Worksheet

When the Cold Front Hit the School

Grade 6 earth science: read a school weather station log and front timing data to explain how a cold air mass replacing a warm one changed the weather.

Grade 6ScienceInteractive · Printable

Aligned toMS-ESS2-5

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Single worksheet
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1 NGSS standard
Printable answer key
10 questions
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Details

Format: Interactive · Printable
Grade: Grade 6
Subject: Science
Question types: Fill in the blank, Multiple choice, Sorting, Short answer

About this worksheet

What students practice

Students analyze temperature, humidity, pressure and wind data to find when an air mass moved in.
Students use data on a moving front to explain and predict changes in weather.

How to use

Have students highlight the biggest changes in each column of the station log before they answer. If your school has a weather station or app, compare a recent front with these data.

Curriculum

NGSS standard covered

MS-ESS2-5

Use data on moving air masses to explain how they cause changes in weather.

Preview

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Name Date

When the Cold Front Hit the School

Use weather station data to explain how moving air masses change the weather.

The station log

Read the passage and study the station log. Then answer the questions.

A Tuesday in October

1The weather club at Ridgeview Middle School, in the central United States, runs a small weather station on the roof. It records temperature, humidity, air pressure in hectopascals (hPa), and the direction the wind blows from. On Monday night, club members saw an alert on their forecast app: a cold front was moving east across the region and would reach the school on Tuesday.

2Large bodies of air called air masses take on the temperature and moisture of the places where they form. Air that sits over the warm Gulf of Mexico usually becomes warm and humid. Air that forms over central Canada in fall is usually cold and dry. Cold air is denser than warm air. When air is pushed upward, it cools, and when humid air cools, some of its water vapor can condense into clouds and rain. A front is the boundary where two air masses meet.

3On Tuesday, club member Keisha Morgan copied the station's readings every three hours. Around 4 p.m., a line of thunderstorms swept over the school with gusty wind and heavy rain for about 30 minutes. At lunch the air had felt warm and sticky, with a steady breeze from the south. By the time Keisha walked home that evening, the air felt crisp and she was glad she had brought a jacket.

4The club also checked two other weather stations on a straight east–west line through the school. Westfield is 90 km west of the school and Eastbrook is 60 km east. At each station, the club found the time when the wind suddenly turned to blow from the northwest.

Ridgeview Roof Station Log
Time	Temp (°C)	Humidity (%)	Pressure (hPa)	Wind from	Sky
Tue 9 a.m.	24	78	1008	South	Hazy sun
Tue noon	28	70	1005	South	Some clouds
Tue 3 p.m.	29	72	1002	Southwest	Dark clouds to west
Tue 6 p.m.	18	80	1006	Northwest	Light rain ending
Tue 9 p.m.	14	55	1012	Northwest	Clearing
Wed 9 a.m.	10	40	1020	North	Clear

Between which two readings did the cold front most likely pass the school?

A. Tue 3 p.m. and Tue 6 p.m.
B. Tue noon and Tue 3 p.m.
C. Tue 9 a.m. and Tue noon
D. Tue 9 p.m. and Wed 9 a.m.

By how many degrees did the temperature drop from Tue 3 p.m. to Wed 9 a.m.? °C

Sort each set of readings by the air mass over the school at that time.

24 °C, 78% humidity, wind from the south10 °C, 40% humidity, wind from the north29 °C, 72% humidity, wind from the southwest14 °C, 55% humidity, wind from the northwest

Warm, humid air mass	Cold, dry air mass

Which statement best describes the air pressure data?

A. It rose through the afternoon, then fell steadily after the front passed.
B. It went up and down at random, with no link to the change in wind.
C. It fell through the afternoon, then rose steadily after the front passed.
D. It stayed near 1008 hPa all day, then dropped sharply on Wednesday.

What best explains the thunderstorms around 4 p.m.?

A. Warm air sank toward the ground and squeezed water out of the soil.
B. The afternoon sun heated the cold air until its water vapor turned to rain.
C. The cold air mass carried rain clouds all the way from central Canada.
D. Dense cold air pushed under the humid air, which rose, cooled and formed rain.

Tracking the front

Use the front timing table and paragraph 4 to answer the questions.

Wind Turns to the Northwest (Tuesday)
Station	Location	Time of wind shift
Westfield	90 km west of school	1 p.m.
Ridgeview School	0 km	4 p.m.
Eastbrook	60 km east of school	?

How fast did the front move from Westfield to the school? km/h

If the front keeps the same speed, how many hours after it passes the school will it reach Eastbrook? hours

Based on the school's data, which weather would you predict in Eastbrook at 9 p.m. on Tuesday?

A. Cooler and drier, with wind from the northwest and pressure rising
B. About the same as at noon, since fronts lose strength as they move
C. Warmer and more humid, with wind from the south and pressure falling
D. Warmer and drier, with wind from the south and pressure rising

A student says the cold air formed right over the school during the storm. Which evidence best shows that the cold air moved in from somewhere else?

A. The humidity at the school was highest at 6 p.m., just after the rain.
B. The wind shift reached Westfield first and the school three hours later.
C. The temperature at the school rose from 9 a.m. to 3 p.m. on Tuesday.
D. The sky at the school was hazy in the morning and clear on Wednesday.

10.

Explain how moving air masses caused the weather to change at the school on Tuesday. Write a claim, give at least two pieces of evidence from the station log, and explain your reasoning.