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NES: Meteorology:
How Clouds Form
Presented by: Rudo Kashiri
April 9, 2012
Meteorology: How
Clouds Form
Rudo Kashiri
NES Education Specialist
NASA Langley Research Center
Agenda
 Featured lesson: How clouds form
 NASA Connection
 S’COOL Project: Extension Activity
 NASA Explorer Schools
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
Where to Find the Lesson
http://www.nasa.gov/audience/foreducators/topnav/m
aterials/listbytype/Meteorology_Guide.html
Chapter 12:
How Clouds Form Understanding
Principles of
Precipitation
Poll Question
What type of cloud is illustrated below?
A. Cirrus
B. Cumulus
C. Stratus
D. Nimbus
Name the Combinations
(Write answer in the chat)
Cumulus – lumpy
Cirrus – wispy
Stratus – layered
Nimbus – raining
Alto – mid-level
Contrails - streaks
Let’s Pause for Questions.
How do clouds form?
A. Evaporation
B. Condensation
C. Rain
D. Radiation
Basic Cloud Formation
Materials
Create a Cloud in a Bottle
 Condition One (No water)
 Squeeze the bottle, hold for 5 to10 seconds
and release the squeeze
 Repeat 4 to 5 times
 What change did you
observe inside the bottle?
Create a Cloud in a Bottle
 Condition Two (Just water)
 Squeeze the bottle, hold for 5 to10 seconds
and release the squeeze
 Repeat 4 to 5 times
 What change did you observe inside the
bottle?
Create a Cloud in a Bottle
 Condition Three (Water and smoke)
 Squeeze the bottle, hold for 5 to10 seconds
and release the squeeze
 Repeat 4 to 5 times
 What change did you observe inside the
bottle?
Condensation Nuclei
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
Concepts Covered
 Condensation nuclei
 Adiabatic heating and cooling
 Pressure and volume relationship
 Evaporation and condensation
Let’s Pause for Questions.
Tips and Warnings
 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/ex
periment/cloud-in-a-bottle-experiment
 Fizz keeper
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.
Meteorology Extensions
Chapter 15: A Simple Weather Station A Guided or Open-Inquiry Activity
Chapter 16: Predicting Weather A Guided or Open-Inquiry Activity
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Meteorology_Gui
de.html
Why does NASA study clouds?
(Type your responses in the chat)
The CERES Experiment
Question:
What is the effect
of clouds on the
Earth’s climate?
CERES Instruments on
Aqua & TERRA Satellites
Aqua
Terra
CERES
 An instrument on the
Aqua and TERRA
satellites
 TERRA and Aqua are
Earth observing
satellites
Remote Sensing
Satellite View of Clouds
Students Observed
What else did the students report seeing?
S’COOL CERES Project
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
Cloud Cover
1
1
2
3
4
5
6
7
8
9
10
2
3
4
5
6
7
8
9
10
Now guess the cloud cover
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
Be ready
with an
answer in 5
seconds!
40
45
50
55
60
65
70
75
80
85
Let’s Pause for Questions.
Question: True or False
Contrails are CLOUDS
A. True
B. False
S’COOL Involves Four Steps
1. Determine the satellite’s overpass time
2. Observe and record the cloud
properties at your location:
cloud type and level
cloud cover
visual opacity
3. Upload your results to NASA
4. Compare results with satellite-retrieved properties
1-page Form
 Earth System
observation includes:
 Sky
 Surface
 Near-surface air
 Open-ended
comments
Optional Measurements
What to Observe
Compare your results with
satellite-retrieved properties
The satellite report
The student report
Satellite Images
S’COOL Learning Materials
Let’s Pause for Questions.
Collaboration
http://explorerschools.nasa.gov
Video Collection
http://explorerschools.nasa.gov
Thank you for joining us today.
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