ScienceTrek Software Background Information: Weather

Weather is a common topic of conversation and is one that students find easy to discuss. The science of weather - meteorology - makes our daily lives safer and easier to plan.

Students who visit the Weather exhibit should come to realize that weather is the condition of the atmosphere in terms of temperature, pressure, moisture and wind. The sun mixes the atmosphere to make our weather change.

The study should begin with some research on the sun and what happens to the sun's heat when it comes to the Earth. Students should realize the "greenhouse" effect of the atmosphere as well as have an understanding of how heat affects air and water movements.

Water vapor in the atmosphere creates humidity and the cooling of air creates clouds of many types. Students who are ten years of age often like to learn and identify various cloud types.

In the study of weather, students explore precipitation types (e.g. snow, rain, dew, hail, freezing rain and frost) and learn how rain begins. The concept of the water cycle is also important for students to grasp. Many students may be interested in our attempts to control the weather (e.g. rain dances, cloud seeding, silver iodide generator, etc.) Students may develop an interest in storm chasers, hurricane hunters and tornado runners as interesting careers.

A study of weather should include an examination of the Earth's atmosphere (composition and layers). You may wish to discuss the Jet Stream and strange phenomena such as the Northern and Southern lights as well as meteor showers. Students should develop a good understanding of the causes of the seasons, Earth's rotation, general wind circulation patterns and how air masses affect our weather. A study of violent weather is always interesting for students.

Video clips of hurricanes, tornadoes, floods, ice storms, etc. will create lively discussion related to safety precautions that must be taken when violent weather is forecast.

Weather forecasting should be an integral part of this study. Students should have the opportunity to construct simple weather instruments, gather data and make their own predictions. A study of microclimates in their own backyard will demonstrate that conditions vary within meters in any environment. The tools of weather forecasting should be explored (e.g. maps, balloons, satellites, etc.) as well as careers available in the field of meteorology.

Finally, the instructor should guide the students to see climate as "weather conditions in a region over an extended period of time".

Students may also be interested in weather folklore, weather signs, and the current environmental concerns of global warming, the shrinking ozone layer, air and water pollution as well as diminishing ecological areas.

The first display of the exhibit is called All Around the World in which the visitor explores the variety in the Earth's climates. The Rain Check hall takes a close look at precipitation, the water cycle, humidity and making observations.

In the hall called Put the Pressure On, the visitor examines air pressure, the highs and the lows, what makes the wind and the wind chill factor.

The Storm Center hall presents an interesting look at the creation of violent weather. Thunder and Lightning, Hurricanes and Tornadoes are all highlighted with animations and photography.

In the Name That Cloud hall, we look at the variety in the types of clouds that form over our globe and learn how to recognize each type. There is a cloud challenge for you to take while you are visiting this hall.

In the Mapping the Weather hall, the visitor is introduced to the forecasting of the weather and the various ways that information is collected. You can watch a slide show on weather forecasting in the theatre during your visit to this particular hall.

Be sure to take the Vocabulary Quiz and the Weather Exhibit Quiz after you have visited the displays in the Weather exhibit.

 

Learning Outcomes

Learning Expectations:

The following are suggested General Learning Outcomes for the study of Weather:

All student should:

  • Describe weather in terms of temperature, wind speed, precipitation and cloud cover;
  • Describe situations demonstrating that air takes up space, has weight and expands when heated;
  • Describe the water cycle of the Earth in terms of precipitation, evaporation and condensation;
  • Identify patterns in indoor and outdoor air movement (e.g. low pressure and high pressure)
  • Describe the key factors of a variety of weather systems;
  • Relate the transfer of energy from the sun to weather conditions;
  • Demonstrate an understanding of the major climatic factors and patterns associated with weather;
  • Examine how weather forecasts influence decisions concerning human activity;
  • Describe how humans have adapted to a variety of weather conditions;
  • Explain the difference between weather and climate and the factors that influence both;
  • Recognize local and large scale weather systems (e.g. fronts, air masses, storms, etc.)
  • Describe the ways in which energy from the sun affects weather conditions;
  • Identify the effects of air pressure on weather patterns;
  • Explain how climate and weather conditions influence the choice of building materials used in shelter construction.

     

    Specific Skills:

    As a result of completing a study of the Weather, the student should:

  • Design, construct and test a variety of instruments for recording various features of the weather (weather vane, anemometer, rain gauge, wind sock, hygrometer);
  • Predict local weather patterns using data from their own observations and from weather reports;
  • Create a model of a cloud in a jar and relate it to the water cycle;
  • Test a variety of fabrics for waterproofing or insulating properties;
  • Formulate questions about and identify needs and problems related to objects and events in the environment. Plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure fair testing and identify the criteria used for assessing solutions;
  • Use the Internet to gather data about local weather conditions;
  • Communicate the results of research on weather or the results of investigations to an audience using various media in written or oral presentations;
  • Estimate the temperature at different times of the day;
  • Identify advantages and disadvantages of relying on weather predictions;

     

    Attitudes:

    It is hoped that students will:

    Appreciate the complexity and fragile nature of the Earth's climate and develop a sense of responsibility towards maintaining a healthy environment. Plan and work toward group goals as they investigate scientific concepts; Appreciate that weather conditions often create hardship and that people must be able to respond to those in need; Develop a sense of awe and respect for the complexity and power of various weather phenomena within nature; Appreciate the contribution and dedication of the thousands of people who contribute to the collection of weather data on a volunteer basis; Appreciate how weather may affect one's mood and be willing to respond to those who are having difficulties;

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