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Transcript
THE WEATHER UNIT SCIENCE CYCLE 3 PREDICTING WEATHER Name_______________ Teacher: D. Strina CLIMATE Climate refers to the conditions in the atmosphere in a place over a long period of time. The major factor in determining the climate of an area is its latitude. Other factors include how close a place is to land and/or water masses, its altitude (how high it is above sea level), the topography of the land, ocean currents, wind and storm patterns. Latitude is the distance north and south of the equator. Since the equator gets the most direct rays of the sun, the climates there are warm. The places further from the equator get less direct rays of the sun and thus their climate is cooler. The areas above the Arctic Circle and below the Antarctic Circle have polar climates. This means that the climate is cold year round. The areas between the Arctic Circle and the Tropic of Cancer and the Antarctic Circle and the Tropic of Capricorn have temperate climates marked by warm summers and cold winters. The areas around the equator have warm climates the year round. Review questions- 1 TEMPERATURE Temperature is the measure of heat in the air in a given place. The earth is heated from the sun's energy, also referred to as solar energy. This solar energy not only affects how hot or cold the air is, but is a major factor in the water cycle and in the formation of winds. The latitude of a particular place is the major factor in determining what sort of temperature that place tends to have. Other factors include the season of the year, altitude, topography, ocean currents, and in our modern age, industrial output. Temperature is measured with thermometers. There are two kinds of thermometers used for weather measures - those that measure in Fahrenheit and those that measure in Celsius. The freezing point on the Fahrenheit thermometer is 32 degrees and is 0 degrees on the Celsius thermometer. Review questions.. 2 Fill in the blanks with the best word. _______ ____ ________ _______ __________ 3 HUMIDITYHumidity is moisture in the air. There are several measures of humidity. One is absolute humidity which is the greatest amount of water vapor the air could hold at a certain temperature. Relative humidity is how much actual water vapor is in the air at a certain temperature. Thus humidity is expressed in terms of percents. Humidity is measured with a hygrometer. The rate of evaporation goes down as the humidity in the air increases - there is not enough room in the air to take more water vapor through the process of evaporation. Re ie questions…. 4 Fill in the blank with the correct word. ________ ______ ________. ______ ________ ______ WORD BANK--warm ocean low humid 5 humidity high 6 Fill in the missing words. Name the four kinds of air masses. ________________________ _________________________ ________________________ _________________________ Answer True or False. Answer the questions. 7 AIR PRESSURE Although they are invisible, the air is filled with tiny molecules. We feel these molecules press against us at times - this is air pressure. Since the molecules in the air are so tiny and are very active and spread out, we do not see them. However, they do play a significant role in weather as well as many other parts of our lives. As the air is heated on a warm day, the molecules in the air move faster and further apart. When the molecules are cooled down, they move slower and move closer together. Differences in air pressure help cause winds and affect air masses. They are also factors in the formation of storms such as thunderstorms, tornadoes and hurricanes. Differences in air pressure are shown on a weather map with lines called isobars. The map below from NASA illustrates isobars marking areas of high and low pressure. High pressure areas generally have dry, good weather and areas of low pressure have precipitation. Air pressure is measured with a barometer. 8 9 AIR PRESSURE Fill in the blanks with the correct word. __________ ___________. _______ _____, ____. ________. _____. WORD BANK--------wind barometer rises high heavier low temperature air pressure __________. 10 Fill in the missing word. Answer True or False. Answer the questions. 