LIVE INTERACTIVE LEARNING @ YOUR DESKTOP August 30, 2011 NES: Meterology: How Clouds Form Presented...
-
Upload
tracey-bennett -
Category
Documents
-
view
214 -
download
0
Transcript of LIVE INTERACTIVE LEARNING @ YOUR DESKTOP August 30, 2011 NES: Meterology: How Clouds Form Presented...
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
August 30, 2011
NES: Meterology: How Clouds Form
Presented by: Rudo Kashiri
Meteorology: How Clouds Form
Rudo Kashiri
NES Education Specialist
Langley Research Center
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 lessonhttp://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Meteorology_Guide.html
Poll QuestionPoll Question
A. Cirrus
B. Cumulus
C. Stratus
D. Nimbus
What type of cloud is illustrated below?
Cumulus – lumpy
Cirrus – wispy
Stratus – layered
Nimbus – raining
Alto – mid-level
Contrails - streaks
Name the combinations
http://asd-www.larc.nasa.gov/SCOOL/tutorial/clouds/cloudtypes.swf
(Write answer in the chat)
Let’s Pause for Questions.
How do clouds form?
A. Evaporation
B. Condensation
C. Rain
D. Radiation
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
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?
Let’s Pause for Questions.
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
Tips and warnings
To reverse the cloud formation, re-stopper and pump air into the bottle.
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
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 StationA Guided or Open-Inquiry Activity
Chapter 16: Predicting WeatherA Guided or Open-Inquiry Activity
Meteorology Extensions
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Meteorology_Guide.html
Let’s Pause for Questions.
Why does NASA study clouds?Why does NASA study clouds?(Type your responses in the chat)
1 2 3 4 5 6 7 8 9 101
2
3
4
5
6
7
8
9
10
Cloud cover
1 2 3 4 5 6 7 8 9 101
2
3
4
5
6
7
8
9
10
Now Guess the cloud cover
Be ready with an answer in 5 seconds !
40 45 50 55 60 65 70 75 80 85
Let’s Pause for Questions.
S’COOL CERES Project
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. Determine the satellite’s overpass time
2. Observe and record the cloud properties at your location
3. Upload your results to NASA
4. Compare your results with satellite-retrieved properties
S’COOL Involves Four Steps
S’COOL Involves Four Steps
1-page form
Earth System observation includes: Sky Surface Near-surface air Open-ended
comments
Let’s Pause for Questions.
Optional Measurements
What to observe
The satellite report
The student report
Compare your results with satellite-retrieved properties
Satellite images
S’COOL Learning Materials
http://science-edu.larc.nasa.gov/SCOOL/index.php
Let’s Pause for Questions.
38
login at the Virtual
Campus
Teaching Materials
http://explorerschools.nasa.govexplorerschools.nasa.gov
CEU for e-PDs
CEU’s provided by Oklahoma State University
• 1 CEU – Fully participate in 7 live e-PD sessions and complete the NES surveys on the VC.
• 2 CEU’s – Fully participate in 14 live e-PD sessions and complete the NES surveys on the VC.
CEU’s provided by Oklahoma State University
• 1 CEU – Fully participate in 7 live e-PD sessions and complete the NES surveys on the VC.
• 2 CEU’s – Fully participate in 14 live e-PD sessions and complete the NES surveys on the VC.
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.
http://learningcenter.nsta.org
National Science Teachers AssociationDr. 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 SeminarsPaul Tingler, Director
Jeff Layman, Technical Coordinator