This is the student's edition of the Record. Book ',Winds ... · the person or organization...

66
ED 190 381 AUTHOR TITLE . INSTVTUTTON SFONS AGENCY PUB 'DATE" NOTE -EDRS- F-RIC-E DESCRIPTORS IDENTIFIERS _ABSTRACT DOCUMENT RESUME SE 031 325 \. Bonar,,John1R., Fd.: Hathwav, JaRes A., Bd. Probing the t1atura1 World, Level III, Record Hook, Student Guide: Winds and Weather. Intermediate Science.Curriculum Study. Florida State Univ., Tallahassee. Dept. of Science Edncation. National Science Foundation, Washington, D.C.: Office of Education (DHEW), Washington, D.C. 72 66p.: For related documents, see SE 031 300-330,,ED 035 559-560, ED 049 032: and ED 052 940. . MFO- *C1 im até .1 Environmental Influences: Grade 9: I *Individualized Instruction: Instructional Haterials: Junior High SchOols: 4,aboratory Manuals: *Laborat.ory Procedures: Records (Forms): Sciepce ActivitiesF. Science Course fmprovement Projects: Science Education: SecOndary Education: Secondary School Science:'*Tempera.ture:-.*Weather: *Worksheets *Intermediate Science Curriculum Study This is the student's edition of the Record. Book for ',Winds and Weather', of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). Space is provided for answers to the questions frcifm the text as well as for the optional excursians and the self evaluation. An iptroductory ,noe to the student explains how to use the book. (SA) lop 1 * Reproductions.supplied by EDRS are the best that can btl ;nada . * * ): from the originil document. ,******************************************************************** ,. e _ .- :t

Transcript of This is the student's edition of the Record. Book ',Winds ... · the person or organization...

  • ED 190 381

    AUTHORTITLE .

    INSTVTUTTON

    SFONS AGENCY

    PUB 'DATE"NOTE

    -EDRS- F-RIC-E

    DESCRIPTORS

    IDENTIFIERS

    _ABSTRACT

    DOCUMENT RESUME

    SE 031 325\.

    Bonar,,John1R., Fd.: Hathwav, JaRes A., Bd.Probing the t1atura1 World, Level III, Record Hook,Student Guide: Winds and Weather. IntermediateScience.Curriculum Study.Florida State Univ., Tallahassee. Dept. of ScienceEdncation.National Science Foundation, Washington, D.C.: Officeof Education (DHEW), Washington, D.C.7266p.: For related documents, see SE 031 300-330,,ED035 559-560, ED 049 032: and ED 052 940. .

    MFO-

    *C1 im até .1 Environmental Influences: Grade 9: I*Individualized Instruction: Instructional Haterials:Junior High SchOols: 4,aboratory Manuals: *Laborat.oryProcedures: Records (Forms): Sciepce ActivitiesF.Science Course fmprovement Projects: ScienceEducation: SecOndary Education: Secondary SchoolScience:'*Tempera.ture:-.*Weather: *Worksheets*Intermediate Science Curriculum Study

    This is the student's edition of the Record. Book for',Winds and Weather', of the Intermediate Science Curriculum Study(ISCS) for level III students (grade 9). Space is provided foranswers to the questions frcifm the text as well as for the optionalexcursians and the self evaluation. An iptroductory ,noe to thestudent explains how to use the book. (SA)

    lop

    1

    * Reproductions.supplied by EDRS are the best that can btl ;nada . ** ): from the originil document.

    ,********************************************************************

    ,.

    e

    _

    .-

    :t

  • 'IN. 1 . 'VPs-'Its1f1,11 ts sVv,a

    U I DEPARTMENT OF HEALTH.EDUCATION a WOLF AN IINATIONAL INSTIT TE OP

    . IOUCAT1ONk

    THIS DOCUMENT HAS evv. REPRO-DUCED EXACTLY AS REcEIVE0 FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIE WO* OPINIONSsTTED 00 NOT NECESSaRILY REPRE-SENT OF 0,CIAL NATIONAL INST. TuTtEDUCATION PoSITION OR POLICY

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    PUPILS 44 whom this toxtbook is Issuird must not writ on *any pagior mark .any part of It in any way, consumable teetbooks

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    *very book !flood.

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    INTERMEDIATE SCIENCE CURRICULUM STUDY

    Record Book

    -Winds-antilAteather_Probing the Natural World / Level 11111

    A

    *

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    ..S.'LVER OURDETTGENERAL LEARNING CORPORATION

    Morristown, NOW Jersey .Parlc Ridge, III.. Palo Alto Dallas . Atlanta

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    LEVEl 1

    ISCS PROGRAM,

    Probing the Natural World / Volume 1 / with Teacher's EditionStudent Record Book / Volume 1 / with Teacher's EditionMaster Set of Equipment / Volume 1Test Resource Booklet

    LEVEL It Probing the Natural World / Volurne 2 / with Teacher's Edition .%Record Book /Volume 2 / with Teacher's Edition

    *Master SO of Equipment / Volume 2Test Resource Booklet

    LEVEL III WhfYou're You / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of EquipmentEnvironmental Science / with Teacher's EditionRecord Book / wiVi Teacher's Edition /.Master Set. of EquipmentInvestigating Variation / with Teacher's EditionRecord Book / with Teaclier's Edition / Master Set of. EquipmentIn Orbit / with Teacher's tditioitRecOrd Book / with Te.acher's Edition / tAaster Set of EquipmmitWhat's Up? / with Teachers EditionRecord Book / with Tellchers Edition / Master Set of Equipmentcrusty Problem / with Teaciters EditionRecord Book / with Teacher/s Edition / Master Set of EquipmentWinds and %rather I with Teacher's EfelitionRecord Book / with Teacher's Edition / Master Set of Equipment

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    ACKNOWLEDGMENTS

    The work presented or reported herein was performed pursuant to a Contract with the U. O.Office of EdUcation. Department of Health, Education. and Welfare. It was supported. alto. bytha NatiOnsi Scienc Foundation. However, the opinions expressod herein do not minnow*reflect the position or policy of the. U. S. Office of Education or thrrNational Sclenpar Foundation.and no oNlcial ?adornment by,rnther agency Mould .bs Web*.

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    01972 THE FLORIDA STATE UNIVERSITY

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    orsoca STAFF

    David-D. Redfield, CO-Director. William R. Snyder, Co-DirectorEmettl. Burktnan Steering Committee' Chairman

    Laws M. Rift Artist*Soho t Sonar, Editor

    Mennen A. Browne. Artist*Harold L. !Neil. Administration

    Robert 4 Cocanousher, Art Director*Baby Conlon harm* Evaluation

    4

    *John S Hutchinson. field Thal Teacher Education*Sally Diana !Coacher. Art Director.lane Lantz. Art Director

    Adrian D. Lovell. AdministrationAudley C. McDonald. AdmintstrationW. T. Myers, Administration \

    - - --- .-.Stswan P. Darrow, Fieici-Thal.Teacher.Edsicatian---- ---___Lyzur it- Rogers,. AniseGear*T.* 0. Dawson, Teacher Education . - Stephen C. Smith, Arti.lt ....-__.7..:::..:. .iiigb-T,iT-Ea-t-e-r-------------"--rais:Waida:-;iiihraTu-Exiw-------,'-------

    .