11 12 13 14 15 PREDICTING WEATHER Weather is the condition of the atmosphere in a place over a short period of time. Meteorology is the study of the atmosphere, including weather over such time. Because weather affects so many aspects of our life, meteorology is an increasingly important science. The first people to study weather were in ancient times with crude instruments. Rapid communications in the middle of t he nineteenth century truly changed weather predicting into more of a science with the ability to get data to make predictions. The instruments used to measure and predict the weather include thermometers to measure heat, barometers to measure air pressure, hygrometers to measure humidity, anemometers to measure wind speed, wind vanes to measure wind direction as well as weather satellites, rockets, radar. Once data is received from the many stations around the country and fed into computers, weather maps are drawn up. These have many isobars lines that separate areas of high pressure (anticyclones) and low pressure (cyclones). Weather fronts show the beginnings of different air masses - high and dry, high and wet, low and dry and low and wet air masses. Areas of precipitation and cloud cover are indicated as well. Based on the data, weather forecasts are made. Closeness to bodies of water and the topography of th e land where a station is located can also be factors in determining what the weather will be like. 16 Predicting Weather Quiz Do you know your.... ? __________ ________ __________ ___________ __________ 17 18 Tracking the weather Answer TRUE or FALSE. 19 1 Make your own THERMOMETER…… 2 3 Make your own ANEMOMETER 1- with cups Make your own ANEMOMETER 2- with protractor and Styrofoam ball & Beaufort Scale & Wind Chart 4 5 Make your own BAROMETER Make your own CLOUD WHEEL 1 & CLOUD CHART 6 7 Make your own WEATHER VANE 8 9 Make your own CLOUD WHEEL 2 Make your own RAIN GAUGE Make your own WHIRL HYGROMETER and Chart Team Members:________________________________ _____________________________________________ 20 GROUP________ Materials An empty container with a wide top (e.g. empty can of beans or tuna, a big cup, pickle jar, plastic, peanut butter jar..etc.) A big balloon Something straight, long, and light (e.g. a chopstick, straw, etc.) Glue or tape A couple rubber bands A piece of cardboard Tools Scissors Marker or pen Time Less than 30 minutes Steps Cut the bottom off the balloon. Wrap the top of the balloon over the empty container and secure it with your rubber bands. Glue or tape your straight, long, and light pointer to the center of the stretched balloon. If you find that the container can't hold up the pointer, pour a little water in to add some weight. Make a little stand out of your cardboard, and draw your barometer levels. Line up your pointer to your cardboard gauge, and let the fun begin. Low pressure typically indicates bad weather, while the high pressure means more stable conditions Cloud Watchers Weather Forecasting Chart Cumulus Stratus Cirrus If the cloud is: The weather could be: If the cloud is: The weather could be: If the cloud is: The weather could be: Low Medium High Sunny Thunderstorms Getting colder Low Medium High A little rain Rain Rain or snow High Sunny, dry Our Cloud Observations for ___________ (date) Observation #1 Time: Drawing Observation #2 Time: Drawing Observation #3 Time: Drawing Shape Level Color Temp. Rain? White Cumulus Low Light Yes Stratus Medium Gray No Cirrus High Dark Gray Shape Level Shape Level Color Temp. Rain? White Cumulus Low Yes Light Stratus Medium Gray No Cirrus High Dark Gray Color Temp. Rain? White Cumulus Low Light Yes Stratus Medium Gray No Cirrus High Dark Gray JetStream a t h e er S W l a e n r o vi it a High Clouds 16,000 - 50,000 feet Cutout Middle Clouds 6,500 - 23,000 feet ce N An Online School for Weather srh h .n .no National Weather Service o aa www. CloudSpotter .g o v Low Clouds Up to 6,500 feet .g w aa w. sr for Safety, for Work, for Fun - FOR LIFE w o v Cutout Lesson plan: Head in the clouds. Cut along dotted lines and make a small hole in the center of both wheels. Attach wheels together using a brass fastener. Record cloud observations onto a cloud observation form. Complete lesson plan and PDF versions of wheels/forms are located at... http://www.srh.weather.gov/srh/jetstream/synoptic/ll_clouds1.htm There are over 35 lesson plans in the National Weather Service education website JetStream - An Online School for Weather, a free resource at www.srh.noaa.gov. Cirrus St Pred ratoc o u the minantly mulu form str s gray of rela atiform laye and/or tively lo in w r whit show , sheet i or p sh ing l a deve ittle ve tch r Stra lopmen tical to t. elem cumulu s ents are of arra ten nge ban d in ds rolls or . d . Lo ical vert ticeable alls of s a H t ffy b is no that white flu . The fla l s o t e i o k li