A Concise Study Guide for the Weather Merit Badge
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How the Ocean Affects Weather & Climate
Ocean in Motion 6: How does the Ocean Change Weather and Climate? A. Overview 1. The Ocean in Motion -- Weather and Climate In this program we will tie together ideas from previous lectures on ocean circulation. The students will also learn about the similarities and interactions between the atmosphere and the ocean. 2. Contents of Packet Your packet contains the following activities: I. A Sea of Words B. Program Preparation 1. Focus Points OThe oceans and the atmosphere are closely linked 1. the sun heats the atmosphere as well as the oceans 2. water evaporates from the ocean into the atmosphere a. forms clouds and precipitation b. movement of any fluid (gas or liquid) due to heating creates convective currents OWeather and climate are two different things. 1. Winds a. Uneven heating and cooling of the atmosphere creates wind b. Global ocean surface current patterns are similar to global surface wind patterns c. wind patterns are analogous to ocean currents 2. Four seasons OAtmospheric motion 1. weather and air moves from high to low pressure areas 2. the earth's rotation also influences air and weather patterns 3. Atmospheric winds move surface ocean currents. ©1998 Project Oceanography Spring Series Ocean in Motion 1 C. Showtime 1. Broadcast Topics This broadcast will link into discussions on ocean and atmospheric circulation, wind patterns, and how climate and weather are two different things. a. Brief Review We know the modern reason for studying ocean circulation is because it is a major part of our climate. We talked about how the sun provides heat energy to the world, and how the ocean currents circulate because the water temperatures and densities vary. -
Weather and Climate: Changing Human Exposures K
CHAPTER 2 Weather and climate: changing human exposures K. L. Ebi,1 L. O. Mearns,2 B. Nyenzi3 Introduction Research on the potential health effects of weather, climate variability and climate change requires understanding of the exposure of interest. Although often the terms weather and climate are used interchangeably, they actually represent different parts of the same spectrum. Weather is the complex and continuously changing condition of the atmosphere usually considered on a time-scale from minutes to weeks. The atmospheric variables that characterize weather include temperature, precipitation, humidity, pressure, and wind speed and direction. Climate is the average state of the atmosphere, and the associated characteristics of the underlying land or water, in a particular region over a par- ticular time-scale, usually considered over multiple years. Climate variability is the variation around the average climate, including seasonal variations as well as large-scale variations in atmospheric and ocean circulation such as the El Niño/Southern Oscillation (ENSO) or the North Atlantic Oscillation (NAO). Climate change operates over decades or longer time-scales. Research on the health impacts of climate variability and change aims to increase understanding of the potential risks and to identify effective adaptation options. Understanding the potential health consequences of climate change requires the development of empirical knowledge in three areas (1): 1. historical analogue studies to estimate, for specified populations, the risks of climate-sensitive diseases (including understanding the mechanism of effect) and to forecast the potential health effects of comparable exposures either in different geographical regions or in the future; 2. studies seeking early evidence of changes, in either health risk indicators or health status, occurring in response to actual climate change; 3. -
Winter 2020/2021 Volume 18
NATIONAL WEATHER SERVICE GREEN BAY Winter 2020/2021 Volume 18 Lake Michigan water levels remain near record highs BY: mike cellitti Inside this issue: In December 2012 and January 2013, the Lake Michigan-Huron basin (Lake Michigan and Lake Huron are treated as one lake from a hydrologic perspective) East River Watershed 3 Resiliency Project observed record low water levels, making it the 14th consecutive year of below normal water levels. These record low water levels garnered national attention 2020-21 Winter Forecast 4 raising concerns for the shipping industry, climate impacts, and the long-term future Ambassador of Excellence 6 of the Great Lakes water levels. Since this minimum in water levels 6 years ago, Lake Kotenberg Joins NWS 7 Michigan-Huron has been on the rise, culminating in record high water levels for much of this year (Figure 1). In fact, Lake Michigan-Huron set monthly mean record Severe Weather Spotters 7 high water levels from January to August, peaking in July at greater than 3 inches Thank You Observers! 8 above the previous record. Word Search 9 The water level on the Great Lakes can fluctuate on a monthly, seasonal, and annual basis depending upon a variety of factors including the amount of precipitation, evaporation, and rainfall induced runoff. Precipitation and runoff typically peak in late spring and summer as a result of snowmelt and thunderstorm activity. Although it is difficult to measure, evaporation occurs the most when cold air flows over the relatively warm waters of the Great Lakes during the fall and winter months. East River The record high water levels of Lake Michigan-Huron are largely a result of well Flooding above normal precipitation across the basin over the past 5 years. -