    . *1,tt.':;' .

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    Mai AOVISORY COMMITTEE

    I. Myron Atkin,,University of IllinoisBetsy Conlon Bolzano, State University of New York at BrockportWerner A. Baum. University of Rhode IslandHerman Branson, Lincoln University*Martha Duncan Camp, The Florida,State UndersityClifton B. Clark, University of North Carolina at GreensboroSieve Edwards, The Florida Suite UniversityRobert M. 0agn6, The Florida State University'Edward Haenisch; Wabash College

    Mkhacl

    KM:nh:illrh:ThFelorind:rida

    Roma P. Kropp, The Florida State University

    William V. Mayer, University of ColoradoHerman Parket; University of Virginia.Craig Sipe; State University of New York at Albany*Harry Sisler, University of FloridaClifford Swsrtz, State University of New York at Stony BrookCbusde A. Welch, Macalester CollegeGates Willard; Manhasset Junior High School, Manhasset, N.Y.Herbal Zult, Science Writer, Tavernier, Florida

    : - ",

    4 16{r.-` 4

    « 1"`. ,.

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    .211701.::0 . .

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    't' ' :*04 ) .

    ,T9 'We, 7

    MATERIALS DEVELOPMENT CONTRIBUTORS

    This list includes writing-conference participants and others who made significant contributions tothe materials. Mcludeng text and art for the experimental editions.

    Janet Anderson% Nyack, N.Y. Gerald R. Bakker. Earlham College. Frank Reliant). E.S.0 Harald N. Bliss,Mayvilk State College Olaf A. Boedtker.Oregon State Unto Calvin E. Bolin, 1.:S.U. Earl- Brakken, llvoHarbors. Minn. Bobby R. Brown. F.S.U. Robert J. Callahan. Jr. (deceased). Bnan W. Cans, University ofIllinois. lAris H. Case. Lombard. III. Clifton B. Clark, University of North Carolina at Greensboro. Sara P.Craig. FS U. John D. Cunningham, Keene State College David H. Dascnbrock, ES.U. Doris Dasenbroch.

    C Div* University of &atilt FlOrida. -Alan D. Diwidn: Deailiorfi Pnblic Sdetrols,Vick. George0. Dawson. ES.U. Gerrit H. DeBoer. ES. U. Howard E. DeCamp,_ Glenn _Ellyn,. III_ _James V. DeRose,Newtown Square, Pa. William A. Dcskin, Cornell College. William K. Easley, Ni-sr-ihiasil'iniiiitinaCollege. Donald C. Edinger. University of Arizona Camillo Fano. University of Chicago Laboratory School.Ronald A. Fisher, Maquoketa. Iowa. Edwin H. Flemming. EU.S. Paul K. Flood, ES.11._ Harper W. Frantz,Pasadena City College (Emeritus). Earl Friesen. Son Francisco State College.' Bob Galati, Fullerton, CalifJ. David Gavenda, The University of Texas. Charles A. Gilman, Winchester. N.H. Robert J. Goll, JacksonviINUniversity. Ralph H. Granger. Jr., Walpole. N.H. H. Winter Griffith, ES.0 William Gunn, Miami, Florida.John Hart, Xavier University. John R. Hassard. Georgia State University J.-Dudley Herron, Petrie Unitive-

    shy. Fathez Francis Heyden. SJ., Georgeiown University Leonard Nimes, Sarasota. Florida Evelyn N.HurIburt, Montgomery Junior College. John R. Jablonski/ Boston University. Bert M. Johnson, EallifiaMichigan University Roger S. Jones. University of Minnesota. Leonard A. Kalal, Colorado &kind of MINIS.Theodore M. Kellogg. University of Rhode Island Elizabeth A. Kendzior, University of Illinok F. J. Kim).ES.U. David Klasson, Millville, Calif Ken Kramer, Wright State University.- Milian H. Lon& F.S.U.Robert Lepper, California State College. Harold Gosisiabherr, Milwaukee. Wis. William D. Larson, Colkgreof St. Thomas Mable M. Lund, Beaverton, Oregon.' H. D. Luttrell, North Texas State University. MaxwellMaddock._ F.S.U. Solomon Malinsky, Sarasota, Florida_ Eloise A. Mann. Sarasota, Florida. Hailleca W.McAda, University of California at Santa-Barbara. Aulcy A. McAuley, Michigan State University. E. WesleyMcNair. ES.U, Marilyn Miklos. F.S.U. Floyd V. Monaghan, Michigan State Uninersity. Runts F. Morton,Westport, Con Tamson Myer, ES.U. Gerald Neufeld. F.S.U. James Okey, University of CaliforniaLawrence E. Oliver, ES.U. Larry O'Rear. Alice, Texas. Herman Parker, University of Virginia Harry A.Pearson, Western Australia. James E. Perham. Randolph-Macon Wonsan's College. Darrell G. Phillips.University of Iowa. Howard Pierce. ES.U. David Poche. ES.U. Charles 0. Pollard, Georgia Maim" ofTechnology. Glenn F. Powers, Norlheast Louisiana State College. Ernest Gene Preston, Loogievilk, Ky.Edward Ramey, F.S.U. Earl R. Rich, University of Miami John Schaff, Syracuse University. Canoe A.Scott. Williamsburg. Iowa Earle S. Scott, Ripon College. .Thomks R. Spalding, ES.U. Michael E. StnaitUniversity of Texas. Sister Agnes Joseph Sun, Marygrove College. Clifford Swartz, State University of NewYork. Thomas Teates, ES.U. Bill W. Tillery, University of Wyoming. Ronald Townsend, Unibersityerf Iowa.Mordecai Treblow, Bloomsburg State College. Henry J. Triezenberg, National Union of Christian Schools.Paul A. Vestal, Rollins Colley. Robert t.. Vickery, Western Australia. Frederick B. Voight, ES.U. arm& A.Welch. Macalester College Paul Westmeyer, ES.U. Earl Williams, University of Tampa. G. R.1Wiboo,Jr.. University of South Alabama,. Han), K. Wong, Atherton. California Charles M. Woolheater,Jay A. Young, King's College- Victor J. Young, Queensborough Comnamity College.

    :

    Tke genesis cf some of the ISCS material stems from a summer writing conference ke Thopanidpasu sem

    3

    Frances Abbott. Miami-Dade Jeinlor.College Ronald Atwood, University of Kentucky. Gear Mimi,Carnegie Institute Colin H. Barrow. University of West Millet Pew/ Bazzel, F.S.U. Robert Binger(deceased). Donald Bucklin, University of Wisconsin. Martha Duncan Camp, ES.0 Roy Campbell,?Broward County Board of Public Instruction, Fla. Bruce E. Cleare. Talla4assee Junior College. Ann-elle

    Hall, Pensacola, Florida. Charles Holcolmb, Mississippi State College. Robert Kerman. Mt: PampaIll. Gregory O'Berry, Coral Gables, Florida. Elra Palmer. Baltimore. James Van Pierce, Indiana UniversitySoutheast, Guenter Schwarz, F.S,U. James E. Smeland, F.S.U. C. Richard Tillis, Pine Jog Nanny CatkinFlorida. reggy Wiepad, Emory. University. Elinbetb Woodward, Augusta Colkge. John Woolens., S.man; Models,.

