L inked E nvironments for A tmospheric D iscovery Sample L E A D Learning Module

Linked Environments for Atmospheric Discovery

Sample

L E A D

Learning

Module


When students begin to work on a Learning Module, this is the first page students will see.

From here and for the time being, students will click on the For Teachers…LEAD to Learn Modules.


Students will then choose the Module to be studied.


LEAD-TO-LEARN EXPLORING AIR TEMPERATURE AND AIR PRESSURE THROUGH VISUALIZATIONS

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.

Overview In this learning activity, students will use the Integrated Data Viewer (IDV) tool to visualize air temperature and air pressure relationship data from a numerical model output in order to explore the relationship as it varies with altitude so that important patterns become evident. The IDV will allow the student to visualize how temperature and pressure vary across North America, as well as how they change with height above mean sea level.

Student Outcomes By exploring a LEAD visualization of temperature and pressure data across North America, students can identify and communicate important patterns in the model dataset and begin to interpret the patterns. They will also be able to determine rates of temperature change. Students can analyze and correlate between the variables using visualization as a tool.

Science Concepts (National Science Education Standards) General Visual models help us analyze and interpret data, and discover relationships. Earth Sciences Visualizations help organize information about the structure of the atmosphere. The atmosphere has different properties at different heights above the Earth’s surface.Geography Geographical visualizations help organize information about places, environments, and people. Science Inquiry Abilities Identify answerable questions. Design and conduct a scientific investigation. Use appropriate tools and techniques. Develop and construct models using evidence. Think critically and logically to make the relationships between evidence and explanations. Communicate procedures and explanations.

Level Middle, Secondary

Materials Computer with good Internet connection Copies of Learning Module Work Sheet for all students

Prerequisite Skills and Knowledge Base Students should be given a brief IDV tutorial on some of the basic functionality. In addition, students should be introduced to models and how they differ from observations.

The Learning Activity Exploring Air Temperature and Air Pressure Relationships Through Visualization

Students will click here to go to the actual learning module.For our purposes today, the sample module is called “EXPLORING AIR TEMPERATURE AND AIR PRESSURE THROUGH VISUALIZATIONS”

This page details the pedogogical reasons for the module.

The Learning Activity Exploring Air Temperature and Air Pressure Relationships Through Visualization


LEAD-TO-LEARN

SAMPLE 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 heat capacity

temperature pressure units

air pressure* stability

greenhouse effect* greenhouse gases* (CO2, H2O vapor)

* indicates these terms will be drawn during 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

This sample learning module has been arranged in a manner to reflect Penn Manor High School’s lab report format. Penn Manor requires their science students to write formal lab reports in order to assist them in organizing their thoughts.













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Materials:


LEAD-TO-LEARN


The Title tells the student the name of the activity.


LEAD-TO-LEARN













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Materials:


The Purpose tells the student why they are doing this activity.


LEAD-TO-LEARN




Background Information: These terms are necessary to an understanding of the relationship between temperature and pressure with an increase in altitude.









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Materials:


Background Information tells the student what they need to know in order to complete this activity. In this sample module, groups of students will research the vocabulary terms and present them to the rest of the class. This tends to promote a sense of ownership with the student. To keep the students absorbed, at least one of the terms will be explained using non-verbal techniques.

In order the research the vocabulary, students will utilize the AMS Glossary. For example, to look up the term “stability”, go to the glossary.


Excerpt from the AMS GlossaryExcerpt from the AMS Glossary


LEAD-TO-LEARN












Hypothesis:: Make an educated guess as to what happens to air temperature and air pressure with a change in altitude.__________________________________________________________________________________

Materials:


The Hypothesis requires the student to think ahead in regard to what they expect the results of this activity might be and record their prediction. Writing their hypothesis allows the teacher to hold each student accountable.


LEAD-TO-LEARN











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.

__________________________________________________________________________________

Materials:

Computer with Internet access to the LEAD portal

The Materials section tells the student what they will need in order to properly complete this module.


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.

Procedure:

It is here in the Procedure section where students will be directed to the LEAD Portal to obtain the real-time data necessary to draw the relationships desired for this activity.


This is a sample of data obtained through the LEAD portal of 3 different locations in North America.


Temperature

Altitude

Pressure

Temperature and Pressure change with Altitude

Students will recognize an overall decrease in air temperature and air pressure as altitude increases.


Students utilizing the Integrated Data Viewer software.


Students will generate images similar to this one to visual relationships.

020104_vort.mov


Picture of AG

Students can use the grid to compare their results with other schools.


This slide show produced by David Bender and William Yarnell of Penn Manor School District in

association with Millersville University.

Penn Manor High School

PO Box 1001

East Cottage Avenue

Millersville, Pennsylvania 17551

[email protected] [email protected]


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L inked E nvironments for A tmospheric D iscovery Sample L E A D Learning Module