Cyclones Experiments

Exploring Florida: Teaching Resources for Science 1 of 3
Hands-On Experiments Related to Tropical Cyclones
Part I: Evaporation, Condensation, and Wind

Is hurricane rainfall salty?
Equipment:
large bowl or container filled with warm water

salt
empty ceramic cup or cup heavy enough to remain in place
plastic wrap
rubber band or tape to ensure plastic wrap seals tightly
It is the evaporation of ocean water that fuels the
thunderstorms which comprise a hurricane. When a lot of energy
is present in water, some of that energy is used to change the
phase of water from a liquid to a gas, while the rest of the
excess energy is used to speed up molecular motion and make
the water warmer. Using energy to change the phase of a
substance is called latent heat exchange, while using energy
to alter the rate of molecular motion is called sensible heat
exchange.
Once water from the ocean’s surface is evaporated, it gets lifted

upwards into the atmosphere where it loses energy and its
temperature drops. Condensation can then take place when
the air can no longer accommodate the amount of water vapor it
contains. When water vapor returns to liquid, clouds can form
and precipitation can occur.
Question: Given that ocean water is salty, and it is this

water that evaporates to form clouds and precipitation
within hurricanes, will the rain that falls from a hurricane also be salty?
Method:
1. Fill the bowl/container with warm water and add salt.

2. Place the empty cup in the center of the bowl.
3. Cover the bowl/container with plastic wrap and secure the edges with tape or a rubber band to form an airtight seal.
4. Place the container in the sun, or apply heat to the container so that energy is added to the system to encourage evaporation.
5. To ensure that condensation collects into the cup, place a small weight directly over the cup on top of the plastic wrap so that it
slopes downward like a funnel.
6. Taste the water in the cup to determine if it is salty or not.
When water evaporates, other substances within the liquid such as salt or pieces of dirt are left behind. So the water vapor that is
ascending into the hurricane to help cloud formation is free of salt (although the air may contain salt and grains of dust that are
blown about by the strong winds). This is why heavy rainfall produced by a hurricane is referred to as fresh water flooding. In
contrast, storm surges cause salty ocean water to push inland beyond the normal high tide mark, so this would be an example of salt
water flooding.
This experiment also demonstrates the processes of evaporation and condensation. At first, liquid water evaporates into the air
inside the container. However, these water vapor molecules exert a pressure within the air column. When the maximum pressure that
can be exerted in the air column is reached, evaporation can no longer occur. Saturation has been achieved and the air and dew
point temperature are equal, and relative humidity is 100%. Some of the water vapor must condense back into a liquid. When
enough condensation has taken place, the liquid droplets grow large enough to combine together and fall from the surface of the
plastic or down the sides of the bowl. This grown process also occurs in clouds. Cloud droplets are different sizes and alone, they are
so small that the uplifted air keeps them aloft. But when the bump into each other, they coalesce into larger droplets until they are
heavy enough to fall towards the Earth’s surface. This process of rain drop growth is referred to as collision-coalescence and will
happen within clouds as long as the air temperature is above freezing and water vapor continues to condensate into liquid droplets.
Part II: How hurricanes evaporate water vapor from the ocean’s
surface
Equipment:
large tray/pan to hold warm water (the water will need to be filled up to the edge)
warm water
http://fcit.usf.edu/florida/teacher/science/mod2/cyclones.experiments.html
electric fan
instrument to measure humidity (Note: A temperature/humidity pen from AmbientWeather.com works well and is easy to use.
They are available for $40-$60.)
Method:
1. Set up the empty tray on a large table.

