ERTH 260: Physical Processes in the Atmosphere
SFSU, Spring 2017
Topics, Handouts, Assignments
Prof. John Monteverdi
Dept. of Earth & Climate Sciences
Links Links
Some Resources

Forecast Products

Radar and Satellite

Sounding Sources

Designed Readings Graded Assignments* Graded Quizzes*

Class Grading

Summarized in Syllabus

Inclass Excercises

Inclass Exercise 1 and Key: The Surface Weather Map (Avg. 77.0; High 99, Low 38)

Inclass Exercise 2 and Key: The Significance of the Dew Point Temperature(Avg 97.0; High 100, Low 85, Two not turned in)

Inclass Exercise 3 and Key: Introduction to Boundaries on Synoptic Charts(Avg 94.0; High 100, Low 80, Two not turned in)

Inclass Exercise 4 and Key: Inputs/Outputs/Net Change--Budget Approach to Understanding Lake Oroville Issues (100 points)(Avg 93.8; High 100, Low 75, One not turned in)

Inclass Exercise 5 and Key: Working With Weather Maps and Soundings:  Finding Pressure Features and Fronts(Avg 98.8; High 100, Low 94, One not turned in)

Inclass Exercise 6 and Key: Student Discussion of Severe Weather Outbreak of May 1, 2008 (master) (Avg 92.6; High 100, Low 84, Two Not Turned In)

Inclass Exercise 7 and Key: Working with Soundings: Relative Humidity and Mixing Ratio Lines (Avg 84.8; High 100, Low 62, One Not Turned In)

Inclass Exercise 8 and Key: Potential Temperature and Potential Density and Instability(Avg 93.6; High 100, Low 80)

Inclass Exercise 9 and Key: CAPE and Vertical Velocity(Avg 100; High 100, Low 100)

Inclass Exercise 10 and Key: Estimating Temperature Change Due to Advection(Avg 98.5; High 100, Low 95)

Inclass Exercise 11 and Key: Dine's Compensation and Forced Lofting (Avg 98.3; High 100, Low 95; 2 Not Turned In)


Not Droppable:

Inclass Exercise 12: Student Discussion of the Afternoon Meteorological Environment Associated with the Joplin Tornado (Avg 87.5; High 100, Low 0)

In-class Exercises Complete for Spring 2017


Homeworks

Homework 1 and Key: What do we need to know to understand the Joplin Tornadic Thunderstorm (Avg.89.3; High 100, Low 64, One not turned in)

Homework 2 and Key: Working with Coordinate Systems and Graph Paper (Avg.89.3; High 100, Low 44, Two not turned in)

Homework 3 and Key: Weather Maps, Weather Features, and Soundings(Avg 98.6; High 100, Low 95, Two not turned in)

Homework #4 and Key: Lofting Air Parcels and Relative Temperature Differences at a Given Level:  Environmental vs Dry Adiabatic Lapse Rate(Avg 98.9; High 100, Low 90)

Homework #5 and Key: Dry Adiabatic Lapse Rate (Avg. 96.5; High 100, Low 92, 2 Not Turned In)

Homework #6 and Key: First Law of Thermodynamics and the Dry Adiabatic Lapse Rate (Avg. 95.3; High 100, Low 65, 1 Not Turned In)

Homework #7 and Key: Isentropes and Isohumes on Thermodynamic Diagrams(Avg. 95.7; High 100, Low 90, 3 Not Turned In)

Homework #8 and Key: Radiation Budget Concepts and Thunderstorm Development(Avg. 93.8; High 100, Low 80)

Homework #8.5 and Key: Algebraic Expressions of Differences(Avg. 13.9; High 25, Low 0; 4 Not Turned In By Email or in Person)

Homework #9 and Key: Lessons from the El Reno May 31, 2013 Tornado Tragedy (Avg. 85.0; High 105, Low 20, Two Not Turned In)

Homework #10 and Key: Climate Change and Severe Thunderstorms (Avg. 98.2; High 100, Low 95, Two Not Turned In)


Not Droppable:

Homework 11 and Key: Joplin Tornado Day, May 22, 2011, Satellite and Radar Reflectivity and Storm Relative Velocity Imagery Analyses(Avg. 91.4; High 100, Low 67)

Homeworks Complete for Spring 2017

 

Quizzes

Quiz #1 and Key: Friday 10 February
(Avg. 83.9; High 100, Low 59)

Quiz #2 and Key: Friday 24 February
(Avg. 85.4; High 98, Low 66)

Quiz #3 and Key: Friday10 March
(Avg. 94.8; High 100, Low 83)

Quiz #4 and Key: Wednesday 5 April
(Avg. 84.3; High 95, Low 62)

Quiz #5 and Key: Wednesday 19 April
(Avg. 119.4; High 148, Low 96)

Quiz #6 and Key: Friday 28 April
(Avg. 77.8; High 92.5, Low 50)


Not Droppable:

Quiz #7 and Key: Friday 12 May(Avg. 111.1; High 147, Low 71)

Quizzes Complete for Spring 2017


Labs

Lab Exercise 1 and Key: Establishing the Significance of the Weather Pattern associated with the Joplin Tornado and the Effectiveness of the Forewarning (Avg. 89.6; High 98, Low70)

Lab Exercise 2 and Key: Basic Quantitative and Conceptual Problem Sovling(Avg 94.1; High 100, Low 89, Two not turned in)

Lab Exercise 3 and Key: Hypothesis Formation (Avg. 95.4; High 100, Low 86; One not turned in)

Lab Exercise 4 and Key: Understanding the Concept of the Gas Law(Avg. 95.8; High 100, Low 76)

Lab Exercise 5 and Key: Understanding the Gas Law(Avg. 95.7; High 100, Low 77)

Lab Exercise 6 and Key:Joplin Tornado Day--Relationship of Soundings to Horizontal Plots (Group Effort 100; One Not Turned In)

Lab Exercise 7 and Key: Adjusting the Gas Law for Variations in the Gas Constant Due to Water Vapor: Dry Line Example(Avg. 98.8; High 100, Low 93)

Lab Exercise 8 and Key: Working with Soundings:  Using Mixing Ratio Information and Exploration into Meaning of Instability(Avg. 94.1; High 100, Low 70)Sounding: Skew T and Stuve, and Annotated

Lab Exercise 9 and Key: Joplin Tornado Day, May 22, 2011: Weather Pattern and Thunderstorm Potential Diagnosis(Avg. 146; High 150