Download Willis-Sior-Wivagg - AIM Satellite Mission

The Weather is Changing
Presented By:
Carolyn Sior, New Jersey
Becky Wivagg, Texas
Marsha Willis, Texas
Abstract
Scientists observe and investigate the weather systems
due to seasonal changes in order to understand and
predict atmospheric conditions. Keeping accurate
records of air temperature, precipitation, relative
humidity, cloud conditions, wind direction, and the
systems speed can enable the researchers to make more
accurate predictions. Each of these characteristics of
the atmosphere affects us and our environment.
Engaging students’ natural curiosity about their own
world will lead to discoveries and new questions and a
better understanding of our earth and how it behaves.
Questions
What evidence illustrates the movement of different
weather systems in the fall, winter and spring? Are
there certain weather systems such as: cold fronts,
thunderstorms, “noreasters”, tornadoes and hurricanes
that occur more often during certain seasons? How are
these systems influenced by the mountains, ocean, or
gulf coast?
Hypothesis
Collected student data and analysis will identify
various weather systems that are predominant in
three different seasons. Included in these findings
will be the effect of landforms and bodies of water
on weather systems through a diversification of
data collecting locations.
Introduction
Students will participate in a two week atmospheric
investigation tracking weather systems in three
different seasons, by collecting and sharing data with
students from other participating schools. Data will be
provided to GLOBE and to a local GLOBE
coordinator who will oversee the project. This project
will help illustrate the movement of systems and the
type of systems that move across the region during the
various seasons. Additionally, students will take
photos of clouds of the various weather events and
share them on the internet.
Background
Fronts are the boundaries between air masses of
different temperature. If warm air is moving toward
cold air, it is a “warm front”.
This frontal "system" can be thought of as
separating a cold air mass from a warm air mass,
and the two different types of fronts simply
indicate which direction those portions of the
different air masses are moving.
Background
Tornados are caused due to the winds from the Gulf of
Mexico moving northward in spring and summer,
meeting colder, dry Canadian winds moving southward.
The place where these two winds meet is called a dry
line. High, dry air coming from the north piles on top of
low-moving, moist Gulf air at a height of over 10,000
feet. The warm southern winds try to rise, but the cold
northern air blocks them. This clash causes the warm,
trapped air to rotate horizontally between the two air
masses. At the same time, the sun heats the earth below,
warming more air that continues to rise. Finally, the
rising warm wind becomes strong enough to force itself
up through the colder air layer.
Background
Hurricanes can develop when the sun’s rays heat
tropical waters to at least 82 degrees Fahrenheit.
This causes the air to grow warmer and rise. Water
rises with it as vapor, and the heat causes the air to
rise faster and faster. In about 12 hours, the heated
air will begin to circle counterclockwise, forming
stronger and stronger winds that whirl with
increasing speed.
Standards/Objectives
The student will be able to: observe,
measure, and record changes in
weather, the night sky and seasons.
The student will be able to identify the
role of atmospheric movement in
weather change.
Major Materials for Protocols
GLOBE Instrument Shelter
Digital Min/Max Thermometer
Calibrating Thermometer
Barometer
Rain Gauge
Anemometer
Wind sock
Compass
Cloud Charts
Computer with Internet
Satellite Imagery
Digital Camera
GPS Unit
GLOBE Protocols
Clouds
Water vapor
Barometric pressure
Relative humidity
Max/Min current air temperature
Wind direction and speed
(aerosols optional)
Other data to be collected:
Duration of weather event
Possible ocean currents where applicable
GLOBE Activities
Observing, Describing, and Identifying Clouds
Estimating cloud cover
Cloud watch
Calculating relative air mass
Data Transformation
Local weather data will be collected from an
instrument shelter three times a day during a two
week period (2 weeks in fall, winter, and spring).
Data will be submitted to GLOBE for entry in the
database. Additionally, data will be chronicled on an
Excel Spreadsheet from which comparison graphs
will be constructed.
Data Transformation
Local weather radar data, Cloudsat data, and
Google Earth Images will be investigated for weather
events. Findings will be time/dated, printed, and
displayed on a Weather Event Board in the school.
Participating schools will be invited to contribute to
the collection of data in order to observe weather
events as they pass through the region.
Camera
CameraUsage
Usage
A digital portfolio of weather events will be created to
A
digitalenhance
portfoliodata
of weather
will be created
visually
findingsevents
and weather
event to
visually
enhancewill
data
and
event to
board. Images
befindings
displayed
in weather
school, e-mailed
board.
Images will be
in school, e-mailed to
fellow participants,
anddisplayed
used to springboard
fellow
participants,
and used
springboard
interdisciplinary
activities
(ie:topicture
prompts,
interdisciplinary
activities (ie: picture prompts,etc.).
location, artistic interpretations/reproductions,
location,
artistic
interpretations/reproductions,
etc.).
Development
of journal
activities to verbally describe
Development
of journal activities
verballyindescribe
observations photographed
will betoincluded
the
observations
photographed
willbe
beencouraged
included into
the
digital portfolio.
Students will
use
digital
Students
be encouraged
weatherportfolio.
event visual
imageswill
whenever
possible.to use
weather event visual images whenever possible.
Resources:
www.globe.gov
http://aim.hamptonu.edu
http://spaceplace.nasa.gov/en/kids/cloudsat_puz2.shtml
http://www.wildwildweather.com/clouds.htm
http://xplanet.sourceforge.net/clouds.php
http://www.nws.noaa.gov/
http://www.noaa.gov/
http://www.nhc.noaa.gov/