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Adobe PDF version
CLOUD TYPES AND FORMATION
OF CLOUDS
STUDENT EXPECTATIONS
Upon completion of this unit, students will be expected to know
or have an understanding of:
- How clouds form
- Cloud types and the weather associated with them
- Use of technology to record clouds
- Basic gas laws
STATE STANDARDS
The following Colorado Model Content Standards for Science will
be met or exceeded:
(Unless otherwise noted, the standards for grades 5 through 8 are
used.)
Standards: 1,2,2.1, 2.2, 2.3, 4.2, 4.3, 5 and 6
The following Texas Essential Knowledge and Skills for Science
will be met or exceeded: (Unless otherwise noted, the TEKS for Middle
School Science are used.)
TEKS 6.1A,B, 6.2A,B,C,D,E, 6.3A,C, 6.4A, 6.6A,C, 6.8B, 6.9A,B, 6.12B,
6.14C, 7.1A,B, 7.2A,B,C,D,E, 7.3A,C, 7.4A,B, 7.6A,B, 7.14A,B, 8.1A,B,
8.2A,B,C,D,E, 8.3A,C, 8.4A,B, 8.5A,B,C, 8.7A,8.10A,B,C
NOTES TO TEACHER
Too many teachers get bogged down trying to identify the exact type
of cloud by using a cloud chart, and not realizing that no two clouds
are alike and most of the time they may be looking at more that
just one type of cloud. RELAX!! Identifying clouds is not only challenging,
it is a judgment call and no one is perfect! That is why building
a cloud picture scrapbook is so useful.
The "cloud in a bottle" activity comes from the Project
Atmosphere training, but the idea of gas laws was added. The atmosphere
of course must obey the gas laws too!
Many meteorologists say that clouds are the greatest free show
on Earth, and for good reason. They are among nature's most beautiful
creations, but can be among nature's deadliest enemies to the farmer,
rancher and society in general depending on what the cloud is bringing
us.
*Note: Cloud charts can be obtained from your local National Weather
Service Office. Just call, write, or e-mail them and they will be
glad to help; it is part of their job.
ACTIVITY DESCRIPTION
Since this is an ongoing activity, you might want to assign certain
students at different times of the day, and on different days to
photograph the clouds that day (if you have clouds that day). After
you have a large collection of clouds and other weather related
phenomena, then you will need the students to classify and compile
the scrapbook. Make certain they have their eyes open for contrails,
fog, sun dogs, sun pillars, rainbows etc.
Basically there are three levels of clouds:
- Low level - stratus, stratocumulus, cumulus, and cumulonimbus
- Middle level - altostratus, altocumulus, nimbostratus
- High level - cirrus, cirrostratus, cirrocumulus
If you do not have access to a digital camera, purchase a couple
of disposable cameras and have prints developed. (Some Wal-Mart
stores have been known to donate the cameras and developing if they
know what the project is for.)
MATERIALS
- Digital camera (or other camera as mentioned above)
- Scrapbook (3 ring binder)
- Cloud chart or guide book
- Dividers for the scrapbook/3-ring binder
- Paper and pen
- Cloud types worksheet
HTML version, or
- Cloud types
worksheet PDF version
METHODS/PROCEDURES
(You might want to make this a nearly year long project and display
it on "parent night".)
- Students will be assigned to take cloud and weather related
photographs during the year, making certain to make notes of when,
where and what time the photograph was taken.
- At some point all the pictures will be gathered and a scrapbook
or "cloud library" will be made.
- Decide which pictures will and will not be used.
- Classify the pictures as low, middle, or high clouds or other
weather phenomena.
- Mount each picture to a sheet of paper and make certain the
date, time, and place are noted on the paper. (It would be nice
to have a page with lines for this purpose.)
- Separate the categories of clouds/phenomena by dividers in the
scrapbook.
- Have the scrapbook on display to share with visitors/parents.
