STATE OF THE ATMOSPHERE

*By Kim LaFrance*

Describe the steps in Cloud Formation.

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Navigate to the website:

[http://profhorn.aos.wisc.edu/wxwise/thermo/tstm.html]{.underline}

![](media/image1.png){width="3.625in" height="2.71875in"}

The graph on the left side of the page controls the cloud on the right
side of the page. Manipulate the graph on the left to try to shrink or
grow the cloud on the right.

Explain the relationship between the lines on the graph and the cloud
formed.

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Navigate to the website:[MYNASADATA.LARC.NASA.GOV]{.underline}

1.  From **Homepage** click on + **DATA ACCESS**

2.  Scroll down to the last microset ***[Weather Balloon data from
    August 5, 2004]{.underline}***

3.  A small window will open and Data will pop up on screen. Maximize
    this window for easy viewing.

> ![](media/image2.png){width="3.875in" height="2.425in"}

4.  Scroll through the file. List three observations you have made about
    this data.

    -   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

    -   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

    -   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.  Locate the ground check data and record here.

Pressure: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Temp: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Humidity: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> **[(Note]{.underline}**: This balloon launch data has a data point for
> every second of its ascent. For this activity, the data was filtered
> to contain only a portion of the original data. This spreadsheet that
> has only the data taken every minute at :00. If you want or need more
> data, the spreadsheet can be modified. The spreadsheet can be imported
> in advance in the form needed and be ready for the students to use.)

-   Pull down the **File** menu and select \"Save As\". Where did you
    save the file?

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![](media/image3.png){width="2.225in" height="1.60625in"}

# EXCEL DIRECTIONS

Open a new EXCEL spreadsheet.

# Import data

Pull down Menu selections

Data -- get data set- import text file

Select file "Ballon_launch_Aug5"

Step 1 of 3

Click on **next**

Step 2 of 3

Scroll down scrollbar on right side of data until the data set is shown

Adjust arrows to create columns by clicking to add new arrows and/or
move existing arrows

Step 3 of 3

Click on **finish**

# Filter Data

Select Column A by clicking on the top of the column (where it says "A")

The entire column should highlight

Menu selections:

Data -- filter -- Autofilter

A down arrow should appear at the top of column A

Click the down arrow

Select custom

Custom AutoFilter box should appear

Top left box should read "equals"

In top right box type " \* 0 "

(star, spacebar, zero)

Click **OK**

**ASSIGNMENT**:

Select the Temp, RH, and Dew point column and use the Chart Wizard to
create a line graph depicting all three data sets. Copy the graph onto
your paper, labeling all parts.

Explain in paragraph format your interpretation of the atmospheric
conditions as depicted by the data and the graph. The atmosphere of the
day contained clouds. Where in the atmosphere would clouds most likely
form? This could be at more than one place in the atmosphere column. The
writing should contain reference to the pressure, temperature, relative
humidity, dew point, and cloud layers.

**Virginia Standards of Learning**

**LS.1:**  The student will plan and conduct investigations in which c)
data are organized into tables showing repeated trials and means; h)
continuous line graphs are constructed, interpreted, and used to make
predictions; and i) interpretations from a set of data are evaluated and
defended.

**PS.1:**  The student will plan and conduct investigations in which b)
length, mass, volume, density, temperature, weight, and force are
accurately measured and reported using metric units (SI-International
System of Units); h) data tables showing the independent and dependent
variables, derived quantities, and the number of trials are constructed
and interpreted; i)data tables for descriptive statistics showing
specific measures of central tendency, the range of the data set, and
the number of repeated trials are constructed and interpreted; j)
frequency distributions, scattergrams, line plots, and histograms are
constructed and interpreted; and k) valid conclusions are made after
analyzing data.

Top of Form

Bottom of Form

**PS.7:**  The student will investigate and understand temperature
scales, heat, and heat transfer. Key concepts include Celsius and Kelvin
temperature scales and absolute zero.

**ES.1a:**  The student will plan and conduct investigations in which
volume, area, mass, elapsed time, direction, temperature, pressure,
distance, density, and changes in elevation/depth are calculated
utilizing the most appropriate tools.

**ES.1c:**  The student will plan and conduct investigations in which
scales, diagrams, maps, charts, graphs, tables, and profiles are
constructed and interpreted.

**ES.3:**  The student will investigate and understand how to read and
interpret maps, globes, models, charts, and imagery.

**ES.13:**  The student will investigate and understand that energy
transfer between the sun and the Earth and its atmosphere drives weather
and climate on Earth.