1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP August 30, 2011 NES: Meterology: How Clouds Form Presented by: Rudo Kashiri

2. Meteorology: How Clouds Form Rudo Kashiri NES Education Specialist 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/ materials/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 http://asd-www.larc.nasa.gov/SCOOL/tutorial/clouds/cloudtypes.swf (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. Materials  Large clear plastic soda bottle with screw-on cap  Squeeze bottle with long plastic hose  5 different color pens  Dark-colored construction paper  Wooden matches  Safety glasses

12. Create a Cloud in a bottle  No water  What change did you observe inside the bottle?  Just water  What change did you observe inside the bottle?  Water and Smoke  What change did you observe inside the bottle?

14. Let’s Pause for Questions.

15. 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

16. Tips and warnings  To reverse the cloud formation, re-stopper and pump air into the bottle.  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 http://www.stevespanglerscience.com/experiment/cloud-in-a-bottle- experiment

17. 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.

18. 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_G uide.html

19. Let’s Pause for Questions.

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

22. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Cloud cover

23. 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 !

24. 40 45 50 55 60 65 70 75 80 85

25. Let’s Pause for Questions.

26. S’COOL CERES Project

27. 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

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

29. 1-page form  Earth System observation includes:  Sky  Surface  Near-surface air  Open-ended comments

30. Let’s Pause for Questions.

31. Optional Measurements

32. What to observe

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

34. Satellite images

35. S’COOL Learning Materials

36. http://science-edu.larc.nasa.gov/SCOOL/index.php

37. Let’s Pause for Questions.

38. 38 login at the Virtual Campus Teaching Materials explorerschools.nasa.gov http://explorerschools.nasa.gov

41. CEU for e-PDs CEU’s provided by Oklahoma State University 1 CEU – Fully participate in 7 live e-PD sessions and complete the NES surveys on the VC. 2 CEU’s – Fully participate in 14 live e-PD sessions and complete the NES surveys on the VC. CEU’s provided by Oklahoma State University 1 CEU – Fully participate in 7 live e-PD sessions and complete the NES surveys on the VC. 2 CEU’s – Fully participate in 14 live e-PD sessions and complete the NES surveys on the VC.

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43. http://learningcenter.nsta.org

44. 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