Understanding Atmospheric Circulation, Modeling, and the NGSS

Understanding Atmospheric Circulation, Modeling, and the NGSS By Judi Kusnick and Rich Hedman Fall Regional Meeting—Far Western Section National Association of Geoscience Teachers (NAGT) 10/12/14

Goals for Workshop Three main goals: • To develop in you an understanding of the science content. • To encourage you to use an instructional approach that is • To encourage you to engage your students in the practices of science and engineering. student-centered and student idea-centered

Asking Questions & Defining Problems Using Mathematics & Computational Thinking The Science and Engineering Practices Developing & Using Models Engaging in Argument from Evidence Planning & Carrying out Investigations Constructing Explanations & Designing Solutions Obtaining, Evaluating, & Communicating Information Analyzing and Interpreting Data

Developing & Using Models • These lessons were designed to engage the learner in developing and using models. • There are many types of models—physical representations, scale models, computer models—but to us, a model is a set of ideas about a natural process. • A scientific model can be used to explain natural phenomena, to make predictions, and to connect ideas.

These are NOT the kinds of models we are talking about: These are physical replicas, tools, or representations that may be useful in communicating about and reasoning with underlying models.

Rules of Engagement • Be considerate and respectful in language and tone. • Make sure everyone has a chance to express their ideas. • Try to not steal anyone’s “Aha!” moment by “telling” them your “answers”—instead ask questions that will guide your group to these ideas. (ask, don’t tell!)

Phenomena: Cloud Motion • The phenomena we will observe is cloud motion from satellite images. Task 1: • Study the video carefully and look for large scale patterns in motion. • Note that we can’t really see anything > 60 degrees latitude. • Summarize the patterns in cloud motion by drawing one arrow indicating the average wind direction in each 30 degree band of latitude on the map. • If we ignore >60 degrees latitude, you should draw 4 arrows.

Phenomena: Global Cloud Motion What patterns do you notice?

What about 60°-90° latitude? • Arctic • Antarctic Draw an arrow for these bands of latitude.

Consensus on Phenomena ? • In your groups, discuss the patterns noticed by each person and come to a consensus regarding the general wind direction in each band of latitude shown on the map. • Draw a big circle on poster paper, draw in the latitude lines, and label each band of latitude with your consensus wind directions. You will have one arrow in each band of latitude, for a total of 6 arrows. • Be prepared to post your work.

Driving Question • What causes the patterns in earth’s atmospheric circulation? • We will answer the question by developing explanatory models, from basic to complex.

Introducing Convection • Preassessment: Agree/Disagree about convection

Now let’s do another inquiry activity • Handout: Convection Instructions • Read the opening paragraph: • What do you need to be careful with as you do the activity? • Read the procedure. • Does everyone in the group understand what you are to do?

Let’s get going. • New Materials Manager gets: • Round plastic bin • 4 styrofoam cups • Small paper cup • Eyedropper • When you are ready, have a teacher bring you water for your pan (step #3). • Then follow all the steps through #7.

What happened?Why did it happen?

Time for you to do one. • Ask a question using the available materials: • More hot water • Ice • More cups • Tea bags • Sandwich bags

Did we find out anything new?

Let’s read • Find Convection Reading • Use the Summary Protocol to read and summarize. • One paragraph at a time, rotating responsibility for leading the group with each new paragraph. • Product is a written summary.

Let’s revisit the A & D • Look at each statement again. Do you want to change your mind about any?

Asking Questions & Defining Problems Using Mathematics & Computational Thinking The Science and Engineering Practices Developing & Using Models Engaging in Argument from Evidence Planning & Carrying out Investigations Constructing Explanations & Designing Solutions Obtaining, Evaluating, & Communicating Information Analyzing and Interpreting Data

Driving Question (Revisit) • What causes the patterns in earth’s atmospheric circulation? • We will answer the question by developing explanatory models, from basic to complex.

Consider the Earth • Where is it usually warm on earth? • Where is it usually cold on earth?

How do we know? DATA! • Where is it usually warm on earth? • Where is it usually cold on earth?

Make a Prediction Make a prediction: • Where would air be rising from earth’s surface? • Where would air be sinking toward earth’s surface?

