Transcript Intro PPoint - North Mac SO Stuff

Significant Rule Changes
Training Strategies and Resources
BELLRINGER
BELLRINGER ANSWERS
1. C
2. B
3. A
4. C
5. D
WHAT IS METEOROLOGY?
• It’s one of the oldest continuous event in Science Olympiad
• It comports very well with the middle school science curriculums of most
states
• It’s a topic that transcends and affects everything we do in our daily lives
• It requires a lot of content knowledge acquisition and science process
skills too
• It has an annual rotation with Everyday weather followed by Severe
Weather and Climate
• It’s so much fun to learn, to coach and for students to do
DISCLAIMER
This presentation was prepared in July 2016 using draft
rules. Be sure to consult the official Science Olympiad
Division B Coach’s Manual for the final rules that will be
used in 2016 Invitational, Regional and State
Tournaments as well as the National Tournament.
• Discuss significant rule changes for the 2016
meteorology Event
• Review event training strategies
• Read and analyze a Stuve Diagram
• Identify sources of training resources
2016 Meteorology Division B
2016 EVENT RULES
• The modern atmosphere: structure, thickness, composition,
seasonal variation, variable and permanent gases, unique
characteristics, and atmospheric pollutants
• Solar Radiation and Seasons: energy balance, atmospheric
influences on insolation, surface/atmospheric energy transfer
processes, diurnal and seasonal temperature patterns, Earth’s
revolution, rotation, axial tilt, and atmospheric beam depletion
• Water and its properties as they relate to weather: specific
heat, density, sensible and latent heat
• Air Masses: origin, temperature, density, moisture, advection,
and stability
• Atmospheric moisture: humidity, water vapor, cloud
development and forms, precipitation types, formation, and
hazards
2016 EVENT RULES
• Atmospheric pressure: horizontal and vertical gradients,
highs, lows, and fronts (warm, cold, occluded & stationary),
ridges and troughs
• Atmospheric circulation: three-cell model, Coriolis Effect,
friction, gradient winds, jet streams, etc.
• Local wind patterns: Chinook winds, Foehn winds, sea
breezes, valley and mountain breezes, Santa Ana winds,
Alberta Clippers, panhandle hook, and similar regional weather
patterns
• Surface Weather Stations and Surface weather maps:
analysis, construction, and interpretation
2016 EVENT RULES
• Modern weather instrumentation and technology (use and
interpretation): thermometers, anemometers, barometers,
satellite imagery, radiosondes, rawinsondes, Doppler radar,
remote sensing
• Weather forecasting: analysis and interpretation of weather
maps, meteograms, stuve diagrams, isopleths, fronts, Doppler,
weather satellites, modeling, Skew-T log P Diagram
thermodynamic chart, and vertical atmospheric profiles
• Atmospheric phenomena: sundogs/parhelion,
aurora, virga, crepuscular rays, green flash, etc.
rainbows,
• Temperature indices: wind chill, heat index, and heating and
cooling degree days
2016 Meteorology Division B
TRAINING DESIGN
Training design refers to the plan that you will create and use to
prepare your students for competition. In whatever design that you
will use, you will need to get students to:
Identify Key Event Topics
Acquire content information
Organize content information by
Key Event Topic
Interact with the content
Assess knowledge of and
proficiency in Key Event Topic
content
IDENTIFY KEY EVENT TOPICS
The first thing you will need to do is to identify the Key Event Topics
that students will study as they prepare for competition.
You can find the Key Event Topics
for the 2016 Meteorology Event
Section 3 of the Event RulesThe Competition.
IDENTIFY KEY EVENT TOPICS
Here are the Key Event Topics for the 2016 Meteorology Event:
• The modern atmosphere
• Solar radiation and seasons
• Water and its properties as they relate
to weather
• Air masses
• Atmospheric moisture
• Atmospheric pressure
• Atmospheric circulation
• Local wind patterns
• Surface weather stations and surface
weather maps
• Modern weather stations and
technology
• Weather forecasting
• Atmospheric phenomenon
• Temperature indices
ACQUIRE THE CONTENT
Next, students will acquire the content for each of the Key Event
Topics
Sources of Content Include:
• Student Internet research
• Lists of resource links created by you
and provided to students
• Library research
• Science Olympiad Event Resources
including event CDs and event
websites
• Textbooks
• Local weather stations and subjectmatter experts
ORGANIZING THE INFORMATION
Students will then organize the content information by Key Event
Topic.
