Storms Assessment LESSON

Transcription

1 LESSON 8 Storms Assessment What will happen to the helix above a hot lamp? TERRY G. McCREA/SMITHSONIAN INSTITUTION INTRODUCTION You have now completed Storms, the first part of Catastrophic Events. After each part of this module, you will be assessed on your ability to show what you know and what you can do as it relates to natural catastrophic events. The assessment in this lesson is divided into two parts. During Part A of the assessment, you will observe a paper helix, or spiral, above a hot lamp and record your observations of the paper helix. You will be asked to describe what the helix tells you about how air moves. For Part B of the assessment, you will be asked to complete multiple-choice and shortanswer questions about tornadoes, hurricanes, ocean currents, and other weather-related events. You will review diagrams and interpret data plotted on a graph. Finally, using three weather maps, you will write a weather report and forecast the weather for your hometown. Your teacher will use the results of this assessment to determine how well you can apply the concepts, knowledge, and skills you have learned in the first part of the module. OBJECTIVES FOR THIS LESSON Review and reinforce concepts and skills from Part 1: Storms. Complete a two-part assessment of the concepts and skills addressed in Storms. Revisit and revise your concept map and brainstorming list from Lesson STC/MS C ATASTROPHIC E VENTS

2 PROCEDURE Collect one copy of Student Sheet 8.1a: Storms Assessment (Part A). Listen as your teacher describes Part A of the assessment. Watch as your teacher holds the paper helix above the lamp, as shown in Figure 8.1. Record your observations on Student Sheet 8.1a. How is the movement of the helix like the vortex of a storm? Your teacher will distribute the questions and the answer sheet for Part B of the assessment. Do not write on the sheet of questions. It will be used by other classes throughout the day. Your teacher will go over each part of the assessment with you. Begin the assessment when your teacher directs you to do so. Turn in your assessment after you have finished all the questions. MATERIALS FOR For you 1 copy of Student Sheet 8.1a: Storms Assessment (Part A) 1 copy of Student Sheet 8.1b: Storms Assessment Answer Sheet (Part B) 1 pencil with eraser For your group 1 concept map (from Lesson 1) 1 brainstorming list, What We Want To Know About Catastrophic Events (from Lesson 1) SAFETY TIP Do not touch the metal reflector on the clamp lamp while it is turned on or is cooling. STC/MS C ATASTROPHIC E VENTS 97

3 S TORMS A SSESSMENT REFLECTING ON WHAT YOU VE DONE Review your scored assessment with the teacher. Discuss with the class how you can apply what you have learned in Storms to your daily life. Answer one or more of these questions: A. What have you learned about weather that will help you in the things you do each day? B. How do you think being more informed about severe weather helps reduce the risks associated with these events? C. What are the benefits of using the NOAA Weather Radio? Look at your group concept map and brainstorming list from Lesson 1. Do you want to add anything to the list? Can you answer any of your earlier questions now? Do you have any new questions that you want to add? Figure 8.1 The setup for the paper helix 98 STC/MS C ATASTROPHIC E VENTS

4 STORMS ASSESSMENT AP/WIDE WORLD PHOTOS About Earthquakes Distressed relatives of a little girl wait for her recovery from under the rubble of the family s home. It was destroyed by an earthquake in Armenia, Colombia, in Like some of the other catastrophic events that you are studying during this module, earthquakes have had a part in shaping and reshaping the earth since long before recorded history. They do so by vibration or movement of part of the earth s surface. When an earthquake strikes, it often does so without warning. In this way it is different from a hurricane, whose path of destruction can be monitored and often predicted. Even after an earthquake has begun, there is often no way to tell how long it will last or how strong it will be. In this way it is similar to a tornado. Geologists are trying to determine the type of activity that means an earthquake is likely. This activity might include shifting of the ground surface, changes in the type of gas that comes from the ground, and changes in how the ground conducts electricity. Some people even say that changes in animal behavior are a sign of earthquake activity. As both hurricanes and tornadoes do, earthquakes create their own risks. People who live where strong earthquakes occur are at risk. They could experience personal injury, property damage, and disruption of daily life. Risks associated with earthquakes include the destruction of buildings, the breakage of gas pipes and electric lines leading to fires, and the loss of phone service and water. Earthquake hazards include STC/MS C ATA S T R O P H I C E V E N T S 99

5 STORMS ASSESSMENT AP/WIDE WORLD PHOTOS In 1994 in Los Angeles, gas from broken gas pipes burned even as water from broken water pipes flooded a street cracks and gaps in the soil, landslides, changes in the course of rivers and streams, and tsunamis. Geologists have tried to reduce the risks associated with earthquakes by mapping active faults. A fault is a fracture along a plane in the earth s crust where there has been movement. In Parkfield, California, for NOAA/DEPARTMENT OF COMMERCE after an earthquake. A tsunami flooded Hilo, Hawaii, after an earthquake struck in Alaska. (Notice the man on the pier.) This disaster led to the formation of a tsunami warning system. 100 STC/MS C ATA S T R O P H I C E V E N T S

6 STORMS ASSESSMENT CORBIS/ROGER RESSMEYER Seismologist Andrea Donnellan examines a section of the San Andreas Fault. It shifted up 38 centimeters and over 21 centimeters after an earthquake struck in Northridge, California. example, seismologists began monitoring activity along the San Andreas Fault in Between 1857 and 1966, earthquakes had occurred there every 20 years or so, almost like clockwork. By setting up sensitive equipment along the fault, scientists hoped to determine the type of activity that leads to an earthquake and to increase their chances of correctly predicting the next earthquake in Parkfield. Scientists now know where earthquakes, volcanoes, hurricanes, tornadoes, and floods occur most often. Although all of these natural hazards can bring serious risks to humans, great numbers of people continue to live in cities where such events are likely to happen. And after such disasters happen, many people build and rebuild their homes and businesses. Developing policies and programs can help reduce the risks related to public safety. These include, for example, special building codes in earthquake-prone regions and organizations such as the Federal Emergency Management Agency that teach people about the dangers of natural hazards. QUESTION Which natural catastrophic event would you like to study in greater detail? Prepare for Lesson 9 by making a list of your ideas. STC/MS C ATA S T R O P H I C E V E N T S 101