These ideas represented on a globe:

Basic Model Based on your understanding of 1) air as a fluid, 2) convection currents, and 3) the earth temperature map, predict the convection cells these ideas imply in our atmosphere. TASK 2: Use the materials provided to make a 3-D representation of your convection cells around your globe.

Handout for Task 2: Basic Model Materials: beach ball globes (prepared w/ up & down arrows), transparency strips, tape, transparency pens (red, blue, black), paper towel & water (for erasing), poster paper, poster markers (red, blue, black). Task 2: With your group: 1. Use a black transparency pen to draw the surface winds on your globe predicted by your model. 2. Now use the transparency strips to make a 3-D representation of the convection cells around the globe implied by your model. • Draw arrows on the transparency strips to indicate the direction of air. • Use red for warm air and blue for cold air.

Task 2: Step 1

Task 2: Representation of Basic Model In the end, students’ globes will look something like:

Task 2: Representation of Basic Model In the end, students’ drawings should look something like: • It is important to have students continually shift from 3-D representations to 2-D flat drawings. • Most people have difficulty thinking and visualizing in 3-D and practice helps.

Task 2: Representation of Basic Model In the end, students’ drawings should look something like: • Basic Model: • Earth’s air is heated differentially by the sun (warm equator, cold poles). • Temp differences produce density differences in air. • Gravity differentially effects air masses with different densities. • Warm air rises at equator; cold air sinks at poles. • The result is one large convection cell the N. and S. hemispheres.

Compare Basic Model to Phenomena Our Basic Model Actual Phenomena Our basic model has a problem! We need more data.

Data: Earth is Big! Because earth is so big, warm air rising at the equator cools well before it reaches the poles. This air at altitude doesn’t reach the north pole, it cools and sinks long before it reaches the pole.

Earth is Big! (Cont.) Also, because earth is so big, cold air sinking at the poles warms well before it travels back to the equator. This surface air doesn’t reach the equator, it warms up and rises well before it reaches the equator.

Task 3: Revise the Basic Model Task 3: With your group, 1. Discuss how to best revise your model to take into account that earth is large. 2. Then use the transparency strips to make a 3-D representation of the convection cells around the globe implied by your model. Draw arrows on the transparency strips to indicate the direction of air. Use red for warm air and blue for cold air. 3. Be prepared to share and explain your model.

Task 3: Revise the Basic Model (Cont.) 4. On poster paper, sketch a circle for earth, and draw in your convection cells and your predicted surface air currents. Use red for warm air and blue for cold air.

Task 3: Share & Explain Group Models • Groups share and explain their revised basic models. • After discussion, develop a class consensus model that fits the data we have so far.

Class Consensus Model The class consensus model should look something like:

Class Consensus Model What we have added to our earlier model: • Because the earth is so large, density differences produce multiple (an odd number) convection cells in the N. hemisphere and multiple (an odd number) convections cells in the S. hemisphere.

Compare Class Model to Phenomena Our Class Model Actual Phenomena Our model still has a problem! We need YET MORE DATA

Data: Earth is Spinning! • Earth’s spin is counter-clock wise (CCW) when viewed from the North Pole. • Earth’s spin is clockwise (CW) when viewed from the South Pole. CCW CW

Data: Earth is Spinning! • While watching MIT video, pay attention to the data patterns. • If spinning clockwise, the ball is deflected? • If spinning counter-clockwise, the ball is deflected?

Spinning Data Pattern • Summarize the data patterns you noticed on the board: • If spinning clockwise, the thrown ball is always deflected ___________________? • If spinning counter clockwise, the thrown ball is always deflected ___________________?

Task 4: Final Model How would this affect the wind directions on your model? Draw in the deflections you predict will occur on your poster.

Task 4: Final Model Have a group or two share their final model. Now let’s look at the scientific consensus of the wind patterns…

Representation of Final Model

Representation of Final Model • What we added to our model: • Earth’s spin deflects poleward wind west and equatorward wind east.

Representation of Final Model of Surface Winds N. Hemisphere winds deflected to the right of original path. S. Hemisphere winds deflected to the left of original path. Final Model

Representation of Final Model of Surface Winds Alternatively: In both hemispheres, poleward wind is deflected to the EAST, and equatorward wind is deflected to the WEST. Final Model

Understanding Atmospheric Circulation, Modeling, and the NGSS