O bservations & M easurements through A utomatic & H ands on A nalysis

Observations &

Measurements through

Automatic &

Hands on

Analysis Weather P

rogram

Where: Hands on Experiences leads to the

Excitement of Measurement which facilitates a scientific understanding of

Our Local Surroundings

Phone/Fax: 802 – 633 – 3659 Email: [email protected]

www.ameac.com

320 Carter Street Barnet VT 05821 USA

A.M Environmental Automation & Control

Andrew Mosedale

Overview

• Multidisciplinary external science curriculum completed in four 1 – 2 hour modules

• Outside classroom where students learn how to manually observe, measure, and record weather parameters

• Students discover the capabilities of an automatic weather station - how and what parameters it measures and records

• With quality assured data, the students will compare manually collected point weather data to automatically recorded data

• Participant results and conclusions from the two different data streams will be investigated and explained graphically

OMAHA Weather project 2 - 18 AMEAC 1/2004

Met station installation


Module 1

• Background information on making weather observations and on using hand instruments is introduced

• Measurements of:Date/TimeLatitude/LongitudeAir TemperatureSurface TemperatureWind Speed/DirectionBeaufort Scale% Cloud Cover

are taken and recorded on data sheet

• Any other observations or note worthy situations are also recorded


Datasheet

Time Temperature ( C )

Beaufort # Beaufort Speed (mph)

Cloud Cover Other( )

Site Observations and Measurements

Name(s)________________ ________________ ________________ ________________

Date:________________

Site Description: Orientation: N NE E SE S SW W NW Latitude/Longitude: _____ : _____ : _____ N _____ : _____ : _____ W Deg. Min. Sec. Deg. Min. Sec. Elevation: Other Observations:

Conversions: MPH to Kilometers per Hour: MPH * 1.609 = Km/h Degrees C to Degrees F: 9/5 *C +32 = F Degrees F to Degrees C: [5/9 *(F –32)] = C


Module 2

• Met station site selection and setup of instrumentation that will automatically measure:

Air and Surface TemperaturesWind Speed and DirectionSunlight Energy

• Hand measurements are again recorded and continually recorded (once a day) over the time period the met station is operating


Module 3

• Data from the met stations is collected, compiled, and, quality checked for future graphing and analysis

• The met station is uninstalled

2.1m .31m Soil Direction Sunlight

DATE Temp1 ( C) Temp2 ( C) Temp3 ( C) (m/s) (MPH) COMPASS (DEG) (m/s) (MPH) (umol/m2/s)

12/08/03 -7.47 -7.52 -4.762 0.08 0.179 NW 353.6 0.57 1.264 0.33612/08/03 -9.65 -9.77 -5.689 0.067 0.150 SE 110.3 0.72 1.608 0.17712/08/03 -11.86 -11.76 -6.476 0.018 0.040 SE 110.6 0.27 0.613 0.0112/08/03 -13.16 -13.17 -7.18 0.082 0.183 SE 110.7 0.67 1.499 012/08/03 -14.67 -14.57 -7.87 0.067 0.150 SE 110.7 0.51 1.148 012/08/03 -15.79 -15.78 -8.56 0.176 0.394 SE 117.7 1.26 2.825 012/08/03 -16.85 -16.75 -9.2 0.13 0.291 SE 115.8 0.88 1.978 012/09/03 -17.84 -17.64 -9.81 0.089 0.199 SE 119.4 0.55 1.235 012/09/03 -18.95 -18.76 -10.44 0.068 0.152 SE 119.4 0.47 1.051 012/09/03 -19.81 -19.54 -10.99 0.042 0.094 SE 119.9 0.52 1.154 012/09/03 -20.91 -20.5 -11.6 0.055 0.123 SE 119.9 0.34 0.763 012/09/03 -21.61 -21.1 -12.11 0.028 0.063 SE 119.7 0.42 0.928 012/09/03 -22.3 -21.74 -12.63 0.034 0.076 SE 119.6 0.33 0.734 0.15712/09/03 -22.66 -22.1 -13.05 0.041 0.092 SE 119.8 0.51 1.141 0.94512/09/03 -23.09 -22.43 -13.43 0.03 0.067 SE 119.7 0.36 0.801 0.6212/09/03 -23.36 -22.71 -13.81 0.018 0.040 SE 119.7 0.23 0.508 15.7612/09/03 -21.92 -21.39 -13.83 0.111 0.248 SE 119.8 0.62 1.378 63.2312/09/03 -16.26 -13.97 -12.58 0.215 0.481 SE 120 0.73 1.640 291.912/09/03 -12.38 -7 -10.09 0.348 0.778 SE 120.1 0.81 1.801 43712/09/03 -9.35 -3.506 -8.61 0.006 0.013 NE 36.08 0.14 0.304 466.112/09/03 -8.35 -8.58 -9.58 0.457 1.022 NE 14.3 0.84 1.870 238.712/09/03 -7.03 -7.99 -9.42 0.06 0.134 NE 19.69 0.73 1.626 71.612/09/03 -6.048 -7.11 -9.09 0.295 0.660 SE 172 0.73 1.640 48.83

