Climate CHAOS Mesuering weather

Measuring weather.

Definitions:

1.  Anemometer:
2. Beaufort wind scale:

MATERIALS

1. Tape 
2. Disks
3. Wooden Sticks
4. Pencil
5. Pin

STEPS

1. Crist Cross the sticks   
2. Tape them together
3. Get the Disks on the end of the sticks
4. Tape the Disks an the sticks together
5.  Add the pin on the one of the corners Because it wont go in the center
6.   
7. 
   

Groups size: 5 
Roles:

• Timekeeper
• Counter
• Recorder
• Anemometer Manager
• Wind Manager

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the time keeper says "Go", the counter in each group will count how many times the marked cup passes them in one minute and write it down.
3. Repeat the above step four (4) times and record the number of spins on the chart.

FINDINGS

• Record how many times it spins and record it in the table below.

• You will need to time them and count the number of spins.

	Place name on school grounds	Number of Spins in 15 seconds
1.	HHS SCHOOL FEILD	1
2.	OLD J BLOCK	1
3.	SMALL HILL	1
4.	COURT	2

CONCLUSION: The court is full of wind but not to much so there is 2 spins while the rest are an open space so they have 1 spin

Wind

Beaufort Wind Scale

Beaufort Force	Wind Speed (KPH)	Spins	Indicators	Terms Used in NWS Forecasts
0	0-2	0	Calm; smoke rises vertically.	Calm
1	2-5	10	Shown by direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	Wind felt on face, leaves rustle; ordinary vanes moved by wind.	Light
3	13-20	80	Leaves and small twigs in constant motion; wind extends light flag.	Gentle
4	21-29	130	Raises dust and loose paper; small branches are moved.	Moderate
5	30-39	190	Small trees in leaf begin to sway; crested wavelets form on inland waters.	Fresh
6	40-50	250	Large branches in motion; whistling heard in telephone wires; umbrellas used with difficulty.	Strong
7	51-61	320	Whole trees in motion; inconvenience felt walking against the wind.	Strong
8	62-74	390	Breaks twigs off trees; generally impedes progress.	Gale
9	75-87	470	Slight structural damage.	Gale
10	88-101	550	Seldom experienced inland; trees uprooted; considerable structural damage occurs.	Whole gale
11	102-116	640	Very rarely experienced inland; accompanied by widespread damage.	Whole gale
12	117 or more	730+	Very rarely experienced; accompanied by widespread damage.	Hurricane

Inferring

We are learning how to infer meaning when we read. Sometimes when people write stories the don't tell us everything we need to know. Sometimes we need to find clues, or we might need to use our prior knowledge, to help us understand the full story.

For example someone might say that they have a cat called Garfeild and that they want to buy some special socks for Garfeild.I know that cats have 4 legs so I can also tell that we need to buy 4 socks This is called inferrd 

We can successfully infer by using the following strategies:
 Give examples of literal information gained from the text
 Give examples of inferential information gained from the text
 Recognise and discuss the links between 2 or more ideas that have led to an inference
being made
 Use our prior knowledge to help us infer
 Describe what an inference is
 Ask and answer questions about the information we have inferred
 Ask and answer inferential questions
 Explain what we inferred and how we came to make these inferences
 Explain the difference between something stated explicitly (right there on the page)
and something stated implicitly (not stated but a strong hunch)
 Identify and discuss the clues that helped us infer, e.g: a single word, a group of
words, the use of punctuation, the use of repetition, onomatopoeia, simile, metaphor,
the use of bold or italic font.

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