- On the back of each picture or on a sheet between each picture
make notes of weather conditions when the picture was taken and
any weather changes that took place after the picture was taken.
*Note: Make certain students do not point the camera at the sun
or near the sun as this could damage their eyes or the camera.
RESULTS/CONCLUSIONS
Remember, when you are classifying the cloud pictures, none of them
are going to look exactly like the clouds in your book or on the
cloud chart, and that some may actually overlap and be both low
and middle at the same time. Once again, it sometimes is a judgment
call, so use your best judgment.
Of course on a class project like this, results will vary, however
students should be able to answer the questions on the student activity
form. This can be a fun and enriching experience for them as well
as for the teacher. You might even have a drawing or contest to
see who gets the cloud album at the end of the year.
CLOUD IN A BOTTLE
OR
BOTTLING UP THE GAS LAWS
STUDENT EXPECTATIONS
Upon completion of this activity, students will be expected to know
or have a better understanding of:
- How clouds form
- Boyle's gas law
- Charles' gas law
- The strength of a plastic bottle
TEACHER NOTES
This activity came from Project Atmosphere training. The gas law
information was added. People weighing well over 250 pounds have
stood on 2 and 3 liter soda pop bottles without them bursting.
Boyle's law - there is an inverse proportion between volume and
pressure if the amount of gas remains the same. (If volume is decreased,
pressure is increased.)
Charles' law - there is a direct proportion between pressure and
temperature if the amount of gas remains the same. (Increased pressure
causes an increase in temperature.)
By standing on the bottle, the students decrease the volume, and
increase the pressure which causes the temperature to go up. When
your students get off the bottle, pressure decreases and temperature
goes back down.
The reason we used a 3 x 5 note card to tape the thermometer to
is to make certain we are taking the inside air temperature and
not the temperature of the floor.
When the drops of water (humidity) are added to the bottle and
then temperature and pressure released, a cloud will form in the
bottle, just as when an air pocket rises in the atmosphere with
humid air and temperature and pressure are released, condensation
must occur. The smoke particles from the match are condensation
nuclei for the water to condense on, much like dust, smoke, or salt
in the atmosphere.
Even the atmosphere must obey the gas laws!
ACTIVITY DESCRIPTION
In this activity, students should work in pairs so as one is standing
on the bottle (which is laying on its side) the other can read the
temperature inside the bottle.
MATERIALS
- Dry, clear, (no labels) 2 or 3 liter bottle with lid. (3 liter
bottles are best because they have a larger opening.)
- Liquid crystal aquarium thermometer
- 3 x 5 note card
- match
- few drops of water
- tape
- Cloud in a Bottle worksheet
HTML version, or
- Cloud in
a Bottle worksheet PDF version
METHODS/PROCEDURES
- Fold the note card in 3 equal lengthwise sections to make a
triangle
- Tape the ends of the triangle together.
- Tape the liquid crystal aquarium thermometer to the triangle
- While the bottle is still DRY, put the triangle into the bottle
and put the lid on tightly.
- Lay the bottle on its side and stand on it while your partner
watches the thermometer. You might want to put your hand on a
desk or something to help you balance.
- Observe what happens to the thermometer.
- Now, get off the bottle, take the lid off, and put a few drops
of water in the bottle and shake the bottle making humidity in
the bottle.
- Strike a match and immediately blow it out causing the smoke
from the match to go inside the bottle.
- Screw the lid back on and repeat the procedure.
- After you have stood on the bottle for 30 to 60 seconds, step
off and see what happens!
RESULTS/CONCLUSIONS
1. How was Boyle's gas law demonstrated by this exercise?
2. How was Charles' law demonstrated by this exercise?
3. What happened to the temperature inside the bottle when you
stood on the bottle?
4. What was the purpose of blowing smoke into the bottle?
5. Describe how this would be similar to cloud formation.
6. What type of precipitation may be formed if the humid air rises
very high in the atmosphere and the updrafts are very strong?
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