Wind Speed Max Wind


Module 4

• Presentations, Charts and Graphs are produced

• Conclusions and additional questions are investigated

• Individual and/or group data reporting

• Feedback is collected regarding the process and set up of this experiment, considering both manual and automatic weather measurements


Lyndon Town School completes, a temporary weather station installation, 10 days of continuous hourly measurements of wind speed/direction, temperature and sunlight were recorded. With the use of this weather station and ‘spot manual measurements’ a comparison of instrumentation and scientific method was organized.

Sunlight Energy Lyndon Town Schoolfrom 12/08/2003 to 12/19/2003

0

50

100

150

200

250

300

350

400

450

500

12/07/03 12/09/03 12/11/03 12/13/03 12/15/03 12/17/03 12/19/03 12/21/03

Time (days)

(um

ol/m

2 /s)

(L-R) Matt Smith, Andrew Pott, and Craig Merchant (with hand held anemometer) complete weather station installation at Lyndon Town School.

Hourly Temperature at Lyndon Town Schoolfrom 12/08/2003 to 12/19/2003

-30

-25

-20

-15

-10

-5

0

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10

15

12/07/03 12/09/03 12/11/03 12/13/03 12/15/03 12/17/03 12/19/03 12/21/03

Time (day)

Te

mp

era

ture

(C

)

Soil Low Level (0.31 m) High Level (2.1 m)

Wind Speed and Direction at Lyndon Town School from 12/08/2003 to 12/19/2003

0.000

2.000

4.000

6.000

8.000

10.000

12.000

14.000

16.000

18.000

20.000

12/07/03 12/09/03 12/11/03 12/13/03 12/15/03 12/17/03 12/19/03 12/21/03

Time (days)

Win

d S

pe

ed

(M

PH

)

0

30

60

90

120

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180

210

240

270

300

330

360

Win

d D

ire

ctio

n (

de

g.)

Wind Speed Maximum Gust Wind Direction

N

S

SW

W

NW

E

SE

NE

N

Analyzed Data Output


Student Reaction

and Results

“It’s all Good!”

- 7th grade student and OMAHA Program participant

“Putting up the weather station,”...was the most interesting and enjoyable thing about this program.

- Matt Smith 7th grade student and OMAHA Program participant

“I liked making the graphs and being outside”

- Andrew Pott 7th grade student and OMAHA Program participant


Information Attainment


Curriculum, Standards &

Multidisciplinary Crossover

Subject OMAHA Module

NSES Standards

Environmental/Earth Science

• Weather and Climate • Landscape and Natural History • Topographic maps, weather maps,

and spatial relationships

1 – 3

Program Standard D- o Gives students access to appropriate and sufficient resources.

Quality teachers, time, materials and equipment.

Content Standard A- o Students should be provided opportunities to be engaged in full and

partial inquiry. Practice in questioning, gathering evidence, designing an investigation aids in answering a specific question.

Content Standard D- o Students should have a notion of the structure of the earth

system, earth history, and the earth in relation to the solar system. Specifically the four major components should be addressed: o Geosphere o Hydrosphere o Atmosphere o Biosphere

Math and Computer Skills

• Data processing/Interpretation • Number averaging, summation, and

smoothing • Formula use and time series analysis • Reporting and concluding through graphing

3 – 4

Program Standard C- o The science program should be coordinated with mathematics,

enhancing students’ use and understanding of mathematics.


Quality teachers, time, materials and equipment.