nw and cotto d base, will u n o cl atio he elev upon t nd . The e p de idity hum humid e o m r ir, the a the r the lowe ud clo . base A C Composed of mainly water s Th u m they appear as white or tu t e u t h at thu lo ra tha . ca nd n st ud rain g gray colored roll-like bo clo dy nin elements, bands or clomiles n growerstor imb m ray tea icke oud individual puffs. m u h clo us b ds igh to Ni rk g es s th e cl in y a o . Tend to occur in Da uc from . Th s ra sh the re i Ma ver ud a od s ap fl de tur 10 sheets or pr sults ratu ers es n e e a t fla d to t an tifie patches with Re os low as lly i e t n d tte p vil d Al ase incr ntua the wavy, he ica nin .This b g e t g i g rounded ev chin loud h es c . a tro t of the masses n re w’ t p ‘lo egio au po- he or rolls. r se . ent ulues m opm ks u C ev l o s u mul yer Grayislhtostra t ocu h or la . Cirr ite patc shading never or bluish us g r , wh ithout very eate white, a color, w Thin nd t r pa of tr d a oud n s luc rt is a he of cl ompose ents in m reve ent en lways s C o rain ll ele a sma rm of g ost moo l the su ugh to n). O n (o fo .M the r bje th ples p e g roun cts on or ri ents d do elem r less no ea e shad t cast app th ow than of halo s and h s ar widt e n e v e one r. seen r . finge Appears as detached Tr C t an ir clouds in the form of tha p s s ar spa ro u loud und. en re st white, delicate t w t n ra s c o in or white, or a ith h , wh t or rat pp ai iti u St reles the gr vary to filaments, r mostly white ea lik sh sem s tu to ds ay p r c i e t a a a l u gr ly patches or narrow th rti nc or ou ran t fe low clo le al e s ally e, t sm d v sbands. These Fla are ese from Usu who k c ot oo eil r h p . e o ro y, an over ally th T ol ite th tus clouds have a du d in or c wh g ra o pa ci o g hair-like rin St als co rtia ng a ften ve y. mp l o co sk uds ar in s appearance, ha let r or a silky clo ppe ent lo. e a gm g sheen, fra durin ds or rio pe of both. . n i ra Altocumulus There are over 35 lesson plans in the National Weather Service education website JetStream - An Online School for Weather, a free resource at www.srh.noaa.gov. A C T I V I T Y Cloud Key C L O U D S I dentifying clouds is a terrific way for students to put their skills of observation and classification to work, as well as to launch them into weather prediction. Clouds are only one of the many factors—including fronts, winds, pressure systems, etc.—that contribute to predicting weather, but they are one that students can easily observe. Note: Identifying clouds can be difficult at first. Encourage students to make their best guesses based on the dominant kind of clouds they see, or to list more than one type. Materials (for each student) reproducible pages 45 and 46 brass paper fastener Directions 1 Make a copy of the reproducible for each student. Show students how to make the Cloud Key by cutting out both circles on pages 45 and 46, cutting out and discarding the two shaded areas on page 45, and fastening the wheels together. Page 45 goes on top. 2 Show students how to use the key. Move the wheel until the cloud you want appears, then read the name and weather information in the box. 3 Have students make a chart with these five headings: “Date/Time,” “Cloud Type,” “A.M. Weather,” “P.M. Predicted Weather,” “Actual P.M. Weather/Time.” (See the sample shown here.) Invite students to fill in the chart every morning for a week, comparing their predictions to the actual weather in the afternoon. scissors 39 Cloud Finder 46 o Str low clor flurries lus s. ud ies clo ce ar sk her, yi e t isp n cl ea h w en i d w a Hig se n goo ean en e m Oft mea can in th d t an bu ange her! ch weat Cir rus Da rk clo , hea u vy w m ds a i d at t or dle h low o er-d ro sn e r o w v ights lowe plet .R rer y lik ain ely . St r a t oc u m u lu s Cumulonimbus mu Altocumulus Giant thunderhead clouds that tower to high heights. Thunderstorms with heavy rain, hail, winds, and lightning are on the way. of le, t sk yer drizz rcas a l t , t. ve Fla rain ly, o t bes e a lik Cu Flu f “g fy low row Usu ” er cl al dur oud un ly me ing s s tha les to s an un lat they fair ny d ften a e in w y g the row eathe s. t r a da y. ll Thick blue-gray blanket-like clouds made of ice and water at middle heights. Rain or snow likely, or at least cloudy skies. The Wow’s and Why’s of Weather Scholastic Professional Books ht s s. Lig u t a ud ies Cloud Key Cut out the wheel. Cut out the two shaded areas inside the wheel. This is the top wheel of your cloud key. 45 The Wow’s and Why’s of Weather Scholastic Professional Books