Cloud Formation
NS 696 V: Weather and Climate for Educators
Theory/Concept / Topic To Teach: Pressure and temperature are related to each other
and this influences cloud formation (Grades 9-10).
Standards Addressed:
1. Colorado Science Standard 4: Earth and Space Science: Students know and
understand the processes and interactions of Earth's systems and the structure
and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology,
Astronomy, Oceanography) -energy transferred within the atmosphere influences
weather (for example: the role of conduction,radiation, convection, and heat of
condensation in clouds, precipitation, winds, storms)
2.
Science Standard 2: Physical Science: Students know and understand
common properties, forms, and changes in matter and energy. (Focus: Physics
and Chemistry) -quantitative relationships involved with thermal energy can be
identified, measured, calculated and analyzed (for example: heat transfer in a system
involving mass, specific heat, and change in temperature of matter)
Specific Objectives & Theories: (what will the student know and be able to do?)
Students will learn that increasing pressure causes an increase in temperature, and vice
verca (under constant volume). Students will be able to use the combined gas law P1V1/
T1 = P2V2/T2. Students will learn how to make and use a cloud chamber and how pressure
and temperature influence cloud formation.
Required Materials: 2 liter pop bottles, bike pumps, fish tank thermometers, and
powder fresh canned air freshener (Wal-Mart); tire stem valves (True Value).
Background Information Assumed: Students have at least heard of pressure, know
what temperature is (and how to measure it), and basically what clouds are.
Bell Work & Explain Review/Preview:
Bell Work – Using three complete sentences, what is temperature and how is it
measured?
Review – Explain temperature and its measurement, pressure, clouds
Preview – Explain and demo building and using cloud chambers, explain pressure and its
relation to temperature (combined gas law), explain clouds and cloud formation.
Step-By-Step Procedures:
1. Review and Preview (see above)
2. Student build cloud chambers
3. Practice combined gas law equations (home work assigned)
4. Students use dry cloud chambers (no canned powder spray) in Lab testing
hypothesis of what exactly will happen to the temperature, in a fixed volume, if
pressure is varied. Full lab write-up required
5. Students use wet cloud chamber (with canned powder spray) in Lab testing
hypothesis of what are ideal pressure and temperature situations for cloud
formation. Full lab write-up required
Homework: Combined gas law problem set
Evaluation/Assessment Based On Objectives: Lab write-ups graded, Cube/dice blank
side prediction
Adaptations (For Students with Learning Disabilities): Reduced number of questions
in homework and assessments, extra-time allowed for homework and assessments
Extensions: Measure pressure vs. temperature in dry cloud chamber and construct a
graph. Use graph and its equation to predict race car tire pressures under different
driving conditions/tire temperatures. Use this data to engineer tires, given tire rubber
thickness needed/pressure unit, capable of withstanding race pressures. Given price of
rubber and safety concerns, what is optimal tire thickness?
Possible Connections to Other Subjects: Cloud formation, of course influences
precipitation and surface temperatures. This has a great impact on human societies
around the world, notably on agriculture and human health (insects, parasites etc.). Also,
industry (water is used to make a lot of stuff) and commerce (water way shipping) are
affected. Therefore, this lesson can be connected to Agriculture, Biology, Sociology, and
Economics.
Lesson generated by Jacob Nelson