You can help students organize
content in a variety of ways including:
•
•
•
•
LiveBinders
Application software
Binders
Notebooks
LIVEBINDERS
Cloud-based LiveBinders is a useful tool for organizing Key Event
Topics.
APPLICATION SOFTWARE
Application software such as MS One Note and Evernote may also
be used by students to organize Key Event Topics
NOTEBOOKS AND BINDERS
Traditional binders and notebooks are also a great way to organize
Key Event Topic content.
Let’s now look at a way in which we focus on one Key Event Topic and organize the
information related to it.
2016 Meteorology Division B
INTERACT WITH CONTENT
Once students have acquired and organized the content by Key
Event Topic, you will need to decide how students will interact
with and learn the content.
The organization of your content by Key Event Topic will allow you to focus
your training on one key Event Topic at a time using a number of activities
including:
•
•
•
•
Mind-Mapping
Essential Questions
Demonstrations
Acquiring and using
data
• Problem-Solving
• Modeling
MIND-MAPPING
Mind-Mapping is a graphic organizing technique largely based on the work of
British educator Tony Buzan
Mind maps can be used to provide a broad
overview of content areas such as
Meteorology.
They can help you to identify main and
subtopics for further investigation and
logically organize the information.
A central concept, task or main idea is
identified in the circle.
Associated tasks are branched off from
the circle
MIND-MAPPING
The example below shows a mind-map used to identify the activities associated
with making a presentation.
Note how the figure to the right elaborates
the main subtasks identified at the left.
MIND-MAPPING
To use mind-mapping for organizing information within a Key Event
Topic do the following:
1. Select the Key Event Topic you will
focus your training on.
2. Use a landscape orientation and draw
a circle in the center of the page. Write
the name of the Key Event Topic in the
circle.
3. Look up the subtopics for that Key
Event Topic in the Event Rules.
Make no more than FOUR (4) subtopic
branches
4. Attach the remaining subtopics
Identified in the Event Rules to one of
the four subtopic branches.
MODERN
ATMOSPHERE
EXOSPHERE
LAYERED
THERMOSPHERE
LAYERS OF
ATMOSPHERE
MESOSPHERE
STRATOSPHERE
NITROGEN
STRUCTURE
PERMANENT
GASES
MODERN
ATMOSPHERE
VARIABLE
GASES
NATURAL
TROPOSPHERE
MIND-MAPPING
To use mind-mapping for organizing information within a Key Event
Topic do the following:
1. Select the Key Event Topic you will
focus your training on.
2. Use a landscape orientation and draw
a circle in the center of the page. Write
the name of the Key Event Topic in the
circle.
3. Look up the subtopics for that Key
Event Topic in the Event Rules.
Make no more than ONE (1) subtopic
branch ATMOSPHERIC POLLUTANTS
4. Attach additional subtopics
to this subtopic branch.
MODERN
ATMOSPHERE
COWS
MODERN
ATMOSPHERE
TERMITES
ANIMALS
METHANE
DIGESTIVE
GASES
HYDROGEN
SULFIDE
RADON
INTERNAL
COMBUSTION ENGINES
ARSENIC
DUST
ATMOSPHERIC
POLLUTANTS
NATURAL
MOBILE
PARTICULATES
CARBON
DIOXIDE
HYDROGEN
FLUORIDE
METHANE
LANDFILLS
CARBON
DIOXIDE
ANTHROPOGENIC
CONTROLLED
BURNS
FOREST FIRES
VOLCANIC
EMISSIONS
SULPHER
DIOXIDE
CARBON
DIOXIDE
PARTICULATES
GEYSERS
RADIOACTIVE
DECAY
CARBON
MONOXIDE
FACTORIES
CARBON
MONOXIDE
EVAPORATIVE
STATIONARY
HYDROGEN
SULFIDE
SOLVENTS
GASOLINE
PESTICIDE
CARBON
DIOXIDE
MIND-MAPPING
The beauty of mind mapping is that you have students drill deeper
into the content material so they learn and retain more
ESSENTIAL QUESTIONS
Essential questions are another strategy that you can use to help students develop
their knowledge of event content.
