Unit 6 Nānā Uli – Climatology & · PDF fileStudent Handout /Reading Teacher’s Notes ... equilibrium in populations and the shifts in ... SC.ES.8.4 Describe how heat and energy

Unit 6

Nānā Uli – Climatology & Meteorology

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Available at: www.cds.hawaii.edu/kahana

Ka Hana ‘Imi Na‘auao –

A Science Careers Curriculum Resource

was written and published by

the Center on Disability Studies,

College of Education, Univ. of Hawai‘i, USA.

Available at: www.hawaii.edu/kahana

2009

The authors permit any non-profit agency or

individual to use, copy &/or alter all materials,

in part or whole, for educational purposes

without obtaining further consent.

Note: This curriculum may be printed here in grayscale.

Color versions of all documents are available on the disk

found in the curriculum package, and can also be

accessed online (see above).

426

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project Available at: www.cds.hawaii.edu/kahana

1

UNIT 6: Nānā Uli (Climatology & Meteorology)

CONTENT: Hawaiian Science Careers & College

MATERIALS: Student Handout /Reading Teacher’s Notes Lesson

ACTIVITIES: Hands On Discussion Huaka`i (Explore) Web Video/Powerpt.

ASSESSMENT: Formative, ✍ Summative TYPE: Individual, Group

Part Content & Activity Assessment A.

p.432- 451

Students get … Nānā Uli O Hawai‘i (Local Climate)

Teacher gets … Relates to HCPS III

Lesson: Unit Introduction & Pre-Test Game for

materials below SC.ENV.3.1; SC.K.8.1

Activity: Group Jeopardy Weather Game PowerPoint (6 pg. preview – see Ppt. in Unit 6 Appendix on compact disk)

SC.1.8.1; SC.MS.3.8; SC.ES.8.1, 8.7; SC.PAH.3.4, 3.5

Recommended with Guest Speaker PowerPoint & Discussion: (2 pg. preview – see Ppt. in Unit 6 Appendix on CD) plus “Ancient & Modern Space Terms” handout (2 pages)

SC.ES.8.4, 8.6, 8.7 SS.7HHK.3.1, 3.2;

Group Activity: Local Climate Observations SC.ENV.3.1; SC.ES.8.7; SC.MS.3.9

PowerPoint: Climates of Hawai‘i (3 pg. preview

– see Ppt. in Unit 6 Appendix on CD)

SC.ES.8.1,8.7;

Homework: Local Meteorological Observations

& research (2 pg. handout) SC.K.8.1

Optional Field Trip: to local observation heiau, station, museum or college with cultural practitioner &/or college student

SC.ES.8.1, 8.4, 8.6, 8.7

B. p.452-

459 Students get … Climate Change Film &/or Field Trip

Teacher gets …

Relates to HCPS III

Lesson: Climate Change (8 pgs include worksheet with answer key, discussion activity, resources & brainstorm activity for materials below)

SC.ES.8.4, 8.7; SC.BS.3.4

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource

427


2

Videos: “An Inconvenient Truth” &/or “Hawaii’s Climate Crisis” (see DVDs included in this curriculum package)

SC.ES.8.4, 8.7; SC.BS.3.4

Group brainstorm: “Crisis = Opportunity” (see lesson plan above)

SC.ES.8.4, 8.7; SC.BS.3.4; SC.PAH.3.5

Career talk (see lesson plan above)

SC.ES.8.4, 8.7; SC.BS.3.4

Research Debate of Climate change (see lesson plan above & Unit 6 Appendix in CD)

SC.ES.8.4, 8.7; SC.BS.3.4

Option Field Trip: to Bishop Museum Science on a Sphere - or see similar online videos in lesson plan above

SC.ES.8.4, 8.7; SC.BS.3.4

C.

p.460-475

Students get … Nā Ao (Clouds)

Teacher gets …

Relates to HCPS III

Lesson & Demo or Mini-Lab: Clouds & Air Pressure (see also Hewitt’s films for purchase at: www.conceptualphysics.com/books.shtml )

SC.1.8.1

Slideshow for Discussion: Clouds preview (no notes given; see enlargements in Unit 6 Appendix pdf document on compact disk, plus 3 handouts)

SC.1.8.1

Teacher’s Notes: Clouds Mini-Labs w/ (6 pgs) SC.1.8.1

Mini-Lab #1: Cloud Cover & Identifying Clouds with Okta Grid template to cut out Mini-Lab #2: Making a Cloud in a Bottle

SC.3.8.2; SC.6.6.2

Study Guide: Cloud Types handout (2 pgs in same document as mini-labs above) SC.1.8.1

D.

p.476-491

Students get … Nā Mea Ho‘ohana (Meteorological Tools)

Teacher gets … Relates to HCPS III

PowerPoint & Handout: Meteorology Tools Ppt preview (see Ppt. in Unit 6 Appendix on CD)

SC.BS.3.4; SC.BS.8; SC.ES.8.7; SC.ENV.3.3; SC.MS.3.8

Lab: Make & Use a Barometer (2 pgs) SC.ENV.1.2

Activity & Readings: Fitzroy’s Storm Glass (1 pg. reading, project sheet, & 3 pg. alternate reading)

SC.1.8.1

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3

E. p.490-494

Students get … Ho‘ohana Papa Helu (Data Sets Work)

Teacher gets …

Relates to HCPS III

Worksheet (3 pgs): Reading Humidity Maps, Tables, & Graphs with answer key & teacher’s notes (2 pgs)

SC.PS.6.4; SC.ES.8.7;

Projects & Presentations – have students gather data from meteorological tools they created (no notes given)

Optional Guest Speaker: meteorologist or university student can also help judge student presentations & talk story about his/her career & education

CTE.9-12.2.1 – 12.2.8

Post-Test: give students the “Weather Game”

PowerPoint as group or individual assessment

SC.1.8.1; SC.MS.3.8; SC.ES.8.1, 8.7; SC.PAH.3.4, 3.5

X Students get … Appendix (see disk) Teacher

gets … Relates to HCPS III

Background Readings (5): Barometers; Hurricanes; Global Warming Policy; Cloud Namer; Atmosphere

SC.ES.8.4, 8.7; SC.BS.3.4;

Lessons (2): Meteorological Tools & Working with Data

SC.PS.1.2

Resources for An Inconvenient Truth: Curriculum & rebuttal Powerpoint & handouts

Visual: Sea Level Rise at Waikiki (aerial view) SC.MS.3.1

Y. Students get … Suggested Field Trip & Guest Speakers Teacher

gets … Relates to HCPS III

Any Island: local observation heiau Major Islands: weather station, museum or college O’ahu: Bishop Museum

SC.ES.8.1, 8.7; SC.ENV.3.1

Guest Speaker – cultural practitioner knowledgeable about climate & weather, meteorologist or university student

SC.ES.8.1, 8.7; SC.ENV.3.1

Z. Students get … Careers & College Resources Teacher

gets …

Career Cards for Unit 6 – Nana Uli (Meteorology & Climatology) careers

CTE.9-12.2.1 – 12.2.8

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4

This unit addresses the following:

Standards/HCPS III addressed or related to this item: SC/PS/ENV.1 Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process; SC,PS.1.2 Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data; SC.ENV.1.2 Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data; SC.ENV.3 Standard 3: EARTH SCIENCE —Understand the physical systems of the earth; SC.ENV.3.1 Judge the effects of ocean currents on climate; SC./BS/PAH.3: ORGANISMS AND THE ENVIRONMENT—Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment; SC.PAH.3.4 Explain dynamic equilibrium in populations and the shifts in equilibrium due to abiotic (e.g., changes in climate, soil composition) and biotic (e.g., presence of invasive species such as the brown tree snake, two spotted leaf hopper, feral pigs and goats, nonindigenous grasses, miconia) factors on flora and fauna populations found within Hawaii’s land and oceanic environments; SC.PAH.3.5 Explain dynamic equilibrium in ecosystems and the effects of equilibrium shifts due to changes in abiotic and biotic (e.g., species diversity) factors within Hawaii’s land and oceanic environments; SC.BS.3.4 Explain dynamic equilibrium in organisms, populations, and ecosystems; explain the effect of equilibrium shifts; SC.MS.3: OCEANOGRAPHY —Understand the physical features of the ocean and its influences on weather and climate; SC.MS.3.1 Explain how sea level rises and falls; SC.MS.3.8 Explain how the ocean influences weather and climate; SC.MS.3.9 Explain how El Niño influences global weather patterns SC/PS.6 Standard 6: Physical, Earth, and Space Sciences: NATURE OF MATTER AND ENERGY: Understand the nature of matter and energy, forms of energy (including waves) and energy transformations, and their significance in understanding the structure of the universe; SC.6.6.2 Describe the different types of energy transformations; SC.PS.6.4 Explain that changes in thermal energy can lead to a phase change of matter; SC/BS/ES.8 Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE: Understand the Earth and its processes, the solar system, and the universe and its contents; SC.K.8.1 Report and describe weather changes from day to day and over the seasons; SC.1.8.1 Describe that the sun warms the land, air, and water; SC.3.8.3 Describe how the water cycle is related to weather and climate; SC.BS.8 No benchmark for biological science; SC.ES.8.1 Describe how elements and water move through solid Earth, the oceans, atmosphere, and living things as part of geochemical cycles; SC.ES.8.4 Describe how heat and energy transfer into and out of the atmosphere and their involvement in global climate; SC.ES.8.6 Describe how winds and ocean currents are produced on the Earth's surface; SC.ES.8.7 Describe climate and weather patterns associated with certain geographic locations and features Source: see Introduction section or go to: http://standardstoolkit.k12.hi.us/index.html

