T/G Layout 1

265

Authors:
Sarah Clemmitt, Montgomery Blair High School, Silver Spring, Maryland
Onyema Isigwe, Dunbar High School, Washington, DC

Grade Level: 9–12
Can be adapted for other grade and ability levels.

Objectives:
At the conclusion of this project, the students will be able to:

1. Identify satellite-viewed features associated with a cold front,


2. Identify surface data trends associated with the passing of a cold front,


3. Track the movement of a cold front, and


4. Predict the arrival of the cold front.

Rationale:
To enable students, in groups of four, to apply the information they have learned
about cold fronts to analyze satellite images and synoptic data they have collected.

Relevant Disciplines:
Earth and space science, computer science, mathematics, English

Time Requirement:
One-and-a-half to two weeks

Image Format:
APT or GOES, visible and/or infrared

Prerequisite Skills:
This lesson is not intended as an introductory activity.

1. The students should be familiar with manipulating and enhancing satellite images.


2. The students should be familiar with weather patterns, including cold fronts, and
   the variables inherent in their passing.


3. The students should have experience in using a thermometer, a barometer, an
   anemometer, and a sling psychrometer.

Vocabulary:
air mass, clouds (cirrus, cumulonimbus) cold front, dew point, velocity

Materials:

1. access to images


2. anemometer


3. barometer


4. sling psychrometer


5. thermometer

A CO L D FR O N T PA S S E S