2. Set the fan up on one side of the tray, but do not turn it on
yet.
3. Take a humidity measurement just above the empty tray.
4. Take a humidity measurement 2-3 feet "downwind" of the
empty tray.
5. Fill the tray with warm water, but do not turn on the fan yet.
6. Repeat humidity measurements above and downwind of the
tray.
7. Turn on the fan.
8. Repeat humidity measurements above and downwind of the
tray over several minutes. (Note: When moving the sensor to a
different location, you may need to wait a minute or more for it
Figure 1. Setup of Part II experiment
to adjust to the new environment.)
We saw in Part I that when liquid water is placed in a closed
container, that the processes of evaporation and condensation
will take place simultaneously once the air becomes saturated. If you were to remove the plastic covering, the water vapor molecules
could be slowly pushed upwards into the air outside of the container. This would decrease the pressure at the water’s surface and
allow more evaporation to take place without the air column reaching saturation. However, if we use wind to carry away the water
vapor molecules from above the water’s surface, even more evaporation can now take place.
Setting up the equipment and taking readings before adding water establishes the baseline conditions. The room where the
experiment is conducted may have different air temperature and humidity characteristics than another room nearby. Once warm
water is added to the tray, water will begin to evaporate into the air and the humidity measurement just above the water’s surface
will immediately begin to rise. This rise will not be immediately experienced a foot or two away from the water if the air is still.
Once the fan is turned on, humidity levels above the water surface will drop. This is because the water vapor that is now in the air
right above the liquid water is being advected, or moved horizontally away from, its original location. The humidity at the downwind
location should rise slightly. Depending on the scale of the room, the temperature and amount of moisture already present in the
room, and the scale of the water source and fan, humidity may not rise very much at the downwind location. A thin layer of moist air
is being spread out over a wide area as it travels further from the tray. But imagine 75 mph winds blowing over the vast ocean’s
surface - that moving air carries water vapor up into the atmosphere, where it condenses to form clouds and precipitation.
Part III - The Coriolis Force

Students will gain first hand experience on how they must adjust their motion when
located atop a spinning platform.
Equipment:
medium-sized rubber-coated ball (for safety)

merry-go-round
Coriolis force exists because the Earth is rotating about its axis.
Depending on where you are located on the Earth’s surface, you
experience a portion of this rotation. If you are located at one of
the poles, you experience 100% of this force because you are
aligned parallel to the axis of rotation. If you are located at the
equator, you do not experience any of this effect because you
are oriented perpendicular to the axis of rotation. Thus, Coriolis
force varies with latitude.
If looking down on the North Pole from space, the Earth rotates
counter-clockwise. This direction of rotation causes objects and
the atmosphere to be deflected towards the right. This frame of
reference is reversed in the southern hemisphere so that
deflection is to the left because the axis of rotation is moving
clockwise.
To simulate the Coriolis effect on a scale that humans can witness as they stand on the ground, a spinning platform is required.
Tossing a ball back and forth represents an object that is moving but is unattached to the spinning platform, representing an airplane
or gust of wind relative to the Earth’s surface.
Method:
1. Students should board the merry-go-round with the ball.

2. The person holding the ball should pass the ball straight towards their intended target. The platform is not moving yet.
3. The target should be able to catch the ball easily.

4. Return the ball to the original person.
5. Have someone push the merry-go-round so that it begins to rotate in a counter-clockwise direction.
6. The person holding the ball should pass the ball straight towards their intended target.
7. The ball will move along a straight path, as it did originally when the platform was not moving.
8. The target, however, will have to stretch to one side to try and catch the ball, or may not be able to reach it at all depending on
how fast the platform is moving.
9. Try to throw the ball again, but have the person aim ahead of where the target is currently located.
10. Repeat until the thrower learns how far ahead they must aim to that the target receives the ball.
11. Reverse direction of the rotation to clockwise and note that the target must reach off to the opposite side to retrieve the ball.
When the thrower aims the ball towards their target, they are aiming in the direction that the target is currently located. If the
platform does not move, this direction does not change. However, if the platform moves, the target will be in a new location by the
time the ball reaches their previous location. When the platform is rotating counter-clockwise, the ball will end up behind its intended
target (to the right). When the platform is rotating clockwise, the ball will end up behind its intended target (to the left). In order for
airplanes to land at the appropriate location, they must correct their trajectory. But winds cannot make a correction, so they are
deflected right or left depending on which hemisphere they occur in.
An animation of this exercise is available at http://www.physics.orst.edu/~mcintyre/coriolis/East_QT.html and http://www.baesi.org

/TRG/coriolis/CORIOLIS.MOV.
Exploring Florida: A Social Studies Resource for Students and Teachers

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College of Education, University of South Florida ©2005.

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Exploring Florida: Teaching Resources for Science 1 of 3

Hands-On Experiments Related to Tropical Cyclones

Part I: Evaporation, Condensation, and Wind

large bowl or container filled with warm water

Once water from the ocean’s surface is evaporated, it gets lifted

Question: Given that ocean water is salty, and it is this

1. Fill the bowl/container with warm water and add salt.

1. Set up the empty tray on a large table.

Part III - The Coriolis Force

medium-sized rubber-coated ball (for safety)

1. Students should board the merry-go-round with the ball.

3. The target should be able to catch the ball easily.

An animation of this exercise is available at http://www.physics.orst.edu/~mcintyre/coriolis/East_QT.html and http://www.baesi.org

Exploring Florida: A Social Studies Resource for Students and Teachers

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