Essential questions are not questions that just recall information
Essential questions are those that encourage genuine and relevant inquiry requiring
students to weigh evidence, consider alternatives, support their ideas and justify their
answers
ESSENTIAL QUESTIONS
Which of the questions below do you feel are essential questions related
to Earth’s atmosphere?
What are the layers of Earth’s atmosphere?
What are the primary gases that make up Earth’s atmosphere?
What is the air temperature in each of Earth’s atmospheric layers?
How is distance from the Earth’s surface a significant factor in
determining air temperature?
How did earth’s ancient atmosphere evolve into an oxidizing
atmosphere?
How does Earth’s atmosphere interact with other Earth systems
and with living things?
ESSENTIAL QUESTIONS
Review of Essential Questions
What are the layers of Earth’s atmosphere? NO
What are the primary gases that make up Earth’s atmosphere? NO
What is the air temperature in each of Earth’s atmospheric layers? NO
How is distance from the Earth’s surface a significant factor in
determining air temperature? YES
How did earth’s ancient atmosphere evolve into an oxidizing
atmosphere? YES
How does Earth’s atmosphere interact with other Earth systems
and with living things? YES
BLOOMS TAXONOMY
Use the Blooms
Taxonomy Guidesheet
to help you create
Essential Questions
and to design quiz
questions for your
students.
ESSENTIAL QUESTIONS
There are two coaching strategies that you can use with essential
questions.
Coach-Centered
Students are assigned to research a Key Event Topic. The coach then creates a list of
essential questions related to the Key Event Topic that the Coach and students will
discuss.
Student-Centered
Students are assigned to research a Key Event Topic and create a list of essential
questions related to that topic. The students and Coach will then use the essential
questions as a springboard for further investigation of the content.
DEMONSTRATIONS
ACQUIRING AND USING DATA
Acquiring and using data is another excellent coaching
strategy. Students will ideally complete one or more activities
involving the use of data in the 2016 Meteorology
competition
In the 2016 Meteorology
competition, students will use
two of the four standard
thermodynamic charts used by
meteorologists:
• Stuve Diagrams
• Skew-T log P Diagrams
STUVE DIAGRAMS
Stuve Diagrams are used by meteorologists to plot and represent
atmospheric data recorded by weather balloons as they ascend
through the atmosphere.
STUVE DIAGRAMS
The left Y-axis represents
air pressure in millibars and
elevation in meters
The X-axis shows
temperature in Celsius and
Kelvin
Horizontal lines that
originate from the Y-Axis
are termed isobars because
they relate to air pressure
Vertical lines originating
from the X-axis are termed
isotherms because they
represent lines of constant
temperature
STUVE DIAGRAMS
Along the right Y-axis are barbs indicating wind speed and
direction
COMPONENTS OF STUVE
DIAGRAMS
• Temperature (Celsius and
Kelvin)
• Air pressure and elevation
• Wind speed
STUVE DIAGRAMS
The red line on the
diagram shows how air
temperature varies with
altitude
The yellow line
represents the
temperature that an air
parcel would have if it
were lifted from the
ground
STUVE DIAGRAMS
The dashed green lines represent the saturation mixing ratiothat is the amount of water vapor needed to be present in a
parcel of air for the air to become saturated (moisture laden)
The dashed black line
indicates how the
temperature of the dew
point changes with
altitude.
STUVE DIAGRAMS
Temperature
Dew
Point
On some Stuve
Diagrams, the Dew
Point and Temperature
profiles are
represented as black
lines.
