weather and climate unit part 2: describing the atmosphere key learning: the unequal heating and...

Weather and Climate Unit Part 2: Describing the Atmosphere Key Learning: The unequal heating and cooling of the Earths surface causes our weather and climate differences. Unit Essential Question: What causes weather and climate differences?

Weather and Climate Unit Part 2: Describing the Atmosphere Concept: Interpreting the Weather Lesson Essential Questions: 1. How do I describe the local state of the atmosphere? 2. How does the Suns energy affect weather conditions? 3. How do I represent weather data/ measurements? 4. How do clouds form? Vocabulary: Water VaporStation Model TroposphereAir Pressure ThermometerSea/Land Breezes BarometerDew Point AnemometerRelative Humidity PsychrometerSaturation You will be able to answer these questions by the end of Part 2 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 Weather Instruments Thermometer Anemometer/Wind Vane Sling Psychrometer Barometer 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. Used to find the temperature of a substance (when talking about weather we measure air temperature). Expressed in Fahrenheit or Celsius. Used to find the air pressure. Expressed in millibars or inches of mercury. Used to find the relative humidity. Expressed as a percent. Anemometer - Used to find wind speed. Expressed in miles per hour. Wind Vane - Used to find wind direction. Expressed using compass directions.

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 Warm Up # 2: As best as you can, describe the Particle Model.

Weather and Climate Unit Part 2: Describing the Atmosphere GOALS: GOALS: In this investigation, you will - Explain the Suns 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 Earths 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: 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. I NVESTIGATION #1: H OW THE S UN S E NERGY H EATS THE E ARTH S S URFACE

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 Warm Up # 3: How does our last investigation (with the sand soil and water being heated up) relate to weather?

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

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 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)

Weather and Climate Unit Part 2: Describing the Atmosphere You will now receive a reading. With youre 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 youre ready)

Weather and Climate Unit Part 2: Describing the Atmosphere BEFOREAFTER 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 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: 20 0 C Dry bulb reading minus wet bulb reading 20 0 C 18 0 C = 2 0 C 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 T HE I MPORTANCE OF W ATER IN THE A TMOSPHERE I NVESTIGATION #2: T HE I MPORTANCE OF W ATER IN THE A TMOSPHERE GOALS: 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 Earths crust, oceans and atmosphere occur and how the addition or removal of energy is required for changes in physical state INVESTIGATION OVERVIEW: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 Earths systems.

Procedure: 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. Weather and Climate Unit Part 2: Describing the Atmosphere You will be able to feel wetness on the outside of your can.

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. D E F

Cloud NameDescriptionWeather

Weather and Climate Unit Part 2: Describing the Atmosphere

Weather and Climate Unit Part 2: Describing the Atmosphere 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!!) How do clouds form?

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 (dont 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 (dont make it boring, creativity is the only option!!) 3) Create your rough draft. Again, BE CREATIVE!

weather and climate unit part 2: describing the atmosphere key learning: the unequal heating and...

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