430


5

Career/Technical Education & History Standards/HCPS III related to this item: CTE.9-12.2 Standard 2: CAREER PLANNING: Explore and understand educational and career options in order to develop and implement personal, educational, and career goals; CTE.9-12.2.1 Analyze annual individual education and career goals; CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values; CTE.9-12.2.3 Apply appropriate and safe behaviors and practices in the school, community, and workplace; CTE.9-12.2.4 Assess career portfolio that documents evidence of progress toward the attainment of personal, educational, and career goals; CTE.9-12.2.5 Analyze the demographic, geographic, and technological trends that affect work opportunities; CTE.9-12.2.6 Gather and prepare documents related to job-seeking; CTE.9-12.2.7 Prepare for the job interview process; CTE.9-12.2.8 Assess the compensation, lifestyle, and other benefits associated with careers of interest SS.7HHK.3 Standard 3: History: HISTORY OF THE HAWAIIAN KINGDOM-Understand important historical events in the history of the Hawaii Kingdom; SS.7HHK.3.1 Explain the events (including warfare and land control), people (including Kamehameha, Kekuhaupio, Kalaniopuu, Kiwalao, Keoua, Keawemauhili, Kahekili, Kalanikupule, Davies, and Young), and ideas (including foreign advisors, weaponry, and strategies) that led to the unification of the Hawaiian Islands; SS.7HHK.3.2 Describe the effects of unification on the Hawaiian Islands (including establishment of monarchy, peaceful rule of Kamehameha, Mamala Hoe Kanawai, organization of government, and rebuilding of resources)

Ka ‘Aha ~ a symbol for Sustainability in Hawai‘i ~ Past, Present &Future

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 1/17/08 from: www.jupiterimages.com & www.pbs.org/wayfinders/polynesian2.html

1

Objectives: 1) informally assess students’ prior knowledge; 2) learn about ancient science of meteorology & climatology in Hawai‘i; 3) practice observation skills related to meteorology & climatology; Optional – 4) prepare for field trip Science-Related Careers/Employers: atmospheric scientists include different meteorology & climatology specialists (see: http://stats.bls.gov/oco/ocos051.htm) & their assistants. See also http://www.usgs.gov/ohr/ and http://www.earthworks-jobs.com/ for current career opportunities. Minutes:

10-20

10-35

10-15

5-10 5

Total = 40-85 min

Suggested Sequence: a) GROUP PRE-TEST – (fact & skill preview) show class the “Weather Game” Test

PowerPoint or handout of slide 1 only to informally assess prior knowledge b) DISCUSSION (with GUEST speaker if possible) – present &/or respond to

“Hawaiian Meteorology Intro” PowerPoint & “Space” handout (with Cloze statements); Optional – students write pg. 2 answers now or for homework

c) GROUP ACTIVITY – up to 9 groups write notes on “Local Climate Observations” handout, then share with class

d) Optional – LECTURE and view “Hawaiian Climates” PowerPoint or handout e) HOMEWORK/PROJECT – discuss “Local Observations & Research” handout; f) Optional – discuss field trip to local observation heiau, station, museum or

college where meteorological studies were/are conducted Materials: • For teacher: PowerPoint equipment & disk or handouts • For students: Handouts: Weather Game, slide 1 only, if needed; Space; Local Climate

Observations (1 for up to 9 groups only); Hawaiian Climates handout, if needed; Local Observations & Research

• Safety: n/a Assessment/Performance Indicators: • Informal assessment: participated in pre-test with

Weather Game; listened to PowerPoints &/or lectures & discussions; contributed to group notes on Local Climate Observations handout

• Formal assessment: Space handout, pg. 1 Cloze statements completed & pg. 2 answers attempted

Suggested Grades: 25 points • 12 for paying attention to all

class activities (informal) • 8 for Cloze answers & 2 for

drawing (pg 1); 1 each for guessing; up to 2 points possible for bonus question

Exceeds Expectations: insightful &/or fully engaged in participating (10 -12 points); handout answers accurate to insightful (13-15 points)

Meets Expectations: adequate participation (7-9 points); handout answers 69-79% accurate (9-10½ points)

Needs Improvement: inadequate participation (6 points or less); handout answers less than 69% accurate (0-8½ points)

Hawaiian Values: � Ahonui � Akahai � Aloha � Alaka‘i Ho‘ihi � Kuleana (patience) (modesty) (loving) (leadership) (respect) (responsibility) � Laulima � Lōkahi � Mālama Na‘auao � ‘Olu‘olu � Pono (helpful) (harmony) (caring) (wisdom) (positivity) (right behaving)

3

LESSON: Intro & Pre-test

UNIT 6: Nānā ‘Uli (Meteorology & Climatology)

Navigating weather

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 1/17/08 from: www.jupiterimages.com & www.pbs.org/wayfinders/polynesian2.html

2

Learning Styles:

Left Brain � Right Brain Auditory Visual � Kinesthetic/Tactile � Spatial Technology, Math &/or Literacy Skills: Hawaiian vocabulary; ancient & modern concepts of atmosphere & climate types; observing & measuring patterns/anomalies in nature

Keywords: astronomy; climatology; climate; climatic regions; clouds; comet; elevation; heiau; interview; Kamehameha; meteorology; moon; observation; ocean; space; voyaging; weather

Enrichment/Extension: Search the Internet for Hawai‘i weather forecasts and data then write up a paragraph on 5 or more websites with valuable information Standards/HCPS: SC.BS.3.4 (ORGANISMS AND THE ENVIRONMENT): Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment General Learner Outcomes: GLO #2 - Understand it is essential for human beings to work together; Optional: GLO #5 - Communicate effectively NHEC Cultural Pathways: 14.1 Learners are keen observers of the natural environment. National Career Development Guidelines: ED2.A7 – Demonstrate participation in informal learning experiences; PS2.K9 – Recognize that you should have knowledge about, respect for, be open to, and appreciate all kinds of human diversity. Hawai‘i College Links: Ka ‘Imi ‘Ike program ([email protected]) for undergrads

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The Weather Game!

Ka Hana ‘Imi Na‘auao - A Science Careers Curriculum Resource

Available at: www.cds.hawaii.edu/kahana

2 pt

3 pt

4 pt

5pt

1 pt

2 pt

3 pt

4 pt

5 pt

1 pt

2pt

3 pt

4pt

5 pt

1pt

2pt

3 pt

4 pt

5 pt

1 pt

2 pt

3 pt

4pt

5 pt

1pt

Water Cycle Clouds Weather Vocabulary

HawaiianMeteorology

WeatherTrivia

3

It’s nature’s wayof recycling H2O

4

What is thewater cycle?

5

It’s the processof water

changing intoinvisible gascalled vapor

6

What isevaporation?

7

This is theamount of watervapor in the air

8

What ishumidity?

9

It’s how watervapor turns into

water droplets

434

10

What iscondensation?

11

Water that is onits way to the

aquifer

12

What isgroundwater?

13

This gridmeasures cloud

coverage

14

What is an oktagrid?

15

White, puffy cloudsthat look like piles

of cotton & areknown as fair-

weather clouds

16

What arecumulus clouds?

17

Thin, feathery cloudsthat appear high inthe sky; they are a

sign that rain or snowis on the way

18

What are cirrusclouds?

435

19

Luke Howardinvented this

20

What is theclassification

system to nameclouds?

21

Cumulonimbus orstratus clouds

promise this

22

What is theoccurence ofrain, snow or

storms23

The state of theair at a certaintime and place

24

What isweather?

25

Scientists whostudy weather

26

Who aremeteorologists?

27

Liquid, aneroid& electronic are

types of these

436

28

What arebarometers?

29

It measureswind speed

30

What is ananemometer?

31

The weather ofa place over a

long time

32

What is climate?

33

Weather,currents , stars

& wildlifeguided them

34

Who werePolynesian

navigators?35

‘Lewa’ meansthis in English

36

What is a space?

437

37

It helpedHawaiians knowwhen to plant or

fish38

What is themoon?

39

Heiau were usedby kahuna for

this kind ofmeteorology study

40

What is celestialobservation?

41

The comet atKamehameha’s

birth was one42

What isho‘ailona? (an

omen)

43

5 categories areused to rate the

damage & speedof these

44

What arehurricanes?

45

This can crushan aluminum

can if steam iscondenses

inside

438

46

What is higher airpressure?

47

Kau & Ho‘oiloare the only 2 of

these48

What areHawaiian seasons?

49

At sea level thisis about 14 lbs

per square inch(psi)

50

What isatmospheric

pressure?

