LIVE INTERACTIVE YOUR DESKTOP December 1, 2011 NES: Meteorology: How Clouds Form Presented by: Rudo Kashiri
Meteorology: How Clouds Form Rudo Kashiri NES Education Specialist NASA Langley Research Center
Agenda Featured lesson: How clouds form NASA Connection S’COOL Project: Extension Activity NASA Explorer Schools
How clouds form Grade level: 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 aterials/listbytype/Meteorology_Guide.html
Poll 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 (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 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
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.
Chapter 15: A Simple Weather Station A Guided or Open-Inquiry Activity Chapter 16: Predicting Weather A Guided or Open-Inquiry Activity Meteorology extensions de.html
Why does NASA study clouds? (Type your responses in the chat)
The name of this science experiment is CERES NASA has a science project
S’COOL CERES Project
Students Observed Satellite View of Clouds What else did the students report seeing? Mountains with snow & ice
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
Cloud cover
Now guess the cloud cover Be ready with an answer in 5 seconds!
Let’s Pause for Questions.
Question: True or False Contrails are CLOUDS A. True B. False
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
1-page form Earth System observation includes: Sky Surface Near-surface air Open-ended comments
Optional measurements
What to observe
The satellite report The student report Compare your results with satellite-retrieved properties
Satellite images
S’COOL learning materials
Let’s Pause for Questions.
explorerschools.nasa.gov
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