T/G Layout 1

267

5. Using your velocity calculations, predict when this cold front will pass through your
   area. Show your work.


6. For the next few days (in some cases, hours), until the cold front passes through,
   do two things:
   a. Record the following information in the table on page 266:
   
   
   • cloud type - sketches or photos may be included
   
   
   • date
   
   
   • dew point (relative humidity if hygrometer is available)
   
   
   • time
     
     
     • pressure
     
     
     
     
   
   
   • precipitation
   
   
   • temperature
     
     
     • wind direction and speed
     
     
     
     
   
   
   • any other observations
     b. Continue to analyze the daily (or more frequent) satellite images. Prediction of
     the arrival time for the cold front should be adjusted if the velocity of the cold
     front varies with time. Include all of the predictions in the final report.
   
   
   
   


7. After the front has passed, write a discussion section that includes the following:
   a. A summary of the satellite observations.
   
   
   • General location and movement of the front (latitude and longitude)
     
     
     • Velocity and arrival predictions made (discuss any adjustment made to the
       prediction)
       b. A summary of the trends seen in the surface data collected.
     
     
     
     
   
   
   • General trends seen in each variable.
   
   
   • Does the data match what is expected when a cold front passes?
   
   
   • Can you explain the variables that do not match a cold front?
     c. A discussion of the similarities and differences between and
   
   
   • Was your prediction accurate? Why or why not?
   
   
   • Do the cloud types seen in both data sets correlate? Why or why not?
   
   
   • How accurate is this method of prediction?
     
     
     • What could be done to ensure a more accurate prediction (discuss at least
       two options)?
     
     
     
     
   
   
   
   

Variations on this Lesson:

1. Limit the study to just one or two variables, as appropriate to grade level.


2. Stagger the due dates for the reports to ensure that the students do not fall behind
   and become overwhelmed.


3. Require peer editing of a rough draft of the report.


4. Use other phenomena in place of a cold front, e.g., a tropical storm turning into a
   hurricane.


5. Have students from period to period collaborate their surface data to obtain a
   more accurate picture of surface activity.