Teachers’ notes – Weather and forces

Synopsis

This activity invites learners to consider the forces that might be associated with the weather. Through video clips they explore the movement of clouds and wind measuring instruments. Learners design their own device for measuring wind speed and plan enquiries in which they could use it.

They consider the impacts caused of strong winds and snowy conditions. Learners consider the potential risks caused by adverse weather conditions and explore how people deal with them and how they might be minimised.

Curriculum links

How things work:

2.forces of different kinds, e.g. gravity magnetic and friction, including air resistance

3.the ways in which forces can affect movement and how forces can be compared

Skills

Communication: 1, 2 & 3

Enquiry – Planning: 2, 3, 4, 5 & 7

Enquiry – Developing: 5, 6 & 7

Enquiry – Reflecting: 5 & 6

Activities

Tab 1

/ A randomiser generates six different weather conditions – snow, wind, lightning, rain, frost and hailstones. Learners are asked to think about and discuss the forces they associate with each weather condition. Learner responses are likely to be in terms of cause and effect. The might view the weather condition as the ‘cause’ and outline the ‘effects’ that they associate with each weather condition. For example, learners might think of snow in terms of the weight of snow causing a power line or roof to collapse, or in terms of reduced friction as snow causes people to slip and vehicles to skid. Learners might be encouraged to consider the magnitude and origin of forces associated with the different conditions outlined. For example, the force of an individual hailstone can be clearly felt in comparison with a rain drop or a snow flake.

Tab 2

/ This tab provides learners with a time lapse video of moving clouds. Time lapse photography is a technique that allows relatively slow processes to be viewed as if they are happening in real time. Images or video of a process are taken at certain time intervals and then sequenced, allowing the process to be viewed over a shorter period of time. They are asked to watch the video clip and to think about and discuss how and why the clouds might be moving.

In discussion of the forces learners should consider both the horizontal(wind force) and the vertical (convection force) movement of the clouds.

Tab 3

/ This tab provides learners with three video clips. They are asked to watch each of the three clips and to consider the forces acting. They should consider not only the force of the wind but also any forces that are opposing movement.

Tab 4

/ The aim of this tab is for learners to make their own instrument that measures wind speed. Paper cups, ping pong balls, straws, pins, cardboard, modelling clay and so on are examples of the types of materials that may be made available to learners for them to explore their ideas.
An internet search for ‘making wind speed measurers’ will provide several suggestions to support learners, e.g.
http://www.energyquest.ca.gov/projects/anemometer.html and

Tab 5

/ The aim of this tab is for learners to generate questions that can be investigated using the wind speed measurers produced in the previous tab.

Tab 6

/ This tab provides learners with a video clip of a storm with very high winds. Learners are asked to consider some of the effects of the forces involved. They could be encouraged to find out about the Beaufort scale for describing wind speeds.

Tab 7

/ This tab encourages observation and exploration of forces acting in practical situations. There are several examples of pushes and pulls in the video clip and gravity is acting on the people and the sledge throughout the clip. This situation draws particular attention to the force of friction.

Tab 8

/ In this tab, the randomiser generates different images of potential risks to people caused by snow and ice. Learners use their knowledge of forces to identify risks and highlight how they might be minimised.

Tab 9

/ Learners use their knowledge of forces to identify and explain the preventative actions illustrated in the images of snow chains, road gritting and snow clearing.

Background information

Information relating to Tab 7:

Friction can be thought of as the force that opposes motion. The friction between two surfaces moving across each other at speed will generate heat – hence the need for things like oil being used to reduce friction and water being used to keep things cool. However, in terms of practical living for people and other animals the presence of friction is essential. Without friction simple activities like walking and picking things up would be extremely difficult.

Unit 3.2.3 teachers’ notes – Weather and forces1