  • . .

    ti.-'4'.4kkdretA

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    -

    Foreword

    A pupil's experiences between the ages of 11 and 16 probably shape his

    'ultimate view of science and of the natural world. During these years

    most youngsters become more adept at thinking conceptually. Since

    conceptt are ar"the heart of science, thii is the age at which most stu-

    dents first gain the ability to study science in a really organized way.

    Here, too,.the commitment for or against science as an interest or a

    vocation is often made.ParadoxiCally, the students at this critical age have been the ones

    least affected by the recent effort to produce new science instructional

    materials. Despite a number of commendable efforts to improvethe

    situation,the middle years stand today as.a comparatively weak linkin

    science education between the rapidly changing elementarycurriculum

    and the recently revitalized 'high school science courses. Thisvoluine

    'and its accompanying materials represent one attemptto provide a

    sauna approach to instruction .for this relatively uncharted level.

    At the outset the organizers of *the 1SCS Project decided thatit

    would be shortsighted and unwise to try 4O fill the gap inmiddle

    school science eddcation by simply writing another textbook.We chose

    instead to challenge some of the ittst firmly established concepts

    about how tO teach and just what sCience material can and shouldbe

    taught to adolescents. The ISCS staff have .tended to mistrustwhat

    .:.authorities believe about schools, teachers, children, and teaching until

    we have had the Chance to test these assumptions inactual classrooms

    with real children. As confiictS have arisen, ourpolicy has been to rely

    more upon what we saw happening in the schools than upon what

    anthorities said -could or -would happen. It is. largely because of this

    policy that the IKS matef.fals,represent a substantial departure froM

    the norm.. The primary difference between .the ISCS prograM and more con-

    ventional approaches is the fact that it allows.. each student totravel

    .

    7 N'1.1;3,

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    ;44 :' -CI.

  • 4There is nothing radically new in the ISCS approach to instruction.

    Outstanding teachers from Socrates to Mark Hopkins have grossed the_.need to Personalize education. ISCS has tried to do something morethan pay lip service to this goal ISCS' major contribution has been to

    .-design a...system _wherelly_an..a.verage .teacher,operating under normalconstraints, in an ordinary classroom with ordinary children, Can in-deed give maXimum attention to each student's progrtss.

    The development of the 1SCS material has been a group effort from*the outset It began.in 1962, when outstanding educators met to decidewhat might be done to improve middle-grade science teaching. Therecommendations of these conferences were converted into -a tentatiVeplan for a set of instructional materials by a sinall group of FloridaState University faculty members. Small-scale writing sessions con- ' 'ducted on the Florida State campus during 1964 and 1965 resulted in 'pilot curriculum materials that,were tested in selected Florida schoolsduring the 1-965-66 school year. All this preliminary work was sup-ported by funds.generOusly provided by The Florida State University.

    In June of 1966, financial support"was provided by the United StateiOffice of Education, and the .preliminary effort was fOrmalizècl into

    . . the ISCS Project. Later, the National Science Foundation made sev-. eral additional grants in support of the ISCS effort.

    Thii first dtaft of these materials Was produced in 1968, during asummer writing conference. The conferees were scientists, scienceeducators, and junior.high school teachers drawn from all over theUnited States. The original materials have been revised three times,prior to their publication in this volume. More than-150 writers havecontributed to the materials, and -more than 180,Q04 children, in 46.states, have been involved in their field testing.

    We sincerely hope that the, teachers and students who will use this, .,material will find that the great aniount of time, money, and effort,that has .6nc into its develOpment has been yswthwhile.'

    at his own pace, and it.permits the scope and 4equence of instructionto vary with his intirsts, abilities, lind background. The ISCS writers,have systematically tied to give the student more of a role in decidingwhat he should study next and how soon he should study it. When thematerjals are used as intended, the ISCS teacher serves more as a"tas easer" than a "task master." It is his job to help the studentanswer the questions that arise from his own study rather than to tryto anticipate an& package what the student needs to know.

    e.

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    Tplahassee, Floridafebruary 1972

    (,

    The DirectorsINTERMEDIATE SCIENCE CURRICULUM STUDY

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  • Contents

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    s5.1,i,a,44,1iLakkazialixaekii "."

    FOREWORD

    NOTES TO THE STUDENT

    CHAPTERS

    1 Air Has its Ups and Downs1

    1

    2 Weather Watch4

    3 Concentrating on Ups8

    4 Making Visible the Invisible10

    5- More Reasons tor Clouds12

    Other Cloud Formers 14

    7 Moving Weather17

    .1

    EXCURSIONS

    1-1 HIS Air Balloon2-2 Billboards ot th Sky2-3 The Conversion Excursion34 The Pressure's On

    't 3-2 MeasUring Air Pressdie . . . in inches?

    4-1 The Shivering Thermometer5-1 How High Are the Clouds?.5-2 Building a Nephoscope74 And the Rains Came Down7-2 Cumulonimbus7-3 Mother Prediction and Forecasting-

    21

    21

    21

    2222

    . 222425282827

    :

    ,

    7*.

    . ... :AC JP

  • id I

    HOW WELL AM I DOING? 29

    SELF-EVALUATIONS

    31

    2 35

    3 37

    4 39

    5 40

    6 43 ../I7 . A41,

    SELF-EVALUATION ANSWER KEY 47

    MY PROGRESS 54

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    1 1

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  • 3

    4).":41'11:4Ai;c4.0)c

    Notes to the Student(This Record Book is where you should write your answers.

    auestion as you come .to it.

    .If the lines are not long enough l'Or youransWii, uTeffirilitlr---On, too.

    Fill in the blank tablesk with the data dom your experiments.And. use the grids to plot your graphs. Naturally, the answers

    depend on what has come before in the particular chapter or

    excursion. Po your reading in the textbook and use this book

    only for writing down your answers. .

    .)

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    Tabl 1-1

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    THERMOMETER READING (°C). .

    , . .... .

    Material

    ..w,

    Light Off,atBeginning ofExperiment

    ..

    Light Turned On- Light, Off

    After 5 MinutesCooling'

    After ..I Minute

    After3 Minutes

    AfterMinutes'

    .

    Water,

    N%

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    Dry sand. .

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    FIGURE 1-4

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    Key

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    PROBLEM BREAK 1-1

    Does air over different surfaces get hotter?

    Plan:

    Data:,

    Conclusions:

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  • Chapter 2Weathw Watch

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    Table 2-1

    1st Meek Weather-Watch Chart

    I. Date 4 .i

    1t . . .7

    I

    2. Time of dayi ,

    4

    .3. Temperature (°C) ... _ . __ . ......._

    ..

    4. Wind direction,

    ,

    .

    .5...Wind speed (mph)

    ,

    .

    ..,

    , 6..Cloud type')

    ,

    , . ,.7. Clbud cover

    *0.1 ,

    8. Preci itation-(in in s) 11

    ,

    . .

    -

    . _

    .-, 9. Barometric- pressure (in inches)

    Y

    ,. ..

    .. -. .

    -

    ..._ _

    10, Relative humidity.

