1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP January 17, 2012 NES: Meteorology: How Clouds Form Presented by: Rudo Kashiri

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. 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

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

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

8. Let’s Pause for Questions.

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

10. Basic Cloud Formation

11. 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

13. 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?

15. 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

16. Let’s Pause for Questions.

17. 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

18. 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.

19. 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

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

21. Question: What is the effect of clouds on the Earth’s climate? The CERES Experiment

23. Students Observed Satellite View of Clouds What else did the students report seeing? Mountains with snow & ice

24. S’COOL CERES Project

25. 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

26. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Cloud Cover

27. 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!

28. 40 45 50 55 60 65 70 75 80 85

29. Let’s Pause for Questions.

30. Question: True or False Contrails are CLOUDS √ True X False

31. 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

32. 1-page Form  Earth System observation includes:  Sky  Surface  Near-surface air  Open-ended comments

33. Optional Measurements

34. What to Observe

35. The satellite report The student report Compare your results with satellite-retrieved properties

36. Satellite Images

37. S’COOL Learning Materials

39. Let’s Pause for Questions.

40. Collaboration

41. explorerschools.nasa.gov http://explorerschools.nasa.gov Lesson Library

42. Video Collection

43. Log Your Participation

44. Teacher Recognition: Summer Research Workshop

45. http://explorerschools.nasa.gov Thank you for joining us today.

46. 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. Thank you to the sponsor of tonight's Web Seminar:

47. http://learningcenter.nsta.org

48. 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