1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP April 9, 2012 NES: Meteorology: How Clouds Form Presented by: Rudo Kashiri

2. Meteorology: How Clouds Form Rudo Kashiri NES Education Specialist NASA Langley Research Center

3. Agenda  Featured lesson: How clouds form  NASA Connection  S’COOL Project: Extension Activity  NASA Explorer Schools

4. How Clouds Form  Grade level: 5 - 9  Subject area: Earth Science  National Science Standards:  Structure of Earth system  Transfer of energy  Structured inquiry activity  Objective:  Introduce the basics of cloud formation

5. Chapter 12: How Clouds Form - Understanding Principles of Precipitation Where to Find the Lesson http://www.nasa.gov/audience/foreducators/topnav/m aterials/listbytype/Meteorology_Guide.html

6. Poll Question A. Cirrus B. Cumulus C. Stratus D. Nimbus What type of cloud is illustrated below?

7. Cumulus – lumpy Cirrus – wispy Stratus – layered Nimbus – raining Alto – mid-level Contrails - streaks Name the Combinations (Write answer in the chat)

8. Let’s Pause for Questions.

9. How do clouds form? A. Evaporation B. Condensation C. Rain D. Radiation

10. Basic Cloud Formation

11. Materials

13. Create a Cloud in a Bottle  Condition One (No water)  Squeeze the bottle, hold for 5 to10 seconds and release the squeeze  Repeat 4 to 5 times  What change did you observe inside the bottle?

14.  Condition Two (Just water)  Squeeze the bottle, hold for 5 to10 seconds and release the squeeze  Repeat 4 to 5 times  What change did you observe inside the bottle? Create a Cloud in a Bottle

15.  Condition Three (Water and smoke)  Squeeze the bottle, hold for 5 to10 seconds and release the squeeze  Repeat 4 to 5 times  What change did you observe inside the bottle? Create a Cloud in a Bottle

16. Condensation Nuclei

17. Air pressure influences the formation of clouds in the atmosphere.  Valve stem  Drill  3/8-inch drill bit  2-liter clear plastic bottle with cap or stopper  Matches  Water  Foot pump  Safety goggles

18. Concepts Covered  Condensation nuclei  Adiabatic heating and cooling  Pressure and volume relationship  Evaporation and condensation

19. Let’s Pause for Questions.

20. Tips and Warnings  The use of safety goggles is strongly recommended.  Over pressurization of the bottle may cause it to rupture or explode  Another version of Cloud in a Bottle, using rubbing alcohol and NO matches  Fizz keeper http://www.stevespanglerscience.com/ex periment/cloud-in-a-bottle-experiment

21. Further Investigation  What effect does water temperatures have on the cloud formation?  Does the size and type of particle make a difference in cloud formation? (smoke from a candle, chalk dust, talcum powder, etc)  Using a slide projector or strong flashlight, shine some bright light through the bottle and view the bottle from various angles. The scattering and diffraction may cause different colors to emerge, and these colors can change.

22. Chapter 15: A Simple Weather Station - A Guided or Open-Inquiry Activity Chapter 16: Predicting Weather - A Guided or Open-Inquiry Activity Meteorology Extensions http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Meteorology_Gui de.html

23. Why does NASA study clouds? (Type your responses in the chat)

24. The CERES Experiment Question: What is the effect of clouds on the Earth’s climate?

25. CERES Instruments on Aqua & TERRA Satellites AquaTerra

26. CERES  An instrument on the Aqua and TERRA satellites  TERRA and Aqua are Earth observing satellites

28. Students Observed Satellite View of Clouds What else did the students report seeing? Mountains with snow & ice Remote Sensing

29. S’COOL CERES Project

30. Welcome to S’COOL  Real-world science experiment  Cloud Science and Satellite Data in the Classroom  CERES contribution to our understanding of climate  Weather instruments  Inquiry-based learning  Resource materials for teachers  Global Cloud Observation Day, January 13

31. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Cloud Cover

32. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Now guess the cloud cover Be ready with an answer in 5 seconds!

33. 40 45 50 55 60 65 70 75 80 85

34. Let’s Pause for Questions.

35. Question: True or False Contrails are CLOUDS A. True B. False

36. 1.Determine the satellite’s overpass time 2.Observe and record the cloud properties at your location: cloud type and level cloud cover visual opacity 3. Upload your results to NASA 4. Compare results with satellite-retrieved properties S’COOL Involves Four Steps

37. 1-page Form  Earth System observation includes:  Sky  Surface  Near-surface air  Open-ended comments

38. Optional Measurements

39. What to Observe

40. The satellite report The student report Compare your results with satellite-retrieved properties

41. Satellite Images

42. S’COOL Learning Materials

44. Let’s Pause for Questions.

45. Collaboration

46. Register http://explorerschools.nasa.gov

47. Video Collection

49. http://explorerschools.nasa.gov Thank you for joining us today.

50. Thank you to the sponsor of tonight's Web Seminar: This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

51. http://learningcenter.nsta.org

52. National Science Teachers Association Dr. Francis Q. Eberle, Executive Director Zipporah Miller, Associate Executive Director Conferences and Programs Al Byers, Assistant Executive Director e-Learning LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator Brynn Slate, Program Coordinator