Lab 6: Why Keep an Eye on the Barometer?

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Applicable California Science Teaching Standards

Earth Science - Energy in the Earth System

5. Heating of Earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. As a basis for understanding this concept:

a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.

Investigation and Experimentation Standards

1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

d. Formulate explanations by using logic and evidence.

Applicable Massachusetts Science and Technology Standards (PDF - 1.3 Mb)

Earth and Space Science - Energy in the Earth System

1.4 Unequal heating of Earth and the Coriolis effect influence global circulation patterns and impact Massachusetts weather and climate. 1.6 Conditions associated with frontal boundaries and cyclonic storms and their impact on human affairs. 
1.8 Ground-based observations, satellite data, and computer models are used to demonstrate interconnected Earth systems.

Applicable New York Core Curricula

Physical Setting/Earth Science (PDF - 135 Kb)

Standard 4 - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. 
2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates.

2.1b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's interior results in the formation of regions of different densities. These density differences result in motion. 
2.1c: Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and direction, and cloud cover. 
2.1e: Weather variables are interrelated. 
2.1g: Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmospheric cross-sections, and computer models. 
2.1h: Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

Standard 6 - Interconnectedness: Common Themes

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

Standard 7 - Interdisciplinary Problem Solving

Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

Applicable North Carolina Earth and Space Science Standards

Competency Goal 5: The learner will build an understanding of the dynamics and composition of the atmosphere and its local and global processes influencing climate and air quality.

5.03 Analyze weather systems:

• Movement.

5.04 Analyze atmospheric pressure:

• Planetary wind systems.

5.05 Analyze air masses and the life cycle of weather systems:

• Hazardous weather.

5.06 Evaluate meteorological observing, analysis, and prediction:

• Worldwide observing systems.
• Meteorological data depiction.

Applicable Texas Essential Knowledge and Skills (TEKS)

112.44. Environmental Systems.

(c) Knowledge and skills: 
(8) Science concepts. The student knows that environments change. The student is expected to:

(A) analyze and describe the effects on environments of events such as fires, hurricanes, deforestation, mining, population growth, and municipal development;

112.49. Geology, Meteorology, and Oceanography.

(c) Knowledge and skills: 
(13) Science concepts. The student knows the role of energy in governing weather and climate. The student is expected to:

(A) describe the transfer of heat energy at the boundaries between the atmosphere, land masses, and oceans resulting in layers of different temperatures and densities in both the ocean and atmosphere;

Applicable National Science Education Standards (SRI)

Science as Inquiry (12ASI)

Abilities necessary to do scientific inquiry 
12ASI1.4 Formulate and revise scientific explanations and models using logic and evidence. Student inquiries should culminate in formulating an explanation or model. Models should be physical, conceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigation.

Understandings about scientific inquiry 
12ASI2.3 Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.

Earth and Space Science (12DESS)

Energy in the earth system 
12DESS1.3 Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.