USING a LIGHTNING SAFETY TOOLKIT for OUTDOOR VENUES Charles C
USING A LIGHTNING SAFETY TOOLKIT FOR OUTDOOR VENUES Charles C. Woodrum Meteorologist National Weather Service, NOAA Pittsburgh, Pennsylvania Donna Franklin Office of Climate, Water, and Weather Services National Weather Service, NOAA Silver Spring, Maryland _________________________ Abstract guidelines that are used as a template for creating a new plan or enhancing an existing plan. The toolkit The threat of fatal lightning strikes at outdoor was developed within the framework of NCAA venues continues to be a pressing concern for event Guideline 1d. The NWS used plans from the managers. Several delays were documented in 2010 University of Tampa, the University of Maryland, and and 2011 in which spectators did not have enough time Vanderbilt University along with guidance from to evacuate, or chose to wait out delays in unsafe emergency management at the University of locations. To address this issue, the National Weather Tennessee and Florida State University as assistance Service (NWS) developed a lightning safety toolkit and to develop the toolkit. recognition program to help meteorologists work with venue officials to encourage sound and proactive Guidelines established for venue decisions when thunderstorms threaten their venue. management include: redundant data reception sources; effective decision support standards; 1. Introduction and Background multiple effective communication methods; a public notification plan; protection program with shelters; and Every year, hundreds of outdoor venue education of staff and patrons. The toolkit template managers are challenged to determine when an event safety plan helps venues meet these guidelines by delay is necessary due to thunderstorm hazards. In providing steps to follow before, during, and after the 2000, “ninety-two percent of National Collegiate Athletic event. -
Snowflake Shapes Activity
Primary Sources in the Classroom Smithsonian Institution Archives Wilson A. “Snowflake” Bentley Institutional History Division Snowflake Shape Activity siarchives.si.edu WILSON A. BENTLEY: SNOWFLAKE SHAPE ACTIVITY Objectives: Students will learn about how snowflakes form and the types of shapes that snowflakes are composed of. They will practice observational and comparison skills. They will identify snowflake types based on their shape. Time: 45 – 65 minutes (Adjust Time As Needed) ‐ introduction, (suggested: 15 20 minutes) ‐ study snowflake shapes outside, (suggested: 20 minutes) – if snow is falling ‐ study snowflake shapes inside, (suggested: 10 minutes) ‐ examine snowflakes and classify them by their shapes, (suggested: 1015 minutes) Skills: Observation, Knowledge of basic shapes, Compare and contrast Content Area: Science, Art Materials: To study real snowflakes out of doors: ‐ cardboard, 8 x 10, one for every four students ‐ sheet of black felt or velvet, 8 x 10, one for every four students ‐glue ‐ magnifying glasses Classroom project: (contained below) ‐ snowflake type chart ‐ unidentified snowflake images answer sheet (2 sheets) Grade Level: Grades 3‐6 Historical Overview: For over forty years, Wilson “Snowflake” Bentley (1865‐ 1931) photographed thousands of individual snowflakes and perfected the innovative photomicrographic technique. His photographs and publications provide valuable scientific records of snow crystals and their many types. Five hundred of his snowflake photos now reside in the Smithsonian Institution Archives, donated by Bentley in 1903 to protect against “all possibility of loss and destruction, through fire or accident.” © Jericho Historical Society 1 Primary Sources in the Classroom Smithsonian Institution Archives Wilson A. “Snowflake” Bentley Institutional History Division Snowflake Shape Activity siarchives.si.edu Wilson A. -
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE FORECASTING CALIFORNIA THUNDERSTORMS a Thesis Submitted in Partial Fulfillment of the Re
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE FORECASTING CALIFORNIA THUNDERSTORMS A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in Geography By Ilya Neyman May 2013 The thesis of Ilya Neyman is approved: _______________________ _________________ Dr. Steve LaDochy Date _______________________ _________________ Dr. Ron Davidson Date _______________________ _________________ Dr. James Hayes, Chair Date California State University, Northridge ii TABLE OF CONTENTS SIGNATURE PAGE ii ABSTRACT iv INTRODUCTION 1 THESIS STATEMENT 12 IMPORTANT TERMS AND DEFINITIONS 13 LITERATURE REVIEW 17 APPROACH AND METHODOLOGY 24 TRADITIONALLY RECOGNIZED TORNADIC PARAMETERS 28 CASE STUDY 1: SEPTEMBER 10, 2011 33 CASE STUDY 2: JULY 29, 2003 48 CASE STUDY 3: JANUARY 19, 2010 62 CASE STUDY 4: MAY 22, 2008 91 CONCLUSIONS 111 REFERENCES 116 iii ABSTRACT FORECASTING CALIFORNIA THUNDERSTORMS By Ilya Neyman Master of Arts in Geography Thunderstorms are a significant forecasting concern for southern California. Even though convection across this region is less frequent than in many other parts of the country significant thunderstorm events and occasional severe weather does occur. It has been found that a further challenge in convective forecasting across southern California is due to the variety of sub-regions that exist including coastal plains, inland valleys, mountains and deserts, each of which is associated with different weather conditions and sometimes drastically different convective parameters. In this paper four recent thunderstorm case studies were conducted, with each one representative of a different category of seasonal and synoptic patterns that are known to affect southern California. In addition to supporting points made in prior literature there were numerous new and unique findings that were discovered during the scope of this research and these are discussed as they are investigated in their respective case study as applicable. -