    I I. Dew point (°C) ..

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    Table 2-1

    2nd Week Weather-Watch Chart

    1. Date ..

    .

    2. Time of:day .,

    ,

    .

    3. Temperature (°C)1

    ,4. Wind direction

    5. Wind speed (mph).

    ,

    .

    .

    6. Cloud type.

    7. Cloud cover

    .

    8. Precipitation(in inches)

    . ak

    .

    9. Barometric_pressure (in inches)

    ,.

    ..

    10. Relative humidity.

    .

    ._.........

    ..

    ...11. Dew point (*C) .

    ..

    fm

    17

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  • ;s

    Table 2-1

    -3rd Week -Weather-Watch Chart

    r1. Date .2. Time of day

    t

    e ..

    ..

    3. Temperature (*C)..

    .,

    ..

    4. Wind direction.

    5. Wind speed (mph). ,

    ._

    .. 'Cloud type

    A

    ,

    ,.

    7. Cloud cover.

    8. Precipitation'.(in inches)

    .

    .

    ,

    ..

    ..

    '...

    . ..._...

    9. BarOmbtricpressure (in inches)\

    , . . ..

    .

    -.,

    10. Relative humidity , ... 11.. Dew pOint (°C)

    ,

    _

    . .

  • ' I. "ii nift" %lily..., h., . , ! ,,

    .-i.f.):t.,,A1/

    i

    -. .

    111111111111111=r-

    2.I.

    4,

    .41

    t

    4

    ;-

    4

    Tab's

    4th Week

    I. Date

    2. Time of day

    Weather-Watch Chart

    4 3. Temperature (°C)

    .4,4. Wind direction

    5. Wind speed (Mph)0

    6. Cloud tIpe

    7. Cloud cover

    8. Precipitation(inincfies)

    A

    9. Barometric_- prows= (in inches)

    10. Relative humidity

    14'a 11. Dew pita (°C)

    " Sr"7-i' S, ,-

    its..tS-Z . ".% : el''',), !",#As '1001&'"0 ': '.. e.-tvis41- s:;.:.:4.;,,,; , .,.

    - ..,'#i-, .

    . .

    sK1 ,1;

    19O.

    3 ,.t:Z11,-;,. '. kr.3.,-,e:?...1..-';71:1,t '1.-faiSNtet 1,tt,".11.;.NiZJ. -

    .3+ .;

    . "-`4".`.'s.t1.": -"- t.f"': 1°.*:' ,..:"'; ".e"..g, . ' -'

    .;t. 314. A

    ;

    4".-

  • ) q .";c.,VV/I'0,:ttitk.*:.'4?4Vt,,,,,r.ti"t4Z Vst tttk7T's

    Chapter 3 03-1.Concentrating 03-2.on Ups

    03-3.

    03-4.

    NGURE 3-7

    /!'

    PROBLEM BREAK3:1

    l-low does air temperature vary withPlan:

    Data:

    Conclusions:

    al *?

    03-5.

    1

    034.

    034.

    03-10.

    03-11-

    20. to,

    4", :4 1.` ,"" W1

    3

    Cr/

    st,7; k:,

  • 1E11E111=1P

    a

    Nal c

    03-12.

    ic.talr./...541;i4;10(Yrail

    03-13.

    03-14.

    03-15.

    b3-18.

    PROBLEM BREAK 3-2

    Effect of decreasing jar temperature on the pointer

    Plan:.

    r'vData:

    Conclusions:

    03-17.

    4

    03-19.

    'APAR,

  • Chapter 4*Making Visiblethe Invisible

    PROBLEM BREAK 3-3

    Calibrating the jar barothefer

    rt.

    04-1:

    04-2.4

    04-3.

    04-4.

    fable 4-1p

    TrialROC= Temp.

    (°C)Temperature When Filmof Moisture Forms (C)

    ,

    .1

    .

    :,

    . .

    ..

    2.

    .

    ,.

    .

    . .

    34

    Average. .

    V

    .1-"".1.."'t.4*.e.w.ux*.

  • t

    4-6.

    4-7.

    04-9.

    0 4-1 0.

    0 4-1 1.

    4-1

    0 4-1 3.

    0 4-14.

    0 4-1 6.

    0 4-1 8- . 0

    0 4-17.

    0 4-18.

    04-10.. :::

    t"

    1 .141.1.10,4 CI.

    e

    .4

    2 3

    ;!,it p.0 r'

    ,

    .

    01.

    1,., ti3,7Or

    f

    11

    '505Z.o;1, 1

    ,

    i 0,4'5C"',,;,..... . .' '1' .1 ' ss

    S. t

    '1":,;

    -- vs,-

  • Table 4-4Observations

    1. Jar 1, withcold water

    2. Jar 2, withhot water

    3. Jar 2, with hotwatcr and smoke

    042o.

    04-21.

    Chap)er 5 05-1.More .Reasons Q5-2.for Clouds

    05-4.

    05-5.

    Os-6,

    054-

    PROBLEM BREAK 5-1

    What are the.effects ofchanging air pressure and temperature at thesame time?Plan:

    Teacher approval

    12

  • \O.?'\,:(r. .v;.f.v. 1,4 , ,,t'` ;\keti-1.(6*;4'.44)4\}.W4PAiV,20,..it\t-FP:4-.4

    ,

    I , r. :. c....ali"iiiss; 1.111k 11/;"1"164;/'

    f.

    ,4.

    .

    it-;

    Cs4-)f.,;

    44:: i

    ,. r- ;... re, .

    ';.. 'b

    c: ,-

  • 5-1 5. -l

    -

    ago.-L - - . - . . . . .

    PP.

    -Chapter 6'. Other Cloud

    Formers.

    4 44,

    as

    L

    0 6-1-

    0 4-2.

    064.

    0a-4-0 64.

    .,

    0 114.

    26dr

    -

  • zp29.60

    ' 22 30.00 ..V) 30.10

  • 1 6,

    06-8.

    06-9.

    06-10.

    06-11.

    06-12

    [J6-13.

    PROBLEM BREAK 6-1

    FIGURE 6-9

    4; 28

  • 06-14.

    06-15.

    PROBLEM BREAK 6-21

    01.1.Chapter 7

    01-2-Moving Weather

    074-

    074.

    074.

    07-7.

    674.

    07-9.

    29

    l'7

  • ."....1%-'}

    ..

    t

    \.

    0741.

    07-13.

    07-14.

    07-15

    07-15.

    07-17.

    ,4

    07-10.

    07-19.

    0 7-20.

    0 7-21.

    Table 7-1COLD FRONT

    ImmediatelyAhead of the Front Along the Front

    ImmediatelyBehind the Front

    Baronietric reading

    Temperature

    Cloudiness

    Wind direction

    (...=430

    1 - I..% , n

  • Tab I* 7-2 WARM FRONT -1*

    Ahead of the Front Along the Front Behind the Front

    Barometric reading

    Temperature. ,

    Cloudiness

    Wind direction 1-* .

    PROBLEM BREAK.7-1

    How are two weather variables related?Plan:

    . I

    Tally Table:

    4

    '44

    4

    Percentage (Probability):

    19 .

    ,,.... .

  • 45'..11-14,,_,; , :."