51

This weatherprediction

instrument was 1stused on the Darwin

expedition

52

What is FitzRoy’sstorm glass?

439

Note to Teachers:

The next document gives a preview of the Powerpoint slide show

found on the compact disk in this curriculum (see each Unit

Appendix). The actual Powerpoint slides may also include

presenter’s notes that are not printed in the curriculum pages, but will

appear when you view the slides (select “normal” under viewing

options).

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1

Nana UliHawaiian Meteorology

& Climatology

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana

Kamehameha Pai‘ea• Pai'ea• Thunder and

lightning, The cry of ababe

• Cold wind and rain;Born on this night,

• A comet shines aboveA royal son, called

• Kohala! Pai'ea!• Kohala! Pai'ea!

Kamehameha Pai’eaKamehameha was born on astormy night at Kokoiki in Kohala,on the island of Hawai'i. Exactlywhen he was born is not known. Itmay have been in November, forNovember is the month of rain,thunder and lightning.

A bright star with a long tailappeared during Kamehameha’sbirth. That kind of star is a comet.Astronomers know that Halley’scomet was seen in 1758. It isprobable that Kamehameha wasborn in November 1758.

Nānā Uli• Halekamahina – hill in Kapoho (Puna, Island of Hawai‘I)

– Nānā Uli– Kilo makani– Nānā ao

Signs appear to everyone, but only wise people notice them

Kumukahi and Makanoni

SPACE - LEWAThe highest stratum of space, lewa, is the lewa lani;the place below the lewa lani — equidistant from the sky downward and theearth upward — was called ka ho‘oku‘i, the juncture, or

ka ho‘ohalawai, the meeting; this was named

Kamaku‘ialewa (The joining place of space).

Below Kamaku‘ialewa, and close to the circle of air that surrounds the earth[the atmosphere] is Keapoalewa (The ring of space).Below (malalo o) Keapoalewa, in (maloko o) the atmosphere where birds fly,is the lewa nu‘u.The space in which a man's legs dangle as he holds onto a branch of a treeis called the haka-a-lewa (ladder to space).If a man stands on the ground and lifts up one foot, leaving the other on theground, this is called lewa ho‘omakua (a space established),because of the one foot remaining on the ground.

The Works of the People of OldSamuel Manaiakalani Kamakau

http://www.mauna-a-wakea.info/maunakea/J1_terms.html

Nā Kilo Hōkū

Nānā Uli

Holomoana (sea voyaging)

441

2

Holomoana (sea voyaging) Kūkulu Heiau Pu‘ukohola

442

NAM

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ing with H

awaiian Space Term

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Watch the P

owerpoint slides &

fill in the blanks below

: The highest stratum

of space, lewa,

is the _________; the place below this

— equidistant from

the sky downw

ard and the earth upw

ard — w

as called __________________, the juncture, or _________________, the m

eeting; this w

as named __________________ (The

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elow K

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a, and close to the circle of air that surrounds the earth [the atm

osphere] is ___________ (The ring of space). B

elow (m

alalo o) this in (m

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here birds fly,is the ____________. The space in w

hich a man's legs dangle

as he holds onto a branch of a tree is called the ___________ (ladder to space). If a m

an stands on the ground and lifts up one foot, leaving the other on the ground, this is called _____________ (a space established), because of the one foot rem

aining on the ground.

443

NAM

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2

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odern Space Terms

Study the im

age below, then com

pare this information to w

hat ancient Haw

aiians knew &

you know.

B

ON

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! Scientists in the past and now

carefully observe nature. They create tools and w

ords to describe what they learn about it and to share their findings w

ith others. How

do you think scientists in future m

ight add to all we’ve learned so far about near space and the atm

osphere?

1. How

did ancient Haw

aiian scientists study near space and the atm

osphere? 2. H

ow m

ight modern scientists study near

space and the atmosphere in w

ays that are different from

ancient astronomers?

3. How

do you tell the difference between

layers of space above you?

444

NA

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Activity: Local C

limate O

bservations W

rite or draw w

hat you remem

ber, be as specific as possible. Also note comm

on patterns or anomalies relative to each tim

e.

Yesterday Sum

mer

Last Year Tem

perature (High, Low

):

Wind (D

irection, speed):

Rain &

/or Clouds:

Waves &

Surf:

Sunrise / set (tim

e, path):

Moonrise /set (tim

e, phase):

Tides (High, Low

, range):

Plants (grow

th, comm

on fruits, other observations):

Wildlife on ocean &

land:

445

Note to Teachers:






options).

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1

Climates of Climates of HawaiHawai‘‘ii


∗∗ Only state surrounded by oceanOnly state surrounded by ocean∗∗ Only state within tropicsOnly state within tropics∗∗Both contribute to its climateBoth contribute to its climate

∗∗ 50% above 2000 ft50% above 2000 ft∗∗ 10% above 7000 ft10% above 7000 ft

Climates of Climates of HawaiHawai‘‘ii

2 Native Hawaiian Seasons2 Native Hawaiian Seasons

∗∗Kau Kau - Summer- Summer∗∗ May thru Oct May thru Oct∗∗ Tradewinds Tradewinds prevalentprevalent∗∗ Cloudy Windward areas Cloudy Windward areas

∗∗HoHo‘‘oilo oilo - Winter- Winter∗∗Nov thru AprilNov thru April∗∗Winds light and variableWinds light and variable∗∗Leeward areas cloudierLeeward areas cloudier

2 Native Hawaiian Seasons2 Native Hawaiian Seasons

Hawaiian ClimatesHawaiian Climates

∗∗KonaKona∗∗KoKo‘‘olauolau∗∗ PunaPuna

∗∗MoaMoa‘‘ee

Elevation ChangesElevation Changes

447

2

Natural CommunitiesNatural Communities

∗∗ ELEVATIONELEVATION∗∗ TemperatureTemperature∗∗ Rainfall (Moisture)Rainfall (Moisture)∗∗ Soil typeSoil type∗∗ Air temperature dropsAir temperature drops

∗∗ ~ 5.5° C/km rise in elevation~ 5.5° C/km rise in elevation∗∗ ~ 3° F/1,000 ft~ 3° F/1,000 ft

7 climatic regions of Hawai7 climatic regions of Hawai‘‘ii

1.1.Windward LowlandsWindward Lowlands< 2000 ft, North to NE sides< 2000 ft, North to NE sides–– Trade windTrade wind–– Moderately rainyModerately rainy–– Partly cloudy to cloudyPartly cloudy to cloudy–– Nearly uniform temperaturesNearly uniform temperatures


22.. Leeward LowlandsLeeward Lowlands(not (not Kona Kona coast)coast)

-- Higher daytime tempsHigher daytime temps-- Lower nighttime tempsLower nighttime temps-- Mostly dry with occasionalMostly dry with occasionallight showerslight showers


33.. Interior LowlandsInterior Lowlands- O- O‘‘ahu ahu & Maui& Maui- Occasional intense local- Occasional intense localafternoon showersafternoon showers


44.. Kona Kona CoastCoast-- Summer rainsSummer rains-- Winter dryWinter dry-- Warmer than windwardWarmer than windward-- Drier than windwardDrier than windward


5.5. Windward mountain slopes Windward mountain slopes- Lots of rain- Lots of rain- Lots of clouds- Lots of clouds

-In winter & summer-In winter & summer- High humidity- High humidity

448

3


6.6. Leeward mountain slopesLeeward mountain slopes- - Rains more than lowlands Rains more than lowlands

but less than windwardbut less than windward- Greater temperature - Greater temperature fluctuationsfluctuations

7 climatic regions of 7 climatic regions of HawaiHawai‘‘ii

7.7. High Mountains High Mountains> 2000 ft or 3000 ft on Mauna Kea, Mauna> 2000 ft or 3000 ft on Mauna Kea, MaunaLoa, & Loa, & HaleakalHaleakalā- Rain decreases rapidly with- Rain decreases rapidly with

elevationelevation- Near summit rain is scant with- Near summit rain is scant with

clear skiesclear skies- Low humidity, low temperatures- Low humidity, low temperatures

Lee wave clouds at sunset. Lenticular, or lee wave,clouds form downwind of an obstacle in the path ofa strong air current. Since air cools as it rises and

warms as it falls, it is at the peak of a standingwave where moisture condenses and clouds form.

Towering cumulusclouds (cumuluscongestus). These verylarge and verticallydeveloped cumulusclouds resembles thehead of a cauliflowerand are known as acumulus congestus ortowering cumulus. Rainshowers may resultfrom this type of cloud,which often developinto a cumulonimbus, orthunderstorm cloud.

Moonbow

TornadoIn ‘Ewa

Clouds

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Ka H

ana ‘Imi N


areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana 1

Local Meteorological O

bservations by _____________

(write your nam

e here) I am

observing __________________________________ each day for 4 weeks.

PERIO

D: ______

(write type of m

eteorological condition here)

Monday

Tuesday W

ednesday Thursday

Friday

450

Ka H

ana ‘Imi N


areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana 2

Local M

eteorological Research by ____________________ (P

eriod: )

Use this sheet to research H

awaiian legends and nam

es having to do with rain, w

ind or any climate and

weather conditions in your tow

n. Write point form

notes (with bullets) or w

rite an essay for extra credit.