If so, the line on the
right represents
temperature while the
line on the left
represents dew point
STUVE DIAGRAMS
Tropopause
Dew
Point
The point at which the
temperature begins to
rise again between the
troposphere and
stratosphere is known
as the tropopause
STUVE DIAGRAMS
Tropopause
Tropopause
DETROIT, MICHIGAN
ALBUQUERQUE, NEW MEXICO
If the air pressure
of a parcel of air is
950mb at
temperature of
24°C….
Then the SMR
(Saturated Mix
Ratio) is
20g H2O/kg dry air
X
This means that at this temperature and at this pressure, this parcel of air would not
be able to hold more than 20g of water vapor per kilogram of dry air
Now determine the
Saturated Mix Ratio
for a parcel of air
with these metrics:
Pressure= 510mb
Temp= -10°C
X
Then the SMR
(Saturated Mix
Ratio) is
5g H2O/kg dry air
This means that at this temperature and at this pressure, this parcel of air would not
be able to hold more than 5g of water vapor per kilogram of dry air
SATURATION MIXING RATIO
Predetermined Saturation Mixing Ratio Tables are used to determine
points on the graph.
This table identifies the
Saturation Mixing Ratio
of air at an elevation of
sea level
ADIABATIC COOLING
Adiabatic cooling refers to the process of reducing heat
through a change in pressure caused by an expansion of
volume
This is because as air is heated in
the lower layers of the
troposphere, it becomes less dense
and as a result becomes lighter.
As the air rises above the cooler air
in the upper layers of the
troposphere, it becomes less dense
and continues to expand.
STUVE DIAGRAMS
Data such as the Lifting Condensation Level (LCL) can be found
on the right side of some Stuve Diagrams.
The LCL:1000.3 shown to
the right indicates that
the lifted air parcel
would reach its lifting
condensation level at
1000.3mb.
At an elevation of 400m,
the relative humidity of the
air parcel will reach 100%
as it is cooled during
adiabatic lifting
STUVE DIAGRAMS
The solid brown lines
drawn from the left Y-axis
are dry adiabats which
show the rate at which
dry or unsaturated air
cools as it rises through
the atmosphere
If an air parcel is
initially unsaturated, it
cools at the dry
adiabatic lapse rate as
shown by the yellow
line.
STUVE DIAGRAMS
The solid green lines
drawn from the left Y-axis
are saturated adiabats
which show the rate at
which saturated air cools
as it rises through the
atmosphere
Note that as the air
continues to rise and
become saturated
that the yellow line
follows the green lines
rather than the brown
lines.
If the temperature
and dew point lines
are far apart, this
indicates drier air
STUVE DIAGRAMS
When the
temperature and dew
point lines are close
together, this
indicates the presence
of clouds at that
elevation
PRACTICE
Answer the questions related to the Buffalo, NY Stuve
Diagram on your worksheet.
1.
15°
2.
Cloudy/Snow
3.
8,700 meters
4.
Light Breezes
5.
Northwest
SUMMARY
Your training design should include a number of strategies that will
help students to:
Acquire content information
Organize content information by
Key Event Topic
Interact with the content
Assess knowledge of and
proficiency in Key Event Topic
content
SUMMARY
Overall, your training design plan should:
Minimize the rote memorization
of vocabulary and concepts
Stress the organization of content
knowledge and its relationships
to other Key Event Topics and to
essential concepts in science
Take advantage of all available
training resources
Continually assess knowledge of
and proficiency in Key Event
Topic content
2016 Meteorology Division B
RECOMMENDED TEXTS
Weather Today and Extreme Weather and Climate are among the authoritative
meteorology textbooks and other publicans by Donald Ahrens.
INTERNET RESOURCES
Your CD packet includes a
20-page list of annotated
resource links for the 2016
Meteorology Event grouped
by Key Event Topic
Mark A. Van Hecke
National Science Olympiad
Earth-Space Science Event Co-Chair
East China, Michigan
[email protected]
www.vanheckescience.com