UPD8

Cyclone

Learning objectives

Students will:
• Refer to particles when describing forces exerted by winds, and recognise that air has mass.
• Communicate what they learn, thus reinforcing their understanding of the model.

Try the activity

• cyclone activity
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• cyclone teachers notes
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You will need Acrobat Reader installed to open the activity sheets.

Curriculum link

11- 14 (KS3)

From September 2008
1.1a Using scientific ideas and models to explain phenomena

3.2a The particle model provides explanations for the different physical properties and behaviour of matter

Until September 2008
QCA unit 7g Particles
• Describe the movement and arrangements of particles to explain phenomena.

Running the activity

Ask students what they know about Bangladesh and any news they have heard recently. Do they know why so many people have died? Why do cyclones occur and why are they so damaging? How would they feel if they lost their home/school to such a disaster? (For those who haven't heard anything about this, show/project the BBC News Online reports, given below).

Most people think that water is the only cause of the devastation, because of the associated flooding:
'There is a brick road, that has been completely destroyed by the water. Bricks were removed and thrown away - such was the power of the water.' (BBC News).

But the wind is actually to blame:
'The wind was very strong and the damage is huge. Lots of houses in the village were damaged too.' (BBC News)

Then display pages 1 and 2. These are a news bulletin about the recent cyclone in Bangladesh. Only outline scientific information is included here. Point out the task at the bottom of page 2. Tell students that the questions and information on page 3 will guide them in preparing their TV piece. Ask them to use examples and props, if possible, to bring their piece to life.

Notes:
• Cyclones occur in the Southern Pacific and Indian Ocean. In the Western Pacific they are known as typhoons, and in the Eastern Pacific they are known as hurricanes. Tropical cyclones, such as Sidr which hit the south-east coastline of Bangladesh, spiral anticlockwise producing violent winds speeding at 240 km/hour, torrential rain and storm surges (high waves pushed towards the shore by the wind) higher than a metre, which leads to heavy flooding. This leads to contaminated drinking water and the spread of water-borne diseases. The science correspondent mentions wind and students should be aware that whilst the majority of damage is caused by water, the actual culprit is the wind. But how does the air wreak such havoc?

• You will need to either provide them with approximate values for the classroom dimensions or ask them to guess or measure it themselves.

• Page 3 describes fast moving air and its effects and develops students' concept of particles, air having a mass, and the force exerted by a cyclone using visualisation processes. When imagining air particles, perhaps the students could close their eyes whilst you read this section out to them.

• If you have time, consider showing students one of the 'Look Around You' (e.g. http://www.youtube.com/watch?v=7LqYBncyKpM ) clips as an example of a bad science show. How would they ensure accuracy and improve their own presentation to gain the trust of the public?

Web links

News links

National Geographic

Useful resource of pictures and information for presentations and students can set up their own cyclones

USA government

Data relating to the most recent hurricanes

BBC weather

Stories on Cyclone Sidr, with useful links

BBC news

Another story on Cyclone Sidr with useful links

BBC news

Striking pictures of the results of Cyclone Sidr

Australia government

What is a cyclone? – useful summary information

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