1. A com

munity m

ember I interview

ed is ____________________________________ H

e/She told m

e …

2. A

reading I found and studied is _________________________________________ _____________________________________________________________________ G

ive full cite (author, date published, title of article, magazine &

/or book, publisher, page numbers).

The interesting and important inform

ation I found is …

3. A

n Internet source I found and studied is _________________________________ The interesting and im

portant information I found is …

Be prepared to present your inform

ation to the class on: ______________________

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 1/17/08 from: www.orau.org & www.omsi.edu

1

Objectives: 1) learn vocabulary related to climate change 2) make personal connections to nature &/or the issues of climate change; 3) become aware of conflicting opinions in media and science; 4) learn ways to be environmentally responsible; 5) Alternate – prepare for field trip Science-Related Careers: Weather & meteorological researchers work at air-pollution control, agriculture, forestry, air & sea transportation, defense, and the study of trends in the Earth’s climate, such as global warming, droughts, & ozone depletion. Minutes:

(3)

5-10

15-25

5-10 60

10-15

3

(3-26) Total =

98-123 min

Suggested Sequence: a) Optional CLASS VOTE – ask students if they want to see this film in one long

class, or in small parts over several classes b) DISCUSSION – Preview vocabulary in Part A of the “Handout to View: An

Inconvenient Truth” by having students use these terms in a sentence, recall when they have heard these words before and/or how much they know or can guess about this terminology

c) FILM – encourage students to look over Part B of the handout, then play the film up to the start of the cartoon; stop and allow 5 minutes for students to complete question 1; you may want them to share their responses with a partner or the class, and then discuss why our feelings about these images matter (ie people are more likely to care if we experience strong emotions for or against something)

d) CONTINUE – show the cartoon and have students complete question 2; discussion in pairs or whole class is optional at this time; tell students the rest of the questions in Part B can be answered while the film is playing

e) DISCUSSION – after the film ends have pairs do Part C verbally or, if students are reluctant speakers, in writing so that they can read aloud what they wrote; then go on to Part D, the whole class discussion (see answer key below)

f) CAREER TALK – tell students about the many science careers related to climate change now and in the future (see box above)

g) Alternate - show Science on a Sphere (short movie clips) available at http://sos.noaa.gov/audio/WithMusic/

h) Alternate – FIELD TRIP (see suggestions in Unit Overview) Materials: • For teacher: film(s) & equipment to view &/or Internet access for class • For students: Handouts: 1 each of “Handout to View: An Inconvenient Truth” • Safety: n/a Assessment/Performance Indicators: • Informal assessment: participated in vocabulary preview

discussion by contributing or listening; watched film attentively

• Formal assessment: completed handout accurately & thoughtfully; participated in discussions as directed

Suggested Grades: 20 points • (informal) on task during

preview & film activities – 5 pts

• (formal) handout & discussions – 15 points

3

LESSON : Climate Change Film &/or Field Trip


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2

Exceeds Expectations: Student is 90% on task or more; viewing, writing, discussing and listening participation shows insight, caring & learning.

Meets Expectations: Student is 70% on task or more; viewing, writing, discussing and listening participation shows some insight, caring &/or learning.

Needs Improvement: Student less than 70% on task; viewing, writing, discussing and/or listening participation do not show adequate insight, caring &/or learning.

Hawaiian Values: � Ahonui � Akahai � Aloha Alaka‘i � Ho‘ihi Kuleana (patience) (modesty) (loving) (leadership) (respect) (responsibility) Laulima � Lōkahi Mālama Na‘auao � ‘Olu‘olu Pono (helpful) (harmony) (caring) (wisdom) (positivity) (right behaving) Learning Styles:

Left Brain � Right Brain Auditory Visual � Kinesthetic/Tactile � Spatial Technology, Math &/or Literacy Skills: terminology related to climate change; Optional: science on a sphere

Keywords: activism; advocacy; Al Gore; alternate energy; An Inconvenient Truth; carbon dioxide; carbon footprint; climatology; climate; climate change; CO2; collective consciousness; coral; Earth Rise; endangered species; ethics; global warming; greenhouse gas; glacier; ice core drill; issues; legislature; mass media; meteorology; moral imperative; movie circle; ocean current; ocean conveyor; peer-reviewed journal; politics; politian; popular press; science on a sphere; temperature; weather Enrichment/Extension: see “An Inconvenient Truth Extension Options: Prediction & Research Activities” handout and debate options; see also item g) in the lesson plan, Alternate activity with Science on a Sphere website which students can explore on their own and may present to the class Standards/HCPS: SC.BS.3.4 (ORGANISMS AND THE ENVIRONMENT): Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment General Learner Outcomes: GLO #2 - Understand it is essential for human beings to work together; Optional: GLO #5 - Communicate effectively NHEC Cultural Pathways: 14.1 Learners are keen observers of the natural environment. National Career Development Guidelines: ED2.A7 – Demonstrate participation in informal learning experiences Hawai‘i College Links:

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3

Teacher’s Notes for Unit 6: Viewing An Inconvenient Truth Film

Resources: Buy the film at http://www.climatecrisis.net/ for $17 new, $8 used.

The homepage also has links to short readings on “The Science” (what global warming is), how to “Take Action” (tips for home, travel, & global change) and news & blogs related to the film with a toolkit to download a poster, cards, etc.

Download the free curriculum at:

http://www.participantproductions.com/teachit/AIT/AIT_full.pdf This fantastic resource of nearly 60 pages includes: Tier One -- The Green Mile to School - For this one-day lesson, students are challenged to examine their personal activities and estimate their own impact, while finding ways to reduce damage to our environment.

Tier Two -- Think Globally, Act Locally - The stage for this week-long program is set by viewing a series of DVD chapters that detail the science of global warming and culminate with a focus on the Kyoto Treaty and on the U.S. cities that are taking matters into their own hands.

Tier Three -- Small Steps Mean Smaller Footprints - This semester-long program is highly project-based. After discussing climate change and renewable energies, students will interact with large sets of scientific data and draw conclusions from those interactions. Focusing on their conclusions, students will take action to present their findings to local government representatives, community members, or the PTA.

Buy the book at http://www.penguin.com/youngreaders (just type title into the

‘search’ box). Costs $16 for paperback and $23 for hardcover, or under $10 if purchased used on other online sites. The book has all the best photos and diagrams in the film and very short, clear paragraphs of the same content, presently almost in exactly the same sequence of chapters as in the film.

Class Viewing Options:

The curriculum above includes 2 handouts for “Movie Circles” (discussion sheet and self-assessment form) for group work in assigned roles after viewing (about page 46 of 57).

We recommend viewing the film with frequent stops, or in parts over more than a

single class as the style and mood of the film may not keep students engaged for a full hour and a half. The handout below offers students short tasks for specific film segments.

The film also comes with 32 minutes of “special features” in which Al Gore gives

2006 updates on: hurricanes (5 min); ocean temperatures, coral, etc. (8 min.); glacial earthquakes in Greenland (19 min.); wildfires (2 min.); soil moisture evaporation (3 min.); permafrost gas releases (1 min); and positive changes in public opinion, some politicians, many faith leaders & businesses (4 min.) See prediction & research extension activities below to teach with this resource in a single lesson or in parts over several lessons.

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6

Teacher’s Notes for: Science On a Sphere™ Go to: http://sos.noaa.gov/audio/WithMusic/ Intro.mp3 - Plays with the an Earth image - 1:42 minutes Topography.mp3 - Plays with the NGDC topography/night light - 3:35 minutes HurricaneLoop.mp3 - Plays with the 2004 hurricane loop - 2:36 minutes SeaSurface.mp3 - Plays with the NCDC SST data - 2:41minutes ClimateChange.mp3 - Plays with GFDL 4 x CO2 simulation - 2:24 minutes Mars.mp3 - Plays with Mars topography - 1:38 minutes X-Ray.mp3 - Plays with NOAA SXI loop - 1:41 minutes PlateTectonics.mp3 - Plays with the paleogeographic visualization - 3:16

minutes BlueMarble.mp3 - Plays with the Blue Marble - 00:27 minutes Close - Plays with the Earth At Night image - 00:43 minutes

457

NAME: PERIOD:

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana 1

Handout to View: An Inconvenient Truth

A. Before Viewing: Terminology to Know CO2 – carbon dioxide, a natural gas found on Earth

Moral imperative – urgent call to act in a good way

Unethical – immoral, not good Ice Core Drills – cylindrical samples of ice which glaciologists use to study

temperatures (determined by isotopes) and CO2 levels over 1,000 years Collective Consciousness – awareness of all humans as a group

B. Before & During Viewing: Stop the Film to Consider these Questions

1. Which of these images affects you the most (circle one answer):

the river “Earth Rise” the paper mill traffic

What do you think of and/or feel when you see this image?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. Watch the cartoon then write notes to compare points of view below.