Content Standard A- o Students should be provided opportunities to be engaged in full and

partial inquiry. Where practice in questioning, gathering evidence, designing an investigation aids in answering a specific question.

Content Standard B- o Students comprehend the properties of changing matter,

motions and forces as well as the transfer of energy.

Technical Skills

• GPS use and mapping • Electronics and wiring • Records and internet communication

1 – 4


Quality teachers, time materials and equipment.

Content Standard E- o Students should have an understanding of technological

design, and a comprehension of science and technology.


More Curriculum, Standards &

Multidisciplinary Crossover

Subject OMAHA Module

Vermont’s Framework of Standards

Environmental/Earth Science

• Weather and Climate • Landscape and Natural History • Topographic maps, weather maps,

and spatial relationships

1 – 3

UNIVERSE, EARTH AND ENVIRONMENT 7.11 Systems 7.12 Matter, Motion, Forces and Energy 7.15 Theories, Systems Forces-

o Record and observe earth forces as a dynamic system o Identify and explain interrelations of forces on the earth

Math and Computer Skills

• Data processing/Interpretation • Number averaging, summation, and

smoothing • Formula use and time series analysis • Reporting and concluding through graphing

3 – 4

INQUIRY, EXPERIMENTATION AND THEORY 7.1 Scientific Method- Use the scientific method to describe and investigate questions.

o Generate alternative explanation o Inquiry through experimental design

7.2 Investigations- o Collect data that can be verified o Describe results that answer initial questions

MATHEMATIC UNDERSTANDING 7.9 Statistical and Probability Concepts 7.10 Mathematic Problem Solving Skills

COMMUNICATION 1.8 Procedures 1.10 Reports

Technical Skills

• GPS use and mapping • Electronics and wiring • Computer/internet communication

1 – 4

INFORMATION TECHNOLOGY 1.18 Information Technology 1.19 Research


Wind Speed and Direction at Lyndon Town School from 12/08/2003 to 12/19/2003

0.000

2.000

4.000

6.000

8.000

10.000

12.000

14.000

16.000

18.000

20.000

12/07/03 12/09/03 12/11/03 12/13/03 12/15/03 12/17/03 12/19/03 12/21/03

Time (days)

Win

d S

pe

ed

(M

PH

)

0

30

60

90

120

150

180

210

240

270

300

330

360

Win

d D

ire

ctio

n (

de

g.)

Wind Speed Maximum Gust Wind Direction

N

S

SW

W

NW

E

SE

NE

N

Module 1Hand observations Data collection

+Module 4Data collection/compilationGraphical analysis and chart making

+Module 3Station installation, Site description continued hand obs. and measurements

+

=

Module 2Data recording and processing Weather station sighting


Evaluation and Assessment

Performance Indicators Evidence

Following Directions

Measuring and recording data Measurements are reasonably accurate and include correct units

Planning Student Organize work

Elegance of approach Students invent sophisticated way of collecting recording or reporting observations

Quality of observation Observations are appropriate to the task complete, accurate and have some basis in scientific understanding

Behavior in the face of Adversity

The student seeks help and does not panic if instruments malfunction or if something breaks. The students looks for the best solution and proceeds to continue task


Conclusion • The four modules and associated activities in the

OMAHA program directly apply to national and Vermont standards

• Inquiry based and external hands on learning directly and indirectly fosters scientific principles and the understanding science

• The OMAHA program is fun! Students learn about things that change within the minute-to-second time scales, what forces cause them and what instruments measure them

• This application of data usage and analysis is open ended and can grow with analysis and comparison to other data sets and sites. The possibilities are limitless!


Where do we go from here? Build a resource that extends beyond the school

walls

• Try to involve modules or variations of them as tools used in specific learning activities in schools and around the community

• Expand measurement capabilities and sites with more than one portable station with potential cooperation from:

• Other Schools• Businesses • Municipalities• Organizations

• I am willing to work together with teachers, and administrators with this program to try to:

• Balance the breadth of topics that mandates and standards produce

• Adapt and change to meet knowledge base and abilities

• Assess and evaluate student performance based on observations and concrete evidence

• Seek external funding and capital investment sources that could absorb the programs logistical costs and fees allowing the program to be implemented and shared equally at various schools


Start Simple and Small..

Grow big with learning!


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O bservations & M easurements through A utomatic & H ands on A nalysis

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