    '.'.; ;

    .

    eva 1'

    01.

    A; 'J.: 4: ;"4.1'4`ge,04,VD.r1::1,!,./..?-as -VP t .,

    ,11 :4.N

    \.

    . Excursions

    02.

    01.

    victle,

    02.

    Excursion 1-1Hot Air Balloon

    Excursion 2-2Billboards ofthe Sky.,

    Excursion 2-3The donveExcursion

    1

    COL.

    0g.

    - tti.1l-/3-'- k; "A ":

    .4° ;.

    r.:tt .zt qitt.

    ti4

    c

    4 "V `11r,hIS'ep-c-:1Ci.t\C- . ..

    7

    4

    ...

    .21

    -

    t.%sy.=',5A , atir; ,-44,1') , r., It' iV '`'A'

    sct.A

    A. `,1,. `,1` C} 1:(y, - ' \k). '

    J., t: ti :sotl t - ,,- e! 'ao-t" kt.tt.;;- "

    7 '. . .

    ..:'.&' ,t

    tw-*

    f '4.

    4 .,

  • Excursion 3-1The Pressure'sOn

    _

    CHECKUP:1: a. 7 pounds d. 4 square inches ()

    b. 9 newtons a. 8 newtons per sqdarec. 6 pounds.per square meter (

    inch ( )

    2. A 500-pound letal bar is lying on a bench. The area of the bottomof the bar is 50 square inches. What, is the pressure of thc bar on thebench? ( )

    Excursion 3-2 .Measuring Air 02.Pressure . .in inches? 03.

    0 4.

    05.411.

    Excursion 4-1 01.The ShiveringTOermometer

    02.

    Table 11 Temperature (°C)

    Temperature A .,

    Ternperaturc B

    Temperature C

    34

  • "-

    t;0 '4;.,:,...i.L1-.4Q1kiallie.iLdZi;.-af,ua--

    03-

    ID

    Oa-

    rs 2

    Condition

    I. Therm QM Me!'(on tab e)

    2. Thermometer(waved around)

    .010.

    Temperature (°C)

    After15 sec.

    After30 sec.

    After45 sec.

    After60 sec.

    C.

    3

    23

    4..it . ,!,.. t 0.:

    kiet444446.141741:4141.4.ti'U.144.,i,i. 4 - A .! 4*.

  • 012.

    gxcursion 5-1 oi.How High Arethe Clouds?

    0 2-

    911* 03-

    0 4-

    0 5-

    0 6

    07-

    4.

    08. Height of clouds today:Data:

    Method:,

    Conclusions:

    06.

    a36

    .

    4

    44

  • '11.-1

    4,-

    .x> c:....

    -.MALuliiglk WAS ,1-!ItAL111110.16%

    .71-441"AVAIV-I'..

    Table 1.c.

    Distance moved by reflection (d) 0.05 meter

    Time to move 5 cm (t) 4 seconds

    'Height of eye above nephoscOpe (h)... h, meters

    Estimated height of clouds (H)(See Eicurslon15.1

    xmeters

    ",i;s:

    A

    Excursion 5-2Building a-Nephoscope

    25

  • Excursion 7-1 [itAnd the Rains. 02.Came Down

    03.

    04.

    Excursion 7-2Cumulonimbus

    26

    Ilk

    02.

    1.

    03

    04.

    OS.

    06.,

    38

    Ot a :A .1. .1. 4q.

  • Excursion 7-3Weather Predictiofiand Forecasting

    Data Time Temp.WindDir.

    WindSpeed

    CloudType

    CloudCover

    Pre-cip.

    20 1730 17°C . 8.-12 Stratus

    21 2:05 20°C 8-12 Stratus

    22 1:50 10°C 25-31 Cumulo-nimbus

    1.5 cm

    23 1:45 5°C. N. 8-12 Clear24

    Activity I. Thred-a"ry forecast of weather1st day fotecast:

    2nd day forecast:

    3rd day forecast:

    0

    t

    Bar.Pres.

    29.9029.8829.81

    29.92

    Rel.HuM.

    55%83%100%

    29%

    DewPoint

    13°C18°C10°C

    - 9°C

  • _

    1 st day 2nd day 3rd day\

    I. Cloudiness

    ,

    ..,

    2. Probable wind direction 4

    3. Probable wind speed...

    4. Barometer change

    5. Probable cloud types.

    6. Probable temperature range

    .

    .

    7. Precipitation (amount and type)_

    .

    ,

    Activity 2. (Optional) Extended forecist.Temperature:.

    Pr5ipitation:

    Moyements of fronts through area:

    t

    28

    4.

    3

    10

    41

  • ;..:1,1tifigf,%'..x-,`.,:,'11=';',

    Youprobably wonder what you are expected to learn in this sciencecourse. You wOuld like to know how well you are doing. This sectionof the boa will helz you find out. It contains a Self-Evaluation foreach chapter. If you can answer all the questions, you're doing very

    well.The Self-Evaluations are for your benefit. Your teacher will not use

    the results to give-you a grade. Instead, you will gpide yourself, since

    you are able to check your .own answers as you go along.

    . Here's how to use the Self-Evaluations. When you finish a chapter, .

    take the Self-Evaluation for that chapter, After answeriag the questions,

    turn to the Answer Key that is at the end of this section. The An§werKey will tell you whether your answers Were right or wrong.

    Some questions can be answered in more than one way. Your ansWers

    to these questions may not quite agree with those in the Answer Key:.

    If you miss a question, review the material upon which it was basedbefgre going on to the next. chapter. Page .references are frequentlyincluded in the Answer.Key to help, you review:

    On the next. to last page of -this booklet, ,the a grid, which you.can use to keep a record of your own. progress.

    .

  • A -,:lt

    TA' ' ,e- iiijaiiiiiAILLwiiiiii0Ilikiii-hkaiii--"44'4'...muue,a1Aliesibaeldtk-.,i'...S,.til

    .1

    a

    et-

    ..

    1

    1

    . '.

    I

    ,.

    '.

    4 .

    e,

    NP,

    te.

    If you did any excursions for this .chapter, write their numbers here. SELF EVALUATION 1

    r +tr..is

    01-1. The diagram .below shows a sketch.,that an ISCS student madeafter using the observation'boi

    ..Water empafitture 100C ,4!

    ..

    : iP

    Temperature of alrAn.605.1a120°C

    4, .

    4-

    A. Sketch the Path of the sinoke -box billow:1f the air temperature.,.were.S''iZ and the water temperatUre *ere 15.!ie:

    ;

    Caar-'...3%

  • 1.P2a3i1.1'

    cs.

    32

    t-

    .'

    B. Explain your answer to part A.

    C. Sketch the path of the smoke in the box below if the air temperaturewere 15°C and the water temperature were 15°C.

    D. Explain your answer to part C.

    01-2. Iggy has set up the balance that you used in Activities 1-6 and1-7. However, he has turned the bags right side up this time.

    44. c. 3

    4.

    ..,smr. "v- 1,3ri

  • 1

    lggy has a beaker that has been sitting in thc freezer for several hours.

