![]() ![]() ![]() Some people have died while using the phone when lightning struck a nearby telephone pole.) (DO NOT have the students contact one another during a thunderstorm unless it is by cell or cordless phone. On a map of your local area, plot the student's homes and by triangulation, determine the location of the strikes based upon the time and direction of occurrence at each dwelling. Then have the student compare their results with each other. For more accurate results, have the student use the second hand of watches or use stop watches.įor advanced students, during the next thunderstorm, have the class record the local time (in hours, minutes, and seconds) and direction of up to 20 cloud-to-ground lightning strikes and the time thunder was heard. However, you will quickly be able to understand the student's grasp of the concept by inquiring how many seconds they counted. Remember, the longer the time between flash and sound, the farther away the lightning is so use the thunder sounds (distant rumbles) that, by themselves, are an indication of distance.Įach time you do the procedure there will be some variability in the student's results due to inconsistent counting of the seconds. Repeat the procedure several more times but vary the time from flash to sound (two seconds, 14 seconds, etc.).Repeat the procedure but wait 15 seconds between flashing the light and playing the sound.Repeat the procedure but wait ten seconds between flashing the light and playing the sound.Have the students divide the time from the first light to hearing the sound by 5 seconds to determine the distance in miles from the lightning bolt. ![]()
0 Comments
Leave a Reply. |