# live interactive learning @ your desktop april 9, 2012 nes: meteorology: how clouds form presented...

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• Slide 1
• LIVE INTERACTIVE LEARNING @ YOUR DESKTOP April 9, 2012 NES: Meteorology: How Clouds Form Presented by: Rudo Kashiri
• Slide 2
• Meteorology: How Clouds Form Rudo Kashiri NES Education Specialist NASA Langley Research Center
• Slide 3
• Agenda Featured lesson: How clouds form NASA Connection SCOOL Project: Extension Activity NASA Explorer Schools
• Slide 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
• Slide 5
• Chapter 12: How Clouds Form - Understanding Principles of Precipitation Where to Find the Lesson http://www.nasa.gov/audience/foreducators/topnav/m aterials/listbytype/Meteorology_Guide.html
• Slide 6
• Poll Question A. Cirrus B. Cumulus C. Stratus D. Nimbus What type of cloud is illustrated below?
• Slide 7
• Cumulus lumpy Cirrus wispy Stratus layered Nimbus raining Alto mid-level Contrails - streaks Name the Combinations (Write answer in the chat)
• Slide 8
• Lets Pause for Questions.
• Slide 9
• How do clouds form? A. Evaporation B. Condensation C. Rain D. Radiation
• Slide 10
• Basic Cloud Formation
• Slide 11
• Materials
• Slide 12
• Slide 13
• 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?
• Slide 14
• 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
• Slide 15
• 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
• Slide 16
• Condensation Nuclei
• Slide 17
• 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
• Slide 18
• Concepts Covered Condensation nuclei Adiabatic heating and cooling Pressure and volume relationship Evaporation and condensation
• Slide 19
• Lets Pause for Questions.
• Slide 20
• 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 Fizz keeper http://www.stevespanglerscience.com/ex periment/cloud-in-a-bottle-experiment
• Slide 21
• 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.
• Slide 22
• 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_Gui de.html
• Slide 23
• Why does NASA study clouds? (Type your responses in the chat)
• Slide 24
• The CERES Experiment Question: What is the effect of clouds on the Earths climate?
• Slide 25
• CERES Instruments on Aqua & TERRA Satellites AquaTerra
• Slide 26
• CERES An instrument on the Aqua and TERRA satellites TERRA and Aqua are Earth observing satellites
• Slide 27
• Slide 28
• Students Observed Satellite View of Clouds What else did the students report seeing? Mountains with snow & ice Remote Sensing
• Slide 29
• SCOOL CERES Project
• Slide 30
• Welcome to SCOOL 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
• Slide 31
• 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Cloud Cover
• Slide 32
• 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Now guess the cloud cover Be ready with an answer in 5 seconds!
• Slide 33
• 40 45 50 55 60 65 70 75 80 85
• Slide 34
• Lets Pause for Questions.
• Slide 35
• Question: True or False Contrails are CLOUDS A. True B. False
• Slide 36
• 1.Determine the satellites 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 SCOOL Involves Four Steps
• Slide 37
• 1-page Form Earth System observation includes: Sky Surface Near-surface air Open-ended comments
• Slide 38
• Optional Measurements
• Slide 39
• What to Observe
• Slide 40
• The satellite report The student report Compare your results with satellite-retrieved properties
• Slide 41
• Satellite Images
• Slide 42
• SCOOL Learning Materials
• Slide 43
• Slide 44
• Lets Pause for Questions.
• Slide 45
• Collaboration
• Slide 46
• Register http://explorerschools.nasa.gov
• Slide 47
• Video Collection
• Slide 48
• Slide 49
• http://explorerschools.nasa.gov Thank you for joining us today.
• Slide 50
• 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.
• Slide 51
• http://learningcenter.nsta.org
• Slide 52
• 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 LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator Brynn Slate, Program Coordinator