    A. What will happen if lggy inverts the beaker just above bagB?

    B. Explain your answer to part A in terms of thc particle model.

    0 1-3. Three substances, A, 8, and C, were warmed by a lamp in thesame way that you warmcd up dry sand, dry charcoal, wet sand, wetcharcoal, and water. Their warming curves are shown below.

    Tim (In mlnuts)

    Later these .three subgtances:were put in a refrigerator and their tem-peratures recorded after five minutes. Indicate which of the lines corre-sponds to. each Of the substances by filling in /the blank beside each-

    curve.

    t sv,

    .

    ..., 't 7 , SA .I4.117,.. tit. IV': " ''''',".-,2 ";'`-v--t, i':.*Irit,i,

    ..*c 5:',1,Y"s - ', ` At'', L. ' -,L1* ,)'..'.A1.0.,

  • Substance

    Subatance

    Substance

    01-4.. Refer to the sketch below to answer parts A, 13, C, and D thatfollow.

    A. On a warm sunny day, in which of the areas (A through D) wouldyou expect the air to be risine

  • iik

    B. Explain your answer to part 4.

    C. On a warm sunny day in which of the areas (A through 0) wouldyou expect the air to be.moving downward?

    D. Explain your answer to part C.

    If yoti did any excursions for this chapter, write their numbers here. SELF EVALUATION 2

    02-1 Use the diagram below to answet the questions that follow.(Remember that speed in km/hr = 1.6 x mi/hr.)

  • Photo I

    Photo 2

    ..

    A. What is the direction of the wind as indicated by the weather station?

    B. What is the speed of the wind (in m as indicated by thc weather: st tkLion?

    C. What is the speed of the wind (in km/hr) as indicated by the weatherstation?

    02-2. Use the photographs below to answer the questions that folio*._

    "r ,A s-

    4- Jo.1 :

    .. '4..q. , Alf:,;"r 't" . .

    16;1114z`I,., '

    .1

    '4;

    ,6 `k.1 1).1,6f. '2:.4e ,6% , 6 v.%c,.tvp 4 :r

    '.. 466.

    .

    -317

    4944.414 4.064ight$:

    :ZVI&

    zps.

    464&9164*..

    .,t a A.

    -IMP

    . ,

    )6t. 9 4:

  • .), II

    wAlmdizii2

    A. What type of cloud is shown in iiiioto 1?

    B. What type of cloud is shown in photo 2?

    C. Draw the symbol to represenrlibuk much of the sky is covered byclouds in Photo 1.

    D. Draw the symbol,to_represent how much of the sky is covered byclouds in photo 2.

    02-3. If 1.5 inches of rain fell overnight, how many centimeters of rain, should you record in your Weather Watch Chart? (Remember: 1

    inch 11-.. 2.54 cm.)

    If you did any excursions for this chapter, write their numbers here. SELF EVALUATION 3

    03-1. A. If you were riding in a small plane and-plotted a graph ofthe temperature outside the -plane at different altitudes, whieh of the-following graphs would you expect to look most like.yours?

    01-

    Giraph 1.

    I.I

    .1

    Graph'2

    10.000 0

    Height Oftet), Hort (tot)

    *.

    . ,

    G\,),?37k-

  • B. Explain.your answer to part A.

    93-2 A. Suppose you were a deep-sea diver. As you dive deeper anddeelier into the ocean would you expect the pressure t9 increase, de-crease, or remain the samc?

    034. A. An ISCS student built an atmospheric pressure Measurerseveral days ago. Today.the pressure measurer looks Pike the one shownbelow. HaS the air pressure in the room increased, decreased, or stayedthe same since, hc built 'the pressure m4asurer?

    V

  • a.

    03-4. A. On a cool summer morning youI family starts on a trip inthe car. After driving for several hours ov r the hot asphalt highway,you stop for lunch. Suppose you had measured the pressure of the airin the car's tires in the morning and again when you stopped for lunch.Would the pressure have intreased, decreased, or remained the same?.

    B. Explain your answer to part A. -

    r

    03-5. The air pressure at the top of a tall building is 29.4 inch fmercury. What will be the air pressure at streeelevel at that *ti(Check tile best answer)

    Greater than 29.4 inches of mercury

    b. 29.4 inches of .mercury

    Less than 29.4 inches of mercury

    If you did any excursiOns for this chapter, write their nu b rs ere.

    04-1. In areas with cold winters, windows are sometimes covered witha layer .of frost on the inside. Explain why the frost forms .on thewindows.

    ' 04-2. Suppose that a 1,000-milliliter sample of air could contain 32milligrams of water. The 1,000-milliliter sample of air actually containsonly 18 milligrains of..water. What ivthe relative humidity of this,sample of air?

    SELF EVALUATION 4

    7

    fr"

  • vAa..mila5"

    16.

    r14-3. Get a sling psychrometfr from the supply area. Use it to measurethe relative humidity- in your classroom. (You may refer to tables inthe chapter if you need to.)

    Relative humidity

    r] 4-4. An 1CSC student was measuring the relative humidity in hisclassroom and obtained the following readinr.

    Dry-Bulb Temperature 18°CWet,Bulb Temperature 12°C

    You 'may use any tables in the text to answer the follOWing questions.A. What is .the relative humidity in the room?

    ,

    B. What is the dew point?

    r14-5. What is the relative humidity of air that is at its dew-pointtemperature?

    Li 4-6. Suppose there were a section of the country where the air wasmoist but there were very few solid particles in the air. Predict whiktwould happen if a new electricity generating plant that gave JAI. a lotof smoke were 6uilt in this area.

    SELF EVALUATION 5 If you did any excursions for this chapter, write their numbers here._

    [15-1. The diagram on the next page shows an observation box witha glass top. 4hOw the direction of motion of the smoke particles in the

    40 , box when the light is on by drawing arrowheads on the lines.

    '

    J

    51 1009

  • 4.

    05-2. Use the diagram below to answer the questions that follow.There is no prevailing wind.

    I.

    .4

    PlowedIleld

    A. Draw an arrow on the diagram to indicate the direction that thewind would be blowing at point P.. By shading in on the diagram, indicate where you might expect'clouds to form.

    52.'1

    .

    , .&fs

    .

    .

    ,-, ,tt:'4.510'. ..

  • -AL

    '42

    C. Draw an arrow pointing downward on the diagram to indicate wherethe air may be moving down.

    CI 5-3. M any. ty pes of high-altitude balloons are made out of thin plasticso that they can expand or contract easily.A. Which sketch do you think best represents what you would se* asyou watched a balloon rise?

    Sketch 1 Sketch 2

    B. Explain your answer to part A. -

    (JPSketch 311°

    05-4. In the winter, snow may lie on the ground for months at a time.As long as it stays cold, and the snow is in an undisturbed place, thesnow remains very white. When it starts to melt, it begins to look dirty.Explain why this occurs.

    3

    ,

    I.

    A

    1.

    JL

    ' Al' -k ."-%

  • e ;IP 7f.' .v O 0 );

    lf you did any excursions for this chapter, write their numbers here.EVALUATION 6

    ti 6-1 the map lielow to answer the questions diet follow.

    B I C` 1 DI El F 1 0 I HI l's-I ,1

    2

    4

    4

    6

    a,--11129.8

    7

    a

    9

    10

    4

    294

    I 1

    1.2.7...0

    40,...°2629.8

    i,.)

