LEAD-TO-LEARN
LEARNING MODULE
Title: Exploring Air Temperature and Air Pressure Relationships Through Visualization
Purpose: The purpose of this lab activity is to have the student determine what
relationship, if any, exists between air temperature and air pressure as altitude increases.
Background Information: The following terms are necessary to an understanding
of the relationship between temperature and pressure with an increase in altitude.
altitude
air temperature
air pressure*
greenhouse effect*
greenhouse gases* (CO2, H2O vapor)
heat capacity
pressure units
stability
real-time data
ascending
density
mass
volume
rate
descending
* Indicates these terms will not be on the student copy of the module, but one
term will be given to each group by the teacher. These terms will then be presented nonverbally during classwide presentation.
There is a specific relationship between the dependent and independent variables
on a graph. The dependent variable changes in response to changes of the independent
variable. The dependent variable is plotted on the vertical axis and the independent
variable is plotted on the horizontal axis.
For those students unfamiliar with the game Pictionary, it is played without any
verbalization. The concept must be made clear to the audience without any spoken clues;
just drawings.
Hypothesis:
Make an educated guess as to what happens to air temperature and air pressure
with a change in altitude.
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Materials:
Computer with Internet access
Graph paper
data projector/overhead projector
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Procedure:
1. In small groups, seek out and research the definitions to each of the
vocabulary terms in the Background Information section using the online
AMS glossary. Each group will be responsible for presenting specific
vocabulary terms to the rest of the class. This will allow for collaborative
comparison of each term. Do not just copy the definitions. Be prepared to
explain and discuss your assigned terms in your own words to the rest of the
class. A PowerPoint presentation or overhead projections are suggestions for
this presentation. The vocabulary terms annotated with an asterisk are to be
presented as though playing Pictionary.
2. All students are responsible for recording and knowing all vocabulary with
guidance from the instructor.
3. Individually create a hypothesis based on the title and purpose of this module
and the vocabulary.
4. Since the purpose of this lab is to explore temperature, pressure and altitude
relationships, this is the data which must be gathered. Each student will enter
the LEAD portal to obtain real-time data.
5. Data is to be gathered from three separate locations in North America.
Enough data should be obtained to adequately support your hypothesis.
6. Record your data in data tables similar to those in the Results section of this
module.
7. Create graphs similar to those in the Results section of this module to show
the relationships between the variables.
8. Respond to the questions posed in the Results section. These questions are
designed to aid you in your analysis of this module.
9. Once the data has been gathered and recorded, you will individually be
required to complete the Writing Prompt: “What happens to air temperature
with a change in altitude and why?” Your response must be substantiated
through the use of real-time data, data tables, graphs and logic. This is NOT a
collaborative effort. Complete the Analysis section.
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Results:
Data Table 1: State the First Location
Altitude Pressure Temperature
(
)
( )
( )
Data Table 2: State the Second Location
Altitude Pressure Temperature
(
)
( )
( )
Data Table 3: State the Third Location
Altitude Pressure Temperature
(
)
( )
( )
Explain any trends or observations noticeable in this data table.
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temperature
temperature
altitude
air pressure
What commonality exists between both graphs?
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What relationship exists between air pressure and altitude?
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Analysis:
As part of the analysis, complete the Writing Prompt. Your response should be
clear and concise, yet long enough to fully explain your answer. Again, it must be
substantiated through the use of real-time data, data tables, graphs and logic
Writing Prompt “What happens to air temperature with a change in altitude and why?”
Once you’ve completed an analysis of the data and the writing prompt, generate a
3 dimensional image of your data using the IDV software.
Each student should be prepared to report their findings to the class.
For the Teacher:
Using a writing prompt makes this a cross curricular activity while also forcing a certain
amount of logical thought.
The use of the “why” in the writing prompt makes this a student driven activity.
Using 3 different locations and real time data makes this a dynamic activity.
Use of the IDV takes this activity from a typical “look up and draw the graph” activity to
a visualization that allows for higher level learning.
Once they have the relationship, the teacher can lead a discussion to normal and adiabatic
(wet and dry) lapse rates.
Data can be imported into an Excel spreadsheet and graph the cumulative data.
Students should have obtained the data and reached the conclusion that air temperatures
drop with increased elevation.
Now they can figure lapse rates. They’ll all have different rates.
Your class can come to a consensus regarding the relationship
of air temperature and air pressure change with altitude.
Using LEAD technology, you can compare your results with
other schools.
This module will serve as a precursor to modules on pressure systems, pressure gradient
forces, instability and mesoscale meteorology.
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