The Speaker’s point of view is…

The little girl’s point of view is…

My point of view is …

458

NAME: PERIOD:


3. Complete these Short Answer & True or False Questions as you watch:

a) How does the Earth breathe in and out each year?_________________

_____________________________________________________________

b) The Himalayas supply ____% of the world’s population with water.

c) True or False – More CO2 in the atmosphere causes higher temperatures.

d) True or False – Colder oceans cause stronger, more frequent storms.

e) The “ocean conveyor” of cold, salty water could cause world temperatures

to _______, making the start of a new ice age possible in our lifetime.

f) What species are dying because of temperature and CO2 changes? _____

_____________________________________________________________

C. After Viewing: Discuss with a Partner Is climate change really happening? What do these numbers suggest?

928 – the number of peer-reviewed articles dealing with climate change published in scientific journals between 1995-2005

3,543 – the number of articles in the popular press about global warming between 1991-2005

0% – the percentage of articles in doubt as to the cause of global warming

53% – the percentage of articles in doubt as to the cause of global warming

Why do most people do nothing about the problem of climate change? D. After Viewing: “Crisis = Opportunity” Group Brainstorm What could people do about climate change? What can we do individually or with our families? What can we do as a class? What can each of us do after graduating from high school?

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 1/17/08 from: bigpicture.typepad.com/writing/2003/12/index.html, www.hmi.de/bereiche/info/dualismus/regenbogen_en.html & stats.bls.gov

1

Objectives: 1) observe air pressure and cloud formation; 2) learn cloud types and practice identifying them; 3) estimate cloud coverage

Science-Related Careers: operational meteorologists are the largest group of specialists studying Earth’s air pressure, temperature, humidity, and wind velocity. They apply physical and mathematical relationships to make short-range and long-range weather forecasts. Minutes:

5

10-25

5-15

15-30

10-15 Total =

45-90 min

Suggested Sequence: a) DEMO – teacher gives Air Pressure demo (see handout), or students each

conduct activity as a mini-lab b) LECTURE – class views cloud visuals & learns types of clouds (on website or

see PowerPoint options available at www.rmets.org; details given in Cloud Labs Teacher’s Notes doc.)

c) Optional READING – students read alone or class reads aloud Cloud Namer handout to reinforce learning of cloud types

d) MINI-LAB #1 – discuss activities on Cloud Labs handouts; students cut out Okta grids then go outside; demonstrate how to estimate cloud coverage (see Teacher’s Notes) & students complete handouts (2nd is optional); go indoors

e) Optional – MINI-LAB #2 or DEMO – student pairs/groups or teacher conducts Making a Cloud in a bottle, as per handout; students complete Making a Cloud handout

Materials: • For teacher: aluminum cans, tongs, lighter or matches & candle or hotplate with pot & water;

PowerPoint disk & equipment, if using; compass, if needed & Okta grid; 200 mL bottles, if doing lab #2

• For students: Handouts: Air Pressure Demo, if using for each group; Cloud Mini-Labs, 1 each pair/group; Cloud Cover; Cloud Identification, if using; Okta grids, Cloud Types & scissors for each pair/group

• Safety: fire & burn hazard Assessment/Performance Indicators: • Informal assessment: participated in &/or observed

demos, lecture, reading & lab(s) • Formal assessment: accurate completion of handouts:

Cloud Cover; possibly Cloud Identification & Making a Cloud

Suggested Grades: 25 points • 10 for paying attention to all

class activities (informal) • 5 points each for accurate

completion of 3 Cloud handouts, if using all (formal)

Exceeds Expectations: insightful &/or fully engaged in participating (8-10 points); handout answers accurate to insightful (min. 4 points each)

Meets Expectations: adequate participation (6-7 points); handout answers 69-79% accurate (3-3½ points each)

Needs Improvement: inadequate participation (6.5 points or less); handout answers less than 69% accurate (0-2½ points each)

3

LESSON: Clouds


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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 1/17/08 from: bigpicture.typepad.com/writing/2003/12/index.html, www.hmi.de/bereiche/info/dualismus/regenbogen_en.html & stats.bls.gov

2

Hawaiian Values: � Ahonui � Akahai � Aloha � Alaka‘i � Ho‘ihi Kuleana (patience) (modesty) (loving) (leadership) (respect) (responsibility) � Laulima � Lōkahi � Mālama Na‘auao � ‘Olu‘olu � Pono (helpful) (harmony) (caring) (wisdom) (positivity) (right behaving) Learning Styles:

Left Brain � Right Brain Auditory Visual Kinesthetic/Tactile Spatial Technology, Math &/or Literacy Skills: cloud vocabulary, identification & Latin classification; cloud observation & calculation (simple math); conducting simple labs

Keywords: air pressure; climate; cloud; cloud coverage; cloud in a bottle; cloud lab; cloud names; cloud types; Lucas Howard; meteorology; Okta grid; weather

Enrichment/Extension: Take photos or draw cloud types in your community over several days or weeks, then compile images to classify & label them, indicating patterns &/or anomalies plus important information for specific people living & working on your island, such as farmers, foresters, air & sea transportation staff, defense, general public, etc. Standards/HCPS: SC.ES.8.6 EARTH AND SPACE SCIENCE: Understand the Earth and its processes, the solar system, and the universe and its contents General Learner Outcomes: GLO #2 - Understand it is essential for human beings to work together; GLO #6 - use a variety of technologies effectively and ethically NHEC Cultural Pathways: 14.1 Learners are keen observers of the natural environment. National Career Development Guidelines: ED2.A7 – Demonstrate participation in informal learning experiences; ED1.A6 – Exhibit attitudes and behaviors that support educational achievement and performance. Hawai‘i College Links:

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 11/13/07 from: www.pha.jhu.edu/dept/lecdemo/reese1.html & http://en.wikibooks.org/wiki/Image:Science_air_pressure_demo_with_soda_can_and_bunsen_burner.JPG

1

Air Pressure Demo

Briskly boil a small amount of water for a short time in a soft drink can (until it is full of steam) Then, using a pair of tongs (or clamp if your tongs are too small), swiftly invert the can and plunge it into a large beaker (bowl or bucket) of cold water. The steam condenses, the pressure inside the can falls, and the can collapses (is crushed by the higher atmospheric pressure weighing on the outside of the can). Alternates: use an aluminum can with a screw top lid and quickly seal it. Also, if the air inside cools slowly (not in cold water), the same effect will occur after about 5 minutes. Using a larger aluminum can makes the effect much more dramatic. Buy Paul Hewitt’s films at: http://www.arborsci.com/detail.aspx?ID=786 and see “Crush the Can” image below (in Chapter 11) with other Physics lecture demonstrations at: www.pha.jhu.edu/dept/lecdemo/reese1.html

462

Clouds

Cirrus 1

Clouds

Cirrus 2

Clouds

Cirrus m

ade by an aeroplane (aircraft contrail cirrus)

Clouds

Cum

ulus 1

Clouds

Cum

ulus 2

Clouds

Cum

ulus 3

Clouds

Nim

bostratus

Clouds

Nim

bostratus with rainbow

Clouds

Cum

ulonimbus 1

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Clouds

Cum

ulonimbus 2

Clouds

Cum

ulonimbus 3

Clouds

N

imbostratus w

ith rainbow

Clouds

Cloud cover

Nam

e: ______________________________________________________________

Stand in the middle of the com

pass facing north and hold your Okta grid up to the

sky. Count how

many sections are covered in cloud. R

ecord your results in the table below

. Repeat this process for each com

pass point.

Direction

Num

ber of sections covered by cloud

N

NE

E

SE

S

SW

W

NW

Total

Now

add up all of your results and divide the total by 8.

Total cloud cover = ________________

Com

plete the following sentence:

On today’s date the ________________, at _____ am

/pm, the average cloud cover

was _____ O

ktas.

Clouds

Cloud identification

Nam

e: ______________________________________________________________

Using a cloud chart or pictures of clouds, identify the different clouds you can see

today. Write their nam

es below.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Now

, draw a picture of tw

o cloud types and write their nam

es below.

__________________________ __________________________

Clouds

Making a cloud

Nam

e: ______________________________________________________________

What you need:

______________________________________

______________________________________

______________________________________

______________________________________

Diagram

of experiment

Describe how

you formed a cloud

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Teacher’s Notes for LESSON: CLOUD MINI-LABS

1. Overview – Establish prior knowledge: • What are clouds? • Where do we find them?

• What are they made of? • Where do they come from?

2. Lesson Notes Introduce the students to types of cloud using photographs from the resources download or cloud identification charts (available from the Royal Meteorological Society at www.rmets.org/cloudbank/index.php or www.rmets.org/pdf/science_weather/clouds_resources.pdf). Discuss the different types of clouds. Ask the students to think of a way to measure the amount of cloud cover. Talk about why we would need to know this (aircraft control, weather forecasts, visibility, etc). Now introduce the students to Okta grids. These can be made by making a ‘window’ with eight identical rectangular ‘panes’ from a bit of cardboard, and sticking a piece of clear acetate over it. There should be four holes above and four below, and the bits between the panes should be as thin as practicable (see diagram). Ask the students to think of a way of using them to measure cloud cover. Explain what they are going to do. Give the students some photos of cloud cover and ask them to try using their Okta grids over them.