    -.) 2 9 ., 1 5

    2945

    .

    29410 11

    2

    .

    29.4 1)329.3 ,.

    liLa1029.3

    1S329.4

    . 24 29.4

    29.5 24

    29.18

    ..

    29.5

    1203E\.

    29.3

    .13 29.4

    29.3.

    29.4.

    .

    2129.5

    .

    '029.8.

    14

    17 C, i.il

    '1913

    .

    231(79.8

    .

    255)29.7

    1

    1

    .--,

    2

    .--

    3

    4

    5

    8

    7

    8

    ;--;

    9

    10

    A B C D E F0 H I J .

    A. Using the border symbols and a straightedge, describe the following

    locations by letter and number.

    a. H ig he st wind velocity c. barometric pressure

    b. _____Lowest temperature d. _.L.___Highest temperature

    1

    B. Draw in the isobars (lines of equal

  • '

    0

    r

    E. Is the region E3 a high- or a low-pressure area?

    06-2. What is the direction of air motion around a low-pressure area?

    06-3. Use the diagram below to answer the questions that follow.

    Prevailing winds

    . 6

    '

    OceanG.

    A. Shade in the area on the diagram Where you would expect the cloudsto form.. ,

    1. B. Label the area on the diagram that receives the most rainfall asWET.

    - C..Label the area on the diagram that receives the least rainfall as DRY.r, 4

    0

    ..

    06-4. What are four things to look for on a weather map when pre-', dieting where clouds will form?

    SELF EVAL.UATION

    J-rws AtrAt ..\r. ,t7 7- . r

    u,f4, ": -

    °I f you did any excursions for this shapter, write their numbers Item

    55_7

    t tr, .. , tft*

    ' tla

    4.

    I.

    Y;

    .:t

    . , 4ftr

  • #

    117-1.. Large 'weather -disturbances move slow across the North:American continent. What is the general direction of motion?

    07-2. Suppose a low-pressure area is approaching the, part of thecountry where you live,111.-- Witat changes would yim expect in thc amount of cloud cover asit approaches?

    13.3 What changes would you expect in the barometric pressure leading? .

    C. -"What changes in the wind direction would you expect as the system

    passes?

    p7-3. Label the three front symbols shown below with their correctnames (cold, warm, or stationary).

    4

    074. The weather forecast 'for today reads: sunny and hot today withthe chance of local thunderstorms in the late afternoon or early evening.Explain what causes these local storms.

    .

    If t 1:'. Lk..

    4.4.,. .

    .:4:445eatOL

    :

    ,

    I..

    40.

    14 . .

    . .

    1.

    V ,jilf

    aP.

    45 ..

    ":i

    14

    . '

    44.

  • 14

    H7-5. Yesterday an ISCS student noticed some cirrus clouds in the sky.Today he noticed that the barometer had fallen slightly, the wind hadshifted so that it was blowing from the southeast, and there was a heavylayer of cumulus clouds overhead.A. Predict whether the temperature will increme, decrease, or remainthe same over the next day or so.

    B. Predict whether the rain that is coming will last for just a few hoursor for at least a day.

    C. What will be the approximate wind direction once the rain haspassed?

    07-6. Generally there is a di rence in the shape of fronts. Label thefronts shown as warm or cold.

    S. b.

    07-7. On the basis of your last few days weather watch, prbdict whattomorrow's weather will be like:

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    SELF-EVALUATION ANSWER KEY

    SELF EVALUATION 1

    1-1. A.

    S. Your answer should indicate that the smoke will rise because of the fact that the water

    is warmer than the surrounding air. This causes an updraft above the water surface. If you haddifilculty with this, you shoOld try Activities 1-2 to 1-5 again.

    O. Your answer should have indicated that since the water and the air are at the sametempeorure, there will not be an updraft or a downdraft. The smoke will then travel straight

    acrou the box. You may want.to try this for yourself.

    ,

    58

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    1-2. A. 1 he balance will tip so that bag 8 is lower than bag AIL The particles of air in the cold beaker arc moving slower than the particks of air in

    the room. The particles are then closet together When this cold air is poured into bag B, therewill be moro.air particks in B than m A. Since each particle has weight. the weight of particlesin bag B is greater than the weight of those in bag A. 'fins means that the balance will tip downon the side that has bag B. If you had difficulty answering this question. you should reread pages5 and 6. You might wan( m use this as par( of a magic show at home.

    1-3. You should have labeled the graPh as'"shown below.

    or,

    1

    Substance

    Substance _.11.

    -1 Substance

    0 5 .

    Time (in minutes)

    While doing Activities 1-8 to I-11. you should have noticed that those substances that wenn upmost rapidly also cool down limpidly. Check your graph (Figure 1-4) in your Recordeppok if.youforgot about this.

    1-4. A. Areas A and CB. You should have indicated that the highway and the plowed field warm up rapidly in

    the sun. Since the surface is warm, the air above it is heated. This warm air tends to rise.C. Areas B and DD. The forest and the pond will not warm up as rapidly on a sunny day. As a result, the

    air above them is cooler and tends to move downward.If you had trouble with these questions, look over your observations from the observation box

    activities and pages 11 to 13 again.

    SELF EVALUATION 2

    2-1. A. There is a southeast wind blowing. Remember that the wind direction is the directionfrom which the wind is blowing.

    S. The wind speed is about 18 or 19 mph.C. The wind speed is about 29 km/hr. If you had difficulty with this, you should work through

    Excursion 2-3 again.

    2-2. A. These clouds are cirrus clouds. Note theii thiuwispy appearance.These are cumulus clouds. Note their tall, billoy shapes and flat bottoms. If you had

    difficulty in identifying either of these cloud shapes, you should take another look at page 18and.work through Excursion 2-2.

    .59

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    so

    C. The sky is about 25% overcast. so the symbol is0. Here the sky is about 50% overcast, so thc symbol is 4.

    2-3. About 3.8 centimeters of rain fell. If you had difficulty with this question, you should take

    . another look'at Excursion 2-3.

    SELF EVALUATION 3

    3-1. A. Graph 3S . As you get farther from the earth's surface, the air wittily becomes cooler (about

    2*C/1,000 ft). Sometimes, under unusual circumstances, the temperature stays constant or even

    rises as you go higher. This unusual distribution of air is called a thermal inversion. During aninversion, smoke and exhaust fumes do not rise and mix with the rest of the air but stay nearthe pound. This can cause very .severe smog that may endanger the lives.of -people who have-respiratory diseases such as pneumonia or asthma.

    3-2.4. The pressure will increase.S. The pressure is the weight of substance above an object. The greater the depth in the

    ocean, the greater the weight of tho material in the column above an object. Thus, the pressure

    increases. If you had difficulty-answering this question, read pages 24 and 25 again.and work

    through Excursion 3-1.

    34. A. The pressure has increased. .S. The rubber diaphram has been pushed inward. This indicates that the air outside has

    pushed it in and compressed the air inside. If you had problems with this question, reread pages

    26 and 27.

