a-bottle-experiment
Further Investigation
What effect does water temperatures 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.
Chapter 15: A Simple Weather Station - A Guided or Open-Inquiry Activity
Chapter 16: Predicting Weather - A Guided or Open-Inquiry Activity
Meteorology Extensions
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Meteorology_Guide.html
Students Observed
Satellite View of Clouds
What else did the students report seeing?
Mountains with snow & ice
Remote Sensing
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
1 2 3 4 5 6 7 8 9 101
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5
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Now guess the cloud cover
Be ready with an answer in 5 seconds!
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
S’COOL Involves Four Steps
Thank you to the sponsor of tonight's
Web Seminar:
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National Science Teachers AssociationDr. Francis Q. Eberle, Executive Director
Zipporah Miller, Associate Executive Director Conferences and Programs
Al Byers, Assistant Executive Director e-Learning
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