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Give students the MINI-LABS handout below and also ask them to complete the worksheet (available at: http://www.rmets.org/pdf/science_weather/clouds_resources.pdf ). When done, complete the lesson as follows: 4: Review The following discussion questions can be explored: Observation questions • What happened when you squeezed the bottle? • What happened when you released the bottle? • Did the cloud form in the whole bottle or just in one area? Explanation questions • How do you think the cloud forms? • Why do you think a cloud forms when you release the bottle? • Why do you think the cloud disappears when you squeeze the bottle? Relevance questions • At what point do you think a cloud forms in the sky? • Why do you think that some clouds are higher than other clouds?

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Clouds – Teachers’ Background Reading Naming clouds The system for naming clouds was introduced in 1802 by Luke Howard, a chemist and amateur meteorologist. He gave the clouds Latin names because Latin was the international language used for classifications of the natural world (plants, animals, etc). There are ten main cloud groups. You don’t need to teach them all, but it is a good idea to start with: Cirrus – very high clouds (usually 6–12 km above the ground). They are made of tiny ice crystals and are usually seen as thin wispy fibers like the tail of a white horse. Cumulus – White fluffy dome-shaped heaps, usually with a flat base and cauliflower top. They are generally found between 300 and 1500 meters above the ground. Stratus – Blanket clouds in a layer that can cover the whole sky (making it ‘overcast’). They are found between the ground and 1000 meters. Sometimes they produce long periods of drizzle. There are words for days like this that vary from region to region. The name stratus is often linked with other clouds – hence cirrostratus (layers of cirrus clouds) and stratocumulus (layers of cumulus clouds). Two more special clouds that are linked to bad weather and rainy days are: Nimbostratus – From ‘nimbus’, the Latin for ‘rain cloud’ – hence, ‘layers of rain clouds’. They are found between the surface and 3 km. Expect moderate to heavy prolonged rain or snow. Cumulonimbus – These are huge towering clouds in the shape of a blacksmith’s anvil. Thunderstorms are large cumulonimbus clouds and bring heavy showers or hail in winter. They can stretch upwards from 600 m to 8 km. This means that in the top of the anvil water droplets become tiny ice crystals.

467


How are different types of cloud formed? Clouds occur when air is cooled to its saturation temperature. This usually happens when air is forced to rise (see below). As air rises, it cools at 10°C per kilometer of ascent. On reaching the height where it is saturated, condensation occurs. On the same day and in the same area, the moisture in warm rising air will all condense at roughly the same height. This is called the condensation level and can be seen in the flat base of cumulus clouds. Air can rise in a number of ways: • Hills and mountains force air to rise. Clouds form if the ascent is sufficient for the water vapor to condense. • Low pressure weather systems (depressions) cause air to rise as if on a conveyor belt and produce clouds at different heights. • Severe convection (warm air rising) during hot summer days can lead to pronounced vertical uplift. This causes cumulonimbus clouds to grow to heights of several kilometers in 20 to 30 minutes. What’s happening in the bottle in ‘Making a cloud’? To understand this, we need to know a little about water. Water is H20, two atoms of hydrogen joined to one atom of oxygen, making a molecule of water. The atoms are attracted to each other by invisible electrical forces. The molecules of water are also attracted to each other. The positive parts of one molecule are attracted to the negative parts of another one. Whole raindrops contain millions and millions of tiny water molecules. The process of forming raindrops is called condensation. This science story is in three parts: Part 1 The bottle starts with damp moist air inside. Smoke is added to create ‘dust’ particles (called hygroscopic nuclei) which the water molecules can cling to in order to help trigger the formation of droplets. To form clouds we need to decrease the temperature and pressure inside the bottle.

468


Part 2 The bottle is then squeezed and released a few times. Squeezing increases the temperature and pressure inside the bottle. Releasing it again decreases the temperature inside the bottle. When the bottle is released, the molecules rush away from one another using energy (in this case heat). As they do this, they slow down causing the temperature and pressure to become lower. Part 3 When a gas cools down and decreases in pressure, the molecules inside it move more slowly, so condensation takes place. In this case, the molecules cling to the dust particles from the smoke. This is how the cloud is formed within the bottle. The children should be informed that the cloud they see is not smoke but a collection of tiny water droplets. What are the differences/similarities with the real atmosphere? Difference: One important process is missing within the bottle. Warm air can also cool by mixing with colder air. Similarity: Hygroscopic nuclei are found in real life as dust, pollution particles or tiny salt crystals.

469


New words • atmosphere – the envelope of gases surrounding the earth or

another planet

• atom – the smallest particle of a chemical element, which consists of a positively charged nucleus surrounded by negatively charged electrons

• convection – transference of mass or heat within a fluid

• hygroscopic – tending to absorb moisture from the air

• meteorologist – a specialist who studies processes in the earth’s atmosphere that cause weather

• molecule – a group of atoms chemically bound together

• Okta grid – an eight-sectioned grid used for measuring cloud cover.

o Link – octagon with eight sides, octave with eight notes, octopus with eight legs

• nucleus – the positively charged central core of an atom,

containing nearly all its mass

• saturation point – the stage beyond which no more can be absorbed or accepted

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 11/13/07 from: http://www.rmets.org/pdf/science_weather/clouds.pdf

1

LAB #1: Measuring Cloud Coverage and Identifying Clouds What you need (1 set for you & your partner):

• Okta grid (already cut up)

• cloud chart/photos of types of cloud

• clipboard (or something to write on)

• Cloud cover worksheet

• Cloud identification worksheet

• compass (or accurate knowledge of directions)

1. Go outside with a partner. Draw a compass rose on the ground

with a piece of chalk (see diagram above).

2. Watch your teacher demonstrate how to measure the cloud cover.

Note kumu stands in the middle of the compass rose facing north

and holding the Okta grid up to the sky, then counts how many

sections are covered in cloud.

3. Do this yourself and record your results on the cloud cover

worksheet. Repeat this for the other seven directions on the

compass rose.

4. Use your cloud charts or photos to identify the different clouds

present (if any!).

5. Return indoors, and complete the rest of the cloud cover

worksheet and the cloud identification worksheet.

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 11/13/07 from: http://www.rmets.org/pdf/science_weather/clouds.pdf; http://rst.gsfc.nasa.gov/Sect14/Sect14_1b.html

2

LAB #2: Making a Cloud What you need:

• a two-liter bottle filled with about 200 ml of water (for each group)

• a box of matches (for teacher use only)

• making a cloud worksheet

1. Shake the bottles to dampen the air. Now light a match at the end

of each open bottle and blow it out, blowing the smoke inside the

bottle. Replace the lid on each bottle.

2. Now squeeze your bottle and release. Watch what happens

inside. A cloud should appear when the bottle is released and

should disappear when the bottle is squeezed. This happens

because the water vapor clings to the dust particles (smoke) and

forms a cloud.

3. The cloud only appears when the bottle is released. This happens

because the air is under a lower pressure and at a lower

temperature when the bottle is released. When the bottle is

squeezed, the air pressure and temperature are high and the

cloud disappears. Clouds form under low pressure/temperature air

conditions. The point at which a cloud forms is called the

condensation level.

Try make a cloud in a bottle without any smoke in it. What happens? Is the smoke essential for cloud formation in the bottle? Why?

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3

Okta Grid - Carefully cut out 8 small squares inside the box below, leaving 8 windows in one frame. Do NOT cut through the gray frame!

do not cut do not cut ------------------------------------------------------------------------------------------------------------------------------------------------ Okta Grid - Carefully cut out 8 small squares inside the box below, leaving 8 windows in one frame. Do NOT cut through the gray frame!

do not cut

do not cut

Cut out

Cut out

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Cloud Types

From Lutgens and Tarbuck, 1992; adapted from a Ward's Natural Science Establishment illustration. Source: http://rst.gsfc.nasa.gov/Sect14/Sect14_1b.html This and next diagram are pictorial representations of the different cloud types listed in the table.


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Cloud Classification FORMATION – Classifications 1) Rising Air Currents – Cumulus

2) Air Cooled below saturation without vertical movement – Stratus ALTITUDE – Classifications

HIGH – 20,000’+ Cirrus – Thin, Wispy, Ice Crystals, Form above 25,000’

Cirrocumulus – Thin, Patchy, Wave Pattern, Mackerel Sky, Uncommon, Form at 20,000-25,000’

Cirrostratus – Patchy, Fine Veil, Form Sun and Moon Halos, Form at 20,000-25,000’

MIDDLE – 10,000’ Altostratus – Dense, Grey, Water-Vapor, Moon shines through (translucent)

Altocumulus – Patchy, Puffy Layers, Grey-White, Water-Vapor LOW – Below 6,500’

Stratus – Low, Uniform Sheet, Grey, Base Above Ground, Produce Drizzle, No Vertical Movement

Nimbostratus – Dark, Thick, Rain Clouds Stratocumulus – Irregular, Puffy Layered, Grey, Don’t Produce Rain

TOWERING Cumulonimbus – Tops to 80,000’, Thunderheads, Violent Up-Drafts Produce

Lightning & Tornadoes Cumulus – Puffy, White, Form in Day, Disappear at Night

DEFINITIONS Alto – Prefix, High

Cumulus – Piled-Up, Accumulated Fracto – Prefix, Fragmented, Wind-Blown

Nimbus – Rain Stratus – Layered

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 11/13/07 from: http://www.rmets.org/pdf/science_weather/clouds.pdf; http://rst.gsfc.nasa.gov/Sect14/Sect14_lb.html

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Note to Teachers:






options).