Geographical Influences on Climate Teacher Guide
Geographical Influences on Climate Teacher Guide Lesson Overview: Students will compare the climatograms for different locations around the United States to observe patterns in temperature and precipitation. They will describe geographical features near those locations, and compare graphs to find patterns in the effect of mountains, oceans, elevation, latitude, etc. on temperature and precipitation. Then, students will research temperature and precipitation patterns at various locations around the world using the MY NASA DATA Live Access Server and other sources, and use the information to create their own climatogram. Expected time to complete lesson: One 45 minute period to compare given climatograms, one to two 45 minute periods to research another location and create their own climatogram. To lessen the time needed, you can provide students data rather than having them find it themselves (to focus on graphing and analysis), or give them the template to create a climatogram (to focus on the analysis and description), or give them the assignment for homework. See GPM Geographical Influences on Climate – Climatogram Template and Data for these options. Learning Objectives: - Students will brainstorm geographic features, consider how they might affect temperature and precipitation, and discuss the difference between weather and climate. - Students will examine data about a location and calculate averages to compare with other locations to determine the effect of geographic features on temperature and precipitation. - Students will research the climate patterns of a location and create a climatogram and description of what factors affect the climate at that location. National Standards: ESS2.D: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. -
A Field Guide to Falling Snow
Basic Snowflake Forms (from SnowCrystals.com) Although no two snowflakes are exactly alike, snow crystal forms usually fall into several broad categories. You can find a more descriptive guide in the book – The Snowflake: Winter’s Secret Beauty. Stellar Dendrites Dendrite means "tree-like", which describes the multi-branched appearance of these snow crystals. Stellar dendrites have six symmetrical main branches and a large number of randomly placed sidebranches. They can also be large, perhaps 5mm in diameter. Although they have complex shapes, each stellar dendrite is a single crystal of ice. The molecular ordering of the water molecules is the same from one side of the crystal to the other. Sectored Plates What identifies these crystals are the numerous ice ridges that seem to divide the plate-like arms into sectors -- hence the name. Like the stellar dendrites, sectored plates are flat, thin slivers of ice that grow into in a stunning diversity of complex shapes. Hollow Columns Plate-like snow crystals get the most attention, but columnar crystals are the main constituents of many snowfalls. The columns are hexagonal, like a wooden pencil, and they often form with conical hollow features in their ends. Needles Columnar crystals can grow so long and thin that they look like ice needles. Sometimes the needles contain thin hollow regions, and sometimes the ends split into additional needle branches. Spatial Dendrites Not all snowflakes form as thin flat plates or slender columns. Spatial dendrites are made from many individual ice crystals jumbled together. Each branch is like one arm of a stellar crystal, but the different branches are oriented randomly. -
ESSENTIALS of METEOROLOGY (7Th Ed.) GLOSSARY
ESSENTIALS OF METEOROLOGY (7th ed.) GLOSSARY Chapter 1 Aerosols Tiny suspended solid particles (dust, smoke, etc.) or liquid droplets that enter the atmosphere from either natural or human (anthropogenic) sources, such as the burning of fossil fuels. Sulfur-containing fossil fuels, such as coal, produce sulfate aerosols. Air density The ratio of the mass of a substance to the volume occupied by it. Air density is usually expressed as g/cm3 or kg/m3. Also See Density. Air pressure The pressure exerted by the mass of air above a given point, usually expressed in millibars (mb), inches of (atmospheric mercury (Hg) or in hectopascals (hPa). pressure) Atmosphere The envelope of gases that surround a planet and are held to it by the planet's gravitational attraction. The earth's atmosphere is mainly nitrogen and oxygen. Carbon dioxide (CO2) A colorless, odorless gas whose concentration is about 0.039 percent (390 ppm) in a volume of air near sea level. It is a selective absorber of infrared radiation and, consequently, it is important in the earth's atmospheric greenhouse effect. Solid CO2 is called dry ice. Climate The accumulation of daily and seasonal weather events over a long period of time. Front The transition zone between two distinct air masses. Hurricane A tropical cyclone having winds in excess of 64 knots (74 mi/hr). Ionosphere An electrified region of the upper atmosphere where fairly large concentrations of ions and free electrons exist. Lapse rate The rate at which an atmospheric variable (usually temperature) decreases with height. (See Environmental lapse rate.) Mesosphere The atmospheric layer between the stratosphere and the thermosphere. -
