Transcript Weather and Climate Unit - Brandywine School District

Weather and Climate Unit
Part 2: Describing the Atmosphere
Key Learning: The unequal heating and cooling of the Earth’s
surface causes our weather and climate differences.
What causes
weather and climate differences?
Unit Essential Question:
Concept: Interpreting the Weather
Weather and Climate Unit
Part 2: Describing the Atmosphere
Lesson Essential Questions:
1. How do I describe the local
state of the atmosphere?
2. How does the Sun’s energy affect
weather conditions?
3. How do I represent weather
data/ measurements?
You will be able to
answer these questions
by the end of Part 2
4. How do clouds form?
Vocabulary:
Water Vapor
Troposphere
Thermometer
Barometer
Anemometer
Psychrometer
Station Model
Air Pressure
Sea/Land Breezes
Dew Point
Relative Humidity
Saturation
You should already know what
these words mean. You will be
able to use them in your
responses and discussions
throughout the unit
Weather and Climate Unit
Part 2: Describing the Atmosphere
Homework Assignment #3
In the Weather and Climate readings and assignments…
Read pages 11-14 and complete
the assignment on page 15
Weather and Climate Unit
Part 2: Describing the Atmosphere
Warm Up # 1: If you were a meteorologist (weatherperson), what
kind of information/data would you gather in order to give an
accurate forecast?
Weather and Climate Unit
Part 2: Describing the Atmosphere
Barometer
Thermometer
Used to find the temperature
of a substance (when talking
about weather we measure air
temperature). Expressed in
Fahrenheit or Celsius.
Sling Psychrometer
Used to find the air pressure.
Expressed in millibars or
inches of mercury.
Weather
Instruments
Used to find the relative
humidity. Expressed as a
percent .
Anemometer/Wind Vane
Anemometer - Used to find
wind speed. Expressed in
miles per hour.
Wind Vane - Used to find
wind direction. Expressed
using compass directions.
Directions: There are five main instruments used to determine the current weather conditions and help predict the near future
weather forecast. In each big box, write a description/definition of each instrument, including what information it finds, and then draw
a picture of what each looks like to help you remember.
Weather and Climate Unit
Part 2: Describing the Atmosphere
Complete Summary # 1: Re-write your answer to
the warm up using your newly gained knowledge!
Weather and Climate Unit
Part 2: Describing the Atmosphere
Homework Assignment #4
In the Weather and Climate readings and assignments…
Read pages 16-17 and complete
the assignment on page 17
Weather and Climate Unit
Part 2: Describing the Atmosphere
Warm Up # 2: As best as you can, describe the Particle Model.
Weather and Climate Unit
Part 2: Describing the Atmosphere
INVESTIGATION #1: HOW THE SUN’S ENERGY HEATS THE EARTH’S SURFACE
GOALS: In this investigation, you will …
- Explain the Sun’s significance as an energy source in weather systems.
Investigate how electromagnetic energy is transformed into heat energy by a
variety of Earth materials.
- Explain why the uneven heating and cooling of the Earth’s surfaces produces
convective currents which move air.
- Describe how heat energy is transferred by convection and its significance to
weather systems.
- Explain the role of density in the convection cycle using the Particle Model.
INVESTIGATION OVERVIEW: A synopsis of this lesson is as follows…
The purpose of this investigation is to recognize the Sun as the major energy
source which drives weather systems on Earth. A variety of Earth materials will be
exposed to electromagnetic energy (also called solar or simply “light” energy) and
the transformation of this form of energy to heat energy will be investigated. The
discoveries made in this investigation will be used to later discuss convective cycles
as the mechanism which moves heat energy on the Earth.
Weather and Climate Unit
Part 2: Describing the Atmosphere
Before beginning the investigation, complete the following items in your packet…
Problem: What happens to different Earth materials when they absorb
electromagnetic (EM) energy?
Manipulated Variable: (What we change in the experiment)
___________________________________________
Responding Variable: (What is affected by the independent variable(s))
___________________________________________
Hypothesis: (An answer to the problem)
______________________________________________________________
______________________________________________________________
Weather and Climate Unit
Part 2: Describing the Atmosphere
Procedure:
1. Obtain three cups, each with 100 mL of a common Earth material (sand, soil, and water).
2. Position a light source so that the light shines directly on the beaker.
3. Place a thermometer into the substance so that it touches the bottom of the beaker.
4. Record the initial temperature of the substance in the data table.
5. Turn on the light source and record the temperature of the substance at the end of
every 30 second time interval for five minutes.
6. Repeat the previous step so that each Earth material is tested.
7. Complete the change in temperature line and graph your data. Then answer the questions.
Soil (50ml)
Water (50 ml)
Sand (50ml)
:00 (Initial Temp.)
:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00 (Final Temp.)
Change in Temperature:
__________
_________
_________
Weather and Climate Unit
Part 2: Describing the Atmosphere
When you heat up Earth
materials, what happens to
the air above them?
Weather and Climate Unit
Part 2: Describing the Atmosphere
Complete Summary # 2: Draw what the molecules
would look like in the sand, water, and soil after
being heated.
Weather and Climate Unit
Part 2: Describing the Atmosphere
Homework Assignment #5
In the Weather and Climate readings and assignments…
Read pages 18-19 and complete
the assignment on page 20
Weather and Climate Unit
Part 2: Describing the Atmosphere
Warm Up # 3: How does our last investigation (with the sand
soil and water being heated up) relate to weather?
