SEYS 753 Grant Proposal- Making Weather Real for Earth Science Students
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Rich Barkan Grant Proposal: Making Weather Real for Earth Science Students
Overall Goal: Purchase an advanced hand-held weather station, allowing raw data collection across a broad range of weather factors.
Use of the weather station will give the students hands-on experience measuring weather conditions, giving students the opportunity to participate and contribute to the class.
Specific skills are outlined below with usage plans
Budget - Amount requested and materials you wish to purchase
- Kestrel 4500 Weather Meter $ 299.00
(Shipping is free)
Total with NY State Sales tax is $ 324.04
- Manufacturer / Vendor:
2240 Greer Blvd
Sylvan Lake, MI 48320
The Kestrel 4500 Handheld weather station and wind meter measures Heading (true & magnetic), Wind direction, Crosswind, Headwind/tailwind, Altitude, Pressure trend, Barometric pressure, Wet bulb temperature, Relative humidity in %,Heat stress index , Dewpoint, Wet bulb temperature, Density altitude, Wind chill, Air, water, and snow temperature °F or °C, Current, Average, and maximum air velocity
Kestrel 4500 Features for class activities and projects include Data Logging, Minimum, Maximum and Average values, Data charting
Procedure - How will you carry out your project?
Daily readings will begin from first day of classes
o Train all students on use of equipment – bring class out of building, building bond with real world tasks from the beginning
o Inquiry Activity - Have students gather data and determine how to make use of it
o Collaborative project among Earth science classes (as most classes do not meet every day due to block scheduling.
o Students will develop individual class data sets to track and analyze weather, with data gathering occurring among all classes (three freshman classes and one senior class)
What will the students do with the resources you have requested?
Activities will include
o The weather station would allow various data collection activities and skills to be engaged in regularly. Daily data collection can be achieved by pairs of students
o Year-round data collection: Allowing the student to see recognize patterns; short and long-term trends for all areas of weather data, comparison of their data to NWS measurements
o Microclimates: Measuring conditions in certain areas of the school campus, allowing students to gather microclimate data on the effects of angle of temperatures, wind speeds and directions to map out small-scale systems, insolation, dewpoint, relative humidity
o Storm Tracking: Real time tracking off approaching weather systems and comparison of data collected to real-time satellite and radar imagery.
o Predictions: long term analysis of data allows predictions to be made about short and long term conditions
o Predictions vs. Results: Comparing actual data to predictions models how scientists work with climate models, building their skills at understanding and modeling systems.
o For Seniors, related activities will include commuting/driving considerations as well as college decisions based on their understanding of weather.
Evaluation: How will you determine whether your project is successful or not?
o Student reports and tracking data will be compared among classes
o Student knowledge will be evaluated through multiple assessments: data logs, reports, predictions, presentations, and formal assessments including quizzes, exams, lab reports and Earth Science Regents exam in June
o Records will be retained year to year for trend analysis and year to year comparisons.
o Students will be more aware and more directly connected to the atmosphere and climate they live in.
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