International Olympic Committee, Lausanne, Switzerland
A PROJECT OF THE INTERNATIONAL OLYMPIC COMMITTEE, LAUSANNE, SWITZERLAND. WWW.OLYMPIC.ORG TEACHING VALUESVALUES AN OLYYMPICMPIC EDUCATIONEDUCATION TOOLKITTOOLKIT WWW.OLYMPIC.ORG D R O W E R O F D N A S T N E T N O C TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT A PROJECT OF THE INTERNATIONAL OLYMPIC COMMITTEE, LAUSANNE, SWITZERLAND ACKNOWLEDGEMENTS The International Olympic Committee wishes to thank the following individuals for their contributions to the preparation of this toolkit: Author/Editor: Deanna L. BINDER (PhD), University of Alberta, Canada Helen BROWNLEE, IOC Commission for Culture & Olympic Education, Australia Anne CHEVALLEY, International Olympic Committee, Switzerland Charmaine CROOKS, Olympian, Canada Clement O. FASAN, University of Lagos, Nigeria Yangsheng GUO (PhD), Nagoya University of Commerce and Business, Japan Sheila HALL, Emily Carr Institute of Art, Design & Media, Canada Edward KENSINGTON, International Olympic Committee, Switzerland Ioanna MASTORA, Foundation of Olympic and Sport Education, Greece Miquel de MORAGAS, Centre d’Estudis Olympics (CEO) Universitat Autònoma de Barcelona (UAB), Spain Roland NAUL, Willibald Gebhardt Institute & University of Duisburg-Essen, Germany Khanh NGUYEN, IOC Photo Archives, Switzerland Jan PATERSON, British Olympic Foundation, United Kingdom Tommy SITHOLE, International Olympic Committee, Switzerland Margaret TALBOT, United Kingdom Association of Physical Education, United Kingdom IOC Commission for Culture & Olympic Education For Permission to use previously published or copyrighted -
Weather and Climate Science 4-H-1024-W
4-H-1024-W LEVEL 2 WEATHER AND CLIMATE SCIENCE 4-H-1024-W CONTENTS Air Pressure Carbon Footprints Cloud Formation Cloud Types Cold Fronts Earth’s Rotation Global Winds The Greenhouse Effect Humidity Hurricanes Making Weather Instruments Mini-Tornado Out of the Dust Seasons Using Weather Instruments to Collect Data NGSS indicates the Next Generation Science Standards for each activity. See www. nextgenscience.org/next-generation-science- standards for more information. Reference in this publication to any specific commercial product, process, or service, or the use of any trade, firm, or corporation name See Purdue Extension’s Education Store, is for general informational purposes only and does not constitute an www.edustore.purdue.edu, for additional endorsement, recommendation, or certification of any kind by Purdue Extension. Persons using such products assume responsibility for their resources on many of the topics covered in the use in accordance with current directions of the manufacturer. 4-H manuals. PURDUE EXTENSION 4-H-1024-W GLOBAL WINDS How do the sun’s energy and earth’s rotation combine to create global wind patterns? While we may experience winds blowing GLOBAL WINDS INFORMATION from any direction on any given day, the Air that moves across the surface of earth is called weather systems in the Midwest usually wind. The sun heats the earth’s surface, which warms travel from west to east. People in Indiana can look the air above it. Areas near the equator receive the at Illinois weather to get an idea of what to expect most direct sunlight and warming. The North and the next day. -
WOIS - Meteorologists
WOIS - Meteorologists http://www.wois.org/use/occs/viewer.cfm?occnum=100014 University of Washington Libraries Meteorologists Occupational Summary At a Glance Meteorologists study the earth's atmosphere and the ways it affects our environment. Many of them forecast Not all forecast the the weather. weather Many specialize in Have you ever wondered why hurricanes receive names? The reason is actually quite simple: there is often one area more than one at a time. Hurricanes can also take days to travel over the ocean, gaining or losing strength. By May work overtime naming them, meteorologists can track them without confusion. They don't waste time coming up with new during weather names, however. Instead, meteorologists use a list of pre-selected names. Only when a storm is particularly big emergencies do they retire a name. Thus, there will never be another Hurricane Andrew or Hurricane Fifi, although there Have good research may be more hurricanes just as powerful. and communication The atmosphere consists of all the air that covers the earth. It also contains the water vapor that turns into rain skills and snow. Meteorologists study what the atmosphere is made of and how it works. They also see how it affects Have at least a the rest of our environment. bachelor's degree Meteorologists usually specialize in one area. Weather forecasting is the best known of these. Meteorologists who forecast the weather are called operational meteorologists. They identify and interpret weather patterns to predict the weather. They try to predict what the weather will be like for a week, a month, or several years.