Unit 4.2: Exploring the Outdoors

Angela Daneshmand, Santiago Canyon College

Initial Publication Date: September 20, 2024

Summary

How do clouds form? Do they have any impact on the weather? The majority of the class session for this unit takes place outside the classroom as students engage in weather data collection for a practical, hands-on learning experience. Connections between the weather and the environment are made through atmospheric observations and recording data from sling psychrometers, anemometers, and temperature and humidity data loggers. Additionally, cloud formation will be modeled and visualized by completing a hands-on cloud in a bottle demonstration.

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Learning Objectives

At the end of this unit, students will be able to:

  1. Collect weather data to make comparisons with data from a local weather station
  2. Model Earth processes to make predictions about and/or connections with Earth and/or planetary systems
  3. Work in teams to problem-solve and communicate the results of scientific investigations

Context for Use

Unit 4.2 is the second introductory meteorology unit for Unit 4 and builds on meteorology concepts and science skills acquired from Unit 4.1. In this unit, students become familiar with using meteorological equipment to collect weather data.

Target Audience:

This unit is intended for undergraduate level students in earth science courses, including entry-level courses designed for future educators.

Time Needed:

The activities in this unit are designed to take place over the course of one 85-minute class session and can be administered in face-to-face, synchronous, or asynchronous classes.

Prerequisite Skills Needed:

Basic meteorological terms and foundational concepts from Unit 4.1: How to become a weather spotter are needed to complete this unit.

Description and Teaching Materials

Teaching Materials:

  • This slide set serves as a guide through Unit 4.2 to help students visualize how to explore the weather app before embarking on their journey outdoors. This slide set assumes that students have access to a smartphone. If they do not have direct access, they can pair up with a student who does have a smartphone. If students have access to a computer with internet, they can alternatively use the search engine to complete the activity.
  • The outdoor observation worksheet will guide students in making observations and collecting data whilst exploring the outdoors. It is recommended that students work in pairs or small groups as they complete the worksheet.
    • Unit 4.2 Outdoor Observation Student Worksheet (Microsoft Word 2007 (.docx) 470kB Aug27 24) (also available as a PDF (Acrobat (PDF) 1.4MB Aug27 24))
    • (also available as a )
  • During this unit, students will practice using the instrument(s) they constructed in Unit 4.1 and/or instruments that the instructor has on hand. If you need to purchase the instruments, here are some suggestions:

85-minute Class Session Overview:

  • Small Group Exploration (15 minutes): Explore the Weather App. Students use the Weather App on their phones to compare the data for their local city with Las Vegas, NV; Orlando, FL, and an additional city of their choice. This activity assumes that students have access to a smartphone. If they do not have direct access, they can pair up with a student who does have a smartphone. Alternatively, if students have access to a computer with internet access, they can use the search engine to complete the activity.
    • After viewing the data, students must develop 1–2 questions based on the data they are seeing. They then answer the following questions:
      • What is the relative humidity in each city? What does this actually mean?
      • If you left something outside overnight in each city, what would you expect that object to be like in the morning?
      • How do you think relative humidity would change in your area from morning to afternoon to night?
  • Small Group Exploration (50 minutes): Explore the Outdoors. Each student gets a Unit 4.2 Outdoor Observation Student Worksheet (Microsoft Word 2007 (.docx) 470kB Aug27 24) (PDF version (Acrobat (PDF) 1.4MB Aug27 24)). Students go outside to use the instruments they constructed in Unit 4.1 or instruments that the instructor has on hand. The worksheet contains details for obtaining data from a sling psychrometer, an anemometer, a temperature and humidity data logger. Students will make observations of the following: cloud observations (sky color, visibility, cloud types, and lifting condensation level) and weather observations (humidity, wind speed, and temperature).
    • Student Demo (20 minutes): Make a cloud. This activity can be done indoors or outdoors, whichever the instructor prefers. Students will follow the directions given on the observation worksheet to create a mini atmospheric cloud of their own by changing the pressure inside the soda bottle. Then, they will discuss the outcomes with their group mates.
      • Preparation: Instructors will pour 1-2 Tbsp. of rubbing alcohol into the soda bottle and close the soda bottle with the Fizz Keeper until students are ready to use it.
      • Instructor Notes: Water vapor molecules create clouds, but we will be using rubbing alcohol instead because it evaporates more quickly and creates a more prominent cloud in the bottle. As students pump air into the bottle, they increase the pressure inside the bottle. When the fizz keeper is opened, air rushes out and the pressure quickly decreases. As a result, the temperature inside the bottle drops and the molecules inside quickly condense into the cloud that you see. As the pressure and temperature decrease, the evaporated alcohol molecules condense and create a cloud (just like water vapor in our atmosphere).
      • Deliverables: Students will draw what happens inside the bottle on the worksheet and answer discussion questions.
    • Reflection: The students will consider the following questions in the reflection:
      • Describe the weather you observed during your outing
      • Do these observations match the data reported in the app?
      • Did the clouds affect the temperature you experienced?
      • How might temperature be related to cloud coverage?
      • Do you think nighttime temperatures will be affected by cloud coverage? If so, how?
      • If there are no clouds visible, what can that tell you about atmospheric conditions?
      • What evidence do you have from your observations and your knowledge of key terms (from Unit 4.1) to answer the questions posed earlier?
        • If you left something outside overnight in each city, what would you expect that object to be like in the morning?
        • How do you think relative humidity will change in your area from morning to afternoon to night?

Teaching Notes and Tips

For all modalities, instructors are encouraged to transfer the PowerPoint slides into Google Slides for classroom and student use.

Face-to-Face Courses:

  • In the class before this unit begins, make sure to inform the students that they will be outside for the majority of this class session. They will need appropriate attire and sun protection.

Synchronous Online Courses:

  • During a video conferencing session (e.g., Zoom), students can be paired to complete the "small group exploration" portion together in breakout rooms. The outdoor observation portion should be done individually. Instructors can create videos demonstrating the use of meteorological equipment and cloud formation model if access is unavailable for students.

Asynchronous Online Courses:

  • Students need to complete discussions for "small group exploration" on their own time. The instructor should consider using a discussion board such as Padlet for students to present their information and ideas to the class. The outdoor observation portion should be done individually. Instructors can create videos demonstrating the use of meteorological equipment and cloud formation model if access is unavailable for students.

Background Information Resources:


Assessment

Formative Assessment:

  • Explore the weather app discussion

Summative Assessment:

  • Unit 4.2 Outdoor observation student worksheet
  • Quiz on main topics, including things such as:
    • Calculating relative humidity, dew point temperature, and mixing ratio
    • How are clouds classified?
    • Identifying clouds via observation
    • Connecting the cloud in a bottle model to cloud formation in the atmosphere

References and Resources

Bursztyn, Natalie, and Sandra Penny. Unit 3.2 Why Are There Layers of the Atmosphere? Teaching with Investigation and Design in Science, SERC, https://serc.carleton.edu/tides/teaching-materials/physicalscience/activity3_2.html.

Clouds or Snow? A Satellite Mystery. Earth Observatory for Kids, NASA, July 2018, https://earthobservatory.nasa.gov/blogs/eokids/clouds-or-snow-a-satellite-mystery/

Sling Psychrometer Worksheet - Flinnsci.Com. Sling Psychrometer Worksheet, https://www.flinnsci.com/api/library/Download/0c590eaaeede40f4877056b223784a29.

Tables of Saturation Mixing Ratios. Tables of Saturation Mixing Ratios, http://www.atmo.arizona.edu/students/courselinks/fall12/atmo336/lectures/sec1/Saturation_Mixing_Ratio_Tables.htm.