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AT 606 Climatology Lecture 1 Fall 2002

Weather vs. Climate 1

Introduction:Introduction:

What is Weather?What is Weather?

What is Climate?What is Climate?


• What is climate?• How is climate different from weather?• Are they related?• What controls the climate?• Does climate change?• Can climate be predicted?• What is the climate in Hawai’i?

Questions to think aboutQuestions to think about

Climatology considers the past and can helppredict future climate change.

Energy In = Energy Out

“Climate is what you expect … weather iswhat you get!”

Measuring Weather and ClimateMeasuring Weather and Climate1. Temperature

– Hi– Lo– Range

2. Wind– Direction– Speed

3. Rainfall– Daily– Cumulative

4. Air Pressure5. Humidity

Thermometers measure temperature.Types of thermometers:

- liquid-in glass- bimetallic- infrared- thermoelectric

1.Temperature1.Temperature

Liquid in Glass ThermometerLiquid in Glass Thermometer

• Most common foreveryday use (medicine,cooking, etc.)

• Liquid is either mercuryor alcohol

• Difficult to automate


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Bimetallic ThermometerBimetallic Thermometer

• Uses a coil of two differentmetals attached to one another– Different metals expand at

different rates

• Used in:– round outdoor thermometers– thermostats

• Difficult to automate


Infrared ThermometerInfrared Thermometer

• Measures the infrared radiationemitted by an object (likenight-vision)

• Used to take an instant tempreading of the air.

• Easily automated– but other aspects such as ground

color can affect temp readings


• Measures wind direction• Points parallel with the wind• Has a “fatter” tail than head so it won’t

point 180º in the wrong direction.

Wind VaneWind Vane

2.Wind2.Wind

AnemometerAnemometer(say (say ““an-uh-MOM-e-teran-uh-MOM-e-ter””))

• Measures wind speed• Common type = cup anemometer• When the wind is gusty, it overestimates

the avg. wind speed because of momentum• Must be placed far away from obstacles to

be accurate (Distance = 10x the height oftallest object)

2.Wind2.Wind

Rain GaugeRain Gauge• Tipping bucket rain gauge• How it works:

- Rain falls into one of two buckets - When it’s fills up with .01” of rain, gravity causes it to tip

- Other bucket fills and tips - Number of tips counted electronically

3. Rainfall3. Rainfall

BarometerBarometer

• Measures atmospheric pressure• Works like a weight scale for the

air above it• Mercury barometer has a bowl

with liquid in it and a tube sealedat the top and open at the bottomimmersed in the liquid. Whenpressure rises, the mercury in thetube rises.

4.Air Pressure4.Air Pressure

Mercury Barometer

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BarometerBarometer

Aneroid Barometer

4.Air Pressure4.Air Pressure

• Measures atmospheric pressure• Aneroid barometer uses gears

attached to a sealed air containerthat expands or contracts withdecreasing or increasing pressure

HygrometerHygrometer

• Measures humidity• Consists of two thermometers, one of

which includes a dry bulb and theother a wet bulb. Comparisons of thetemperatures on a chart tell us therelative humidity

• Dewpoint- temperature at whichwater vapor condenses

5. Humidity5. Humidity

PredictabilityPredictability“If they can’t predict the weather, how can

they possibly hope to predict the climate?”• Weather forecasts are only useful for a

few days, maybe a week at best.

Boundary-layer eddy: 10 minutesCumulonimbus clouds: 1 hourMid-latitude cyclone: 3 daysBig standing waves: 10 daysEl Niño: 100 daysDeep ocean circulation: 50 years(?) S

atel

lites

& R

adar

Activity: Fast Facts Memory Games

Memory Game rules are:a. Only 3 people to a team & everyone keeps

scoreb. Only 5 minutes to planc. Only 30 seconds to show your memory gamed. Only 3 tries for another team to successfully

imitate your game (and only 2 teams can tryany one game)

e. Points awarded to each team for: 1 point – trying out another team’s game 2 points – getting another team’s game correct in 3 tries 3 points – getting another team’s game correct in 2 tries 4 points – getting another team’s game correct in 1 try

Activity: Fast Facts Memory Games

Memory Game options are:1. Lots of instrument names rhyme … create a song, poem or

chant using rhyming words to memorize the newvocabulary

2. Each instrument measures something different … create aclap & match game to memorize instrument names & whatthey measure (e.g. thermometer – temperature)

3. Each kind of thermometer looks different … drawthermometer pictures on flashcards or the chalkboard &match their names & uses to them

4. Predictions can be made for short term (weather) or longterm (climate) … create a mini-play, with or withoutwords, to memorize which different meteorological signspredict weather or climate & how far into the future theydo so (e.g. cumulonimbus clouds predict 1 hour of cloudactivity)

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Name: Period:


Meteorology Tools: PowerPoint Handout

I. Pre-Writing (before the slide show & lecture) Answer 3 or more of these “Questions to think about”

a. What is climate? b. How is climate different from weather? c. Are they related? d. What controls the climate? e. Does climate change? f. Can climate be predicted? g. What is the climate in Hawai’i?

II. View & Write: Ho‘olohe ke Pepeiao & Pa‘a ka Waha

(Listen & Reflect) Answer all of these questions as you listen to the lecture &

view the slides a. Why is it useful to know about climate & weather in the

past?

b. What aspects of weather are important to study?

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Name: Period:


c. What instruments can we use to measure weather?

III. Post-Writing After the slide show, work with a partner to answer these

questions a. What careers do people have today in which weather plays

an important role?

b. How do we know ancient Hawaiians carefully observed weather and climate from generation to generation?

c. How can understanding climate and weather prediction help you, your family & community?

IV. Fast Facts Activity After writing, work in teams of 3 to create quick memory

games to help everyone learn this new information (see below)

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Name: Period:


Memory Game rules are: a. Only 3 people to a team & everyone keeps score

b. Only 5 minutes to plan

c. Only 30 seconds to show your memory game

d. Only 3 tries for another team to successfully imitate your

game (and only 2 teams can try any one game)

e. Points awarded to each team for: 1 point – trying out another team’s game

2 points – getting another team’s game correct in 3 tries 3 points – getting another team’s game correct in 2 tries 4 points – getting another team’s game correct in 1 try Memory game options are: 1. Lots of instrument names rhyme … create a song, poem or

chant using rhyming words to memorize the new vocabulary

2. Each instrument measures something different … create a clap & match game to memorize instrument names & what they measure (e.g. thermometer – temperature)

3. Each kind of thermometer looks different … draw

thermometer pictures on flashcards or the chalkboard & match their names & uses to them

4. Predictions can be made for short term (weather) or long

term (climate) … create a mini-play, with or without words, to memorize which different meteorological signs predict weather or climate & how far into the future they do so (e.g. cumulonimbus clouds predict 1 hour of cloud activity)

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED Retr’d 11/6/07 from: http://www.rmets.org/pdf/science_weather/atmosphere.pdf

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BAROMETER LAB

Air pressure is the weight of the air all around us. It is high when the air is compressed. As you move up through the atmosphere the pressure decreases, so that at the top of a mountain the air pressure is less. You may have experienced your ears popping when experiencing a change in altitude, e.g. in an airplane. This is due to the air pressure balancing between inside the ear and outside. A change in air pressure is the most important indicator of a change in the weather. The following activities allow the us to experiment with air pressure.

Make a home-made barometer Barometers measure the air pressure. A barometer can therefore be used to predict a change in the weather. When air pressure is high, we can expect settled weather. When air pressure is low, we can expect changeable weather. What you need: • a tray • a brick • an empty bottle • a ruler • sticky tape • copies of barometer worksheet (resources download)

1. Fill the tray with water. 2. Fill the bottle halfway with water, and invert it into the tray

quickly so as not to lose much water. 3. Stand the brick next to the bottle and carefully lean the bottle

against it. Secure the bottle to the brick using the sticky tape. 4. Now attach the ruler to the side. Over the next few days record

the changes in the water level. When the air pressure increases, the water will rise inside the bottle. When the air pressure decreases, the water level will fall.