Weather and Climate Unit
Part 2: Describing the Atmosphere
We know that air is comprised of many different kinds of molecules,
mostly oxygen particles, nitrogen particles, carbon dioxide molecules and
even water molecules(water vapor).
Each of these molecules has a tiny mass but
there are so many particles that make up the
air that together, they weigh a lot!
How much does air weigh?
If we took all of the air out of an
average classroom and put it on a scale,
it would weigh about 450 pounds!
Weather and Climate Unit
Part 2: Describing the Atmosphere
Atmospheric pressure is the weight of the air, extending vertically
upwards over a defined area (such as a square inch).
(Pressure is the concentration of a force in a given amount of space)
The higher up we go, the less air there is and
therefore, the less pressure pushing on us.
Weather and Climate Unit
Part 2: Describing the Atmosphere
You will now receive a reading. With you’re partner,
alternate reading and note-taking so that no one does more
of the work than the other. Complete the handout in your
packet titled Atmospheric/Air Pressure.
DO NOT COMPLETE THE PART ON SEA AND LAND BREEZES
Weather and Climate Unit
Part 2: Describing the Atmosphere
Challenge # 1 : How can you crush a
soda can without touching it with your
hands? Your materials are…
-
soda can
hot plate
container of water
tongs (Mr. Herlihy will give you
these when you’re ready)
Weather and Climate Unit
Part 2: Describing the Atmosphere
BEFORE
AFTER
Can anyone explain what happened?
Weather and Climate Unit
Part 2: Describing the Atmosphere
Challenge # 2 : How can I inflate a
balloon inside of a flask?
-
balloon
hot plate
container of cold water
oven mit
Erlenmeyer flask
Weather and Climate Unit
Part 2: Describing the Atmosphere
Can anyone explain what happened?
Weather and Climate Unit
Part 2: Describing the Atmosphere
Complete Summary # 3: You are writing a
textbook for first graders about weather.
Write the paragraph you would use about air
pressure and weather. (Use first grade words,
not our vocabulary words)
Weather and Climate Unit
Part 2: Describing the Atmosphere
Homework Assignment #6
In the Weather and Climate readings and assignments…
Read pages 20-23 and complete
the assignment on page 23
Weather and Climate Unit
Part 2: Describing the Atmosphere
Sling Psychrometer Labs:
Day One: Practice (Dew point)
You will use the sling psychrometer and the chart to find the
dew point in the classroom.
Day Two: The Real Deal (Relative Humidity)
You will use the sling psychrometer and the chart to find the
relative humidity in the classroom AND outside.
Dry bulb reading
minus wet bulb
reading
200C – 180C = 2 0C
Dry bulb
Reading:
20 0C
Follow columns
down to their
intersection.
Relative
humidity is 82%.
Weather and Climate Unit
Part 2: Describing the Atmosphere
Warm Up # 4: During the Spring time, you will often wake up
and the grass will be wet, but it did not rain the night before.
Why would this be the case?
Weather and Climate Unit
Part 2: Describing the Atmosphere
INVESTIGATION #2: THE IMPORTANCE OF
WATER IN THE ATMOSPHERE
GOALS: In this investigation, you will …
- Observe, measure, and describe weather using temperature, dew point
and relative humidity.
- Use models and diagrams of the water cycle to show how the circulation
of water through the Earth’s crust, oceans and atmosphere occur and how
the addition or removal of energy is required for changes in physical state
INVESTIGATION OVERVIEW: A synopsis of this lesson is as
follows…
The purpose of this investigation is to describe the local state of the
atmosphere in terms of temperature, dew point and relative humidity.
After understanding that the atmosphere contains water vapor, students
then investigate how water cycles through the Earth’s systems.
Procedure:
Weather and Climate Unit
Part 2: Describing the Atmosphere
1) Fill a can half way with room temperature water. Using the thermometer
provided, take the temperature of the water in the can before adding ice
cubes. Record the temperature below.
2)Add one ice cube at a time and stir with the thermometer. Continue to
add ice cubes until you see water droplets form on the outside of the can.
As soon as this occurs record the temperature. This is the dew point
temperature. Record the dew point temperature.
You will be able to feel
wetness on the outside of
your can.
Weather and Climate Unit
Part 2: Describing the Atmosphere
Homework Assignment #7
In the Weather and Climate readings and assignments…
Read pages 24-25 and complete
the assignment on page 25
Weather and Climate Unit
Part 2: Describing the Atmosphere
Warm Up # 5: Draw a picture of the water cycle. Label it as
best as you can.
E
D
F
Cloud Name
Description
Weather
Weather and Climate Unit
Part 2: Describing the Atmosphere
Weather and Climate Unit
Part 2: Describing the Atmosphere
How do clouds form?
Clouds In a Jar
What are the three
ingredients needed to
make a cloud?
…now try to make one in a jar
(if you are successful, you will not be
able to see through your jar!!)
Weather and Climate Unit
Part 2: Describing the Atmosphere
Weather and Climate Unit
Part 2: Describing the Atmosphere
Complete Summary # 4: You continue your first
grade textbook. Now write the paragraph you
would use about how clouds form (don’t forget to
mention the water cycle, dew point, and the
ingredients for a cloud in first grade words)
Weather and Climate Unit
Part 2: Describing the Atmosphere
End of Part 2 Assessment
Directions: You will be creating a short story or comic strip
about one of the weather instruments we have studied.
1) Choose your instrument and write either your short story or comic
strip rough draft.
2) Check with Mr. Herlihy to make sure you are ready to move on to your
final draft (don’t make it boring, creativity is the only option!!)
3) Create your rough draft. Again, BE CREATIVE!