    3-4. A. The pressure will have increased.S . While driving, the tires get very hot and this :increars the pressure inside. This is similar

    to what you did in Activity 3-9 when you warmed up your-barometer. tu case you actually trymeasuring the pressure in the car tires, here is a safety tip. Do not let air out of the tires to reduce

    the pressure to what it was in the morning. If you do, the increased hexing of the fire may heat

    it enough so that it will catch fire or blow out, causing a serious accident. For tire safety, checkthe air pressure when the tires cool and keep the pressure up to what the manufacturer

    .recoil'-

    mends.

    .3-3. The answer is a. It will be greater, since the weightof air above the barometer will be greateN

    If you want to try this yourself, you need a fairly tall building. The pressure should change about

    0.10 inch of mercury for every 7 to 10 stories chang in height.

    SELF EVALUATION 4

    4-1. Your answer should have inclUnthese ideas: The window glass is cold and this cools downthe inside air near the window below the dcw point. Moisture then condenses on the inside of

    the window. If the glass is cold enough, the moisture will freeze and produce frost on the inside,of the window. If you did not include these ideas- in your answer yon should reread pages 37

    to 40. Es.

    44. The relative humidity woul, be,about 56%. If you did not get this answer, you should reread"

    page 41.

    4-3. Check your answer with two or three other students who are at -the same place in the book.

    if your answer does not agree with theirs or if you forgot how to find the relative humidity, read

    'page 43 and try again.

    44 A. The relative humidity is about 49%. Reread page 43 if you did not get this answer.R. The dew point is 13C. You should study pages 45 and 46 again and do Excursion 4-1

    if you had difficulty with this question.

    60.

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    4-6, 1 he relative humidity at the dew point is 4004.. II you had difficulty answcnng this question.remits' pages 40 and 41.

    4-8. As you know. you need hath solid partitics,,and rising moist au to produce clouds tr oneof IV two is missing. you will produce few t loud.. II the new lant gives off a lot of solid particles.it may cause a peat deal more cloud formauon and upset the local climate patterns. Check pages

    48 and 49 if you missed this.

    SELF 41111LUATION 5

    5-1.

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    ec rce water / \--CtrarTall

    It you had difficulty deciding about the directions, yOu should look over pages 8 to I I and 59

    to 62 again. .

    5-2.(ti

    A

    Plowedfield

    Forest 61

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    A. The wind is from the cooler forst toward the warmer plowed field. as shown on page50

    Thc warm air over the plowed field will flat- You would expect this rising warm air toform

    elSiods.over the warmer surface, us indicated aboveC. The air above the forest will he cooler. sort will tend to be moving downward. Look at pagcs

    61 through 63 again if you missed any of thesc questions.

    54. A.-You would expect the balloon to appea,as in sketch 2.

    S. A. you go higher above the earth's surface. the pressure will decrease. This meansthat

    the balloon ill swell outward much as the top of youratmospheric pressure measurer did whcn

    the air prcssu decreased.

    5-4. This questi is a bit tnclq. so you may have had tothink about it for a while You know

    that solid panicles are necessary for clouds to form. These particles arctrapped inside the

    snowflakes or raindn s that tall. When the snow begins to inelt, the water runs away or evaporates.

    leaving these particles n the surface of the snow. I. his layer of line particles givesmelting snow

    its gray appearance. If y u live where snow falls, you may want to try melting some snow and

    looking at these tiny parti es. 01 course, some of thcparticles may have settled out of thc air

    onto the snow surface. Sec page 54. .

    SELF EVALUATION 6

    b. A-2

    c. .1-10

    4' V.

    d. B-9

    a .

    0 and C. see.thc map below.

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  • DRY

    0. TIle cloud is due to two different factors I he clondbank around E3 is due to thelow-pressine met' there *I he long hanks of clouds from E3 to A9 and nom E3 to J2 arc dueto lines of sharp temperature difference (fronts). If you had trouble deciding where and why thcclouds will form, reread pages 65 to 15

    E. 1 hc region is a low-pressure arca. You can tell this flom the barometer readings at vanousweather stations in this arca.

    6-2. North 01 the equator. the au moves around a low- plessure atea counterclockwise. Rereadpages 13 to 1 5 if you did not remember the direction You nutv be Interested to know that southof the equator the au moves clockwise around a low-pressure arca Check with your teacher forsome other hooks on meteorology ii ou would like to find out more about this.

    6-3.

    Prevailing winds

    Ocean

    52

    4

    A. The clouds wtll form where the moist air is pushed up over the mountain. The rising air coolsand once it reaches the dew point. clouds will forin.B. The side olVhe mountains nearest the ocean will receive the most rainfall. Here is where theair is being cd'oled and the clouds form.C. On the side of thc mountains away from the oceans, it is usually very dry. TiletWecomeswarmer as It conies down the side of the mountain. If the air warms up and the amount of rfloiStUreit contains stays the sante, its relative humidity decreases. See pages 77 through 79 if you hadtrouble with these.

    A6-4. Some things to look for are these:

    a. Low-pressure areas. b. Lines of sharp temperature difference

    C. Mountainsd. Large bodies of water and their coastal areas. Areas where there is uneven surface hcatii

    SELF EVALUATION 7

    I;

    7-1. The general direction of motion of air masses is easterly. If you did not remember this,take another look at the weather maps on page's 83 through 86.

    Z-Z. A. As the low-pressure area approaches. the sky would cloud over.EL The barometric pressure reading would decrease.C. The wind would be generallv from the south before the low-pressure area 'arrived. As

    it passes; the wind would shift rapidly so that It is corning ft-ont the north. If you had ditheulsiianswering these questions. look closelv at the weather in Syracuse, New York, as the low-pressurearea approaches. See pages 83 through 86.

    63

  • 74. a. stationary frontb. cold frontet. warm front

    74. Small local storins in the afternoon are usually caused by uneven beating of the earth's

    surface.

    74. The type of clouds that he NAM indicates that a warm front is approaching.A. The warm front will bring warmer temperatures over the next few days.

    S. The rain when it comes will last for at least a day. This is because a warm front has such

    a gradual slope. (See pages 89 through 93.)C. As the front passes, the wind will most likely shift around so that it is blowing from the north

    or west. You can see this on the weather maps on pages 83 through 86. Pay particular attention

    to the warm front that passes through Fargo.

    74. a. warm frontb. cold front

    If you haddifflculty recognizing the shape of the fronts. take another took at page 89.

    7-7. Compare your prediction with that of other students and the official weather forecast for

    your arca. The only way tO check your answer is to wait until tomorrow. Good luck!

    4t,

  • ;1321b6,1121.13.16ista

    My ProgressKeep track of your progress in the course by plotting thc percentcorrect for each Self Evaluation as you complete it.

    Percent correct = ---Nui%ber_correct 00Number of que-Stlion--; -

    To find how you are doing, draw lines connecting these points. Afteryou've tested yourself on all chapters, you may want to draw a best-fitline. But in the meantime, unless you always get the same percentcorrect, your graph will look like a series of mountain peaks.

    RECORD OF MY PROGRESS

    1ar

    90

    80

    70

    w 60cc0° 50iZ

    40cc

    a.30

    20

    10

    01 2 3 4 5 6 7

    CHAPTERS 65

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    PliTURE CREDITS36 United States Weather Bureau36 U.S. Forest Service

    I. 66

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