5. Compare results to the weather conditions outside. Use the table on the worksheet to record the results.

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED Retr’d 11/6/07 from: http://www.rmets.org/pdf/science_weather/atmosphere.pdf

2

Name: Period: BAROMETER OBSERVATIONS

Day

Water level (cm)

Air pressure change (higher, lower or stayed the same)

Weather conditions

Monday

Tuesday

Wednesday

Thursday

Friday

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED Retrieved & adapted 11/13/07 from: http://chemistry.about.com/od/weirdscience/a/fitzroy.htm & http://www.islandnet.com/~see/weather/history/fitzroystormglass.htm

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Fitzroy's Storm Glass

Weather Instrument Used on Darwin's Ship the HMS Beagle

Admiral Fitzroy (1805-1865), as commander of HMS Beagle,

participated in the Darwin Expedition from 1834-1836. In addition to

his naval career, Fitzroy did pioneer work in the field of meteorology.

The Beagle's instrumentation for the Darwin Expedition included

several chronometers as well as barometers, which Fitzroy used for

weather forecasting. The Darwin Expedition also was the first voyage

under sailing orders that the Beaufort wind scale be used for wind

observations.

One type of barometer used by Fitzroy was a storm glass. Observing

the liquid in the storm glass was supposed to indicate changes in the

weather. If the liquid in the glass was clear, the weather would be

bright and clear. If the liquid was cloudy, the weather would be

cloudy as well, perhaps with precipitation. If there were small dots in

the liquid, humid or foggy weather could be expected.

A cloudy glass with small stars indicated thunderstorms. If the liquid

contained small stars on sunny winter days, then snow was coming.

If there were large flakes throughout the liquid, it would be overcast

in temperate seasons or snowy in the winter. Crystals at the bottom

indicated frost. Threads near the top meant it would be windy.

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Here are instructions for constructing a storm glass, described by Pete Borrows at NewScientist.com and in School Science Review, June 1997.

Ingredients for Storm Glass

• 2.5 g potassium nitrate • 2.5 g ammonium chloride • 33 mL distilled water • 40 mL ethanol • 10 g camphor

Dissolve the potassium nitrate and ammonium chloride in the water; add the ethanol; add the camphor. Place in corked test tube.

Mark Ford, who has been making storm glasses for years, e-mailed me to add that man-made camphor, while very pure, does contain borneol as a by product of the manufacturing process. His experience is that the synthetic camphor doesn't work as well as natural camphor, perhaps because of the borneol.

Mr. Ford advises dissolving the nitrate and ammonium chloride in the water, then the camphor in the ethanol. Next, slowly mix the two solutions (adding the nitrate & ammonium solution to the ethanol solution works best). It also helps to warm the solution to ensure complete mixing. Mr. Ford never uses a cork, preferring to seal the mixture in small glass tubes.

No matter what method is selected to construct a storm glass, the reader is advised to use proper care in handling the chemicals.

The premise of the functioning of the storm glass is that temperature and pressure affect solubility, sometimes resulting in clear liquid; other times causing precipitants to form. The functioning of this type of storm glass is not fully understood. In similar barometers, the liquid level, generally brightly colored, moves up or down a tube in response to atmospheric pressure. Certainly temperature affects solubility, but sealed glasses are not exposed to the pressure changes that would account for much of the observed behavior. Some people have proposed that surface interactions between the glass wall of the barometer and the liquid contents account for the crystals. Explanations sometimes include effects of electricity or quantum tunneling across the glass.

Italian mathematician/physicist Evangelista Torricelli, a student of Galileo, invented the barometer in 1643. Torricelli used a column of water in a tube 34 ft (10.4 m) long. Storm glasses available today are less cumbersome, easily mounted on a wall.

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Robert FitzRoy and the HMS Beagle in the Straits of Magellan�, from Voyage of the Beagle, by Charles Darwin

FitzRoy's Storm Glass

Written by Keith C. Heidorn, PhD, THE WEATHER DOCTOR, November 1, 2006

When Robert FitzRoy took HMS Beagle out on its second voyage in 1831, he carried a number of different barometers. Among the studies FitzRoy undertook on the voyage was the application of the various barometers and storm glasses in widespread use during the 1800s to weather forecasting at sea.

Barometers, of course, are instruments designed to measure atmospheric pressure, and that pressure, or more correctly the changes in air pressure, are important in short-term weather forecasting. A few decades after Beagle's return, FitzRoy would be instrumental in placing barometers and instructions for their use around the British coastline.

One type of storm glass is a form of barometer that does not show absolute pressure but indicates changes in air pressure over time. They are generally a glass vessel looking like a stretched teapot sealed at one end and filled with water, usually colored for visibility. Known by many names including the weather glass and water barometer, it offers an aid to simple weather forecasting by showing pressure changes as water rises or falls in its "spout." I have written about this form of storm glass elsewhere: "The Weather Glass" available at www.islandnet.com/~see/weather/almanac/arc2004/alm04mar.htm

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The form of storm glasses with which FitzRoy is linked is much different. These chemical storm glasses, also known as storm bottles, are hermetically sealed glass tubes containing a supersaturated mixture of chemicals. They likely appeared around 1750 invented by an alchemist for Italian sailors. The instrument was mounted on the ship's mast as a storm warning instrument. Their first documented shipboard use dates to the Beagle's famed 1831-36 circumnavigation. FitzRoy wrote in The Weather Book: "Considerably more than a century ago, what were called 'storm glasses' were made in this country. Who was the inventor, is now very uncertain; but they were sold on old London Bridge..." in the shop "Under the Goat and Compasses."

The premise of the storm glass is that changing weather, affects the solubility of the mixture, mostly due to changes in temperature. (Some believe changing pressure alters the storm glass mixture, but if the glass tubes are sealed, the pressure within should not change with variations in atmospheric pressure.

Under the changing weather conditions, users believed, the super-saturated mixture of chemicals produced crystals in strange, fascinating organic and crystalline shapes, or alternately, existing crystals would melt back into solution. The functioning of the storm glass is, however, not fully understood even today, and they are now more a curiosity than a practical instrument.

To quote from his 1863 tome The Weather Book:

"Since 1825 we have generally had some of these vials...when it was fairly demonstrated that if fixed, undisturbed, in free air, not exposed to radiation, fire, or sun, but in the ordinary light of a well-ventilated room, or preferably in the outer air, the chemical mixture in a so-called storm glass varies in character with the direction of the wind — not its force... though it may so vary from another cause, electrical tension. As the atmospheric current veers toward, comes from, or is only approaching from the polar direction, this chemical mixture — if closely, even microscopically watched — is found to grow like fir, or fern leaves — or like hoar frost — or even large but delicate crystallisations..." FitzRoy found one specific mixture, containing camphor, ammonia, alcohol, potassium nitrate, and water, more suitable for weather forecasting than others. In The Weather Book, FitzRoy described the various crystal shapes and patterns that would develop within the storm glass according to different wind directions and weather conditions.

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Clear liquid means bright weather; dim liquid, rain. Crystals at the bottom presage frost. Large flakes mean overcast or, in winter, snowy skies. If the liquid contains small dots, humid or foggy conditions can be expected.

As its name implies, many believed the instrument was especially sensitive to the coming of stormy weather. Thus, if small stars are seen in dim liquid, thunderstorms can be expected. Threads in the upper part foretell wind. If the substance lies to one side, expect storm or wind from the opposite direction.

FitzRoy included a storm glass as part of the FitzRoy barometer assembly. These barometers were distributed to every British port so that it could be consulted by seamen before embarkation. Many of these stone huts housing these mercury barometers are still visible in many fishing harbors. The storm glass, glass cylinders with brass caps, can be seen clamped onto the lower left of the barometer assembly.

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Name: Period:


Reading Humidity Maps, Tables and Graphs Study the image below. The white line represents the shape of O‘ahu.

1. What do the black numbers indicate? _____________________________________________________

2. What do the black lines represent? _____________________________________________________

3. What is the range of humidity shown here? (the smallest to highest

number) _____________________________________________________

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Name: Period:


4. When exactly was this data recorded? _____________________________________________________

5. What was the humidity in Pearl Harbor? What was it on the North

Shore? _____________________________________________________

6. Fill in the rest of this table. Count how many times each value is

shown on the map. (5 pts)

Relative Humidity

Occurrence (How many times do you see this)

50 1

58 2

60

7. Now graph the data on the table you just created. Each value of relative humidity needs to be included on the X axis. The Y axis should have the Number of Occurrences spread apart evenly.

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Name: Period:


Graph: ______________________ (7 pts)

Write the title of this graph and label each axis. 8. What shape does the data create on the graph? 9. How can data tables and graphs like these help meteorologists

in their work? 10. This information is found in the daily newspaper. Who else do you think wants to know this information and why?

(___/20 pts Total)

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Name: Period:


Lecture Notes (www.wikipedia.org): Humidity is the amount of water vapor in a sample of air compared to the maximum amount of water vapor the air can hold at any specific temperature. Absolute humidity, relative humidity and specific humidity are different ways to express the water content in a parcel of air. Relative humidity is the most frequently used of these expressions because of its importance in weather forecasting. Relative humidity indicates the likelihood of precipitation, dew, or fog. High relative humidity makes people feel hotter outside in the summer because it reduces the effectiveness of sweating to cool the body by preventing the evaporation of perspiration from the skin. This effect is calculated in a heat index table. Warm water vapor has more thermal energy than cool water vapor and therefore more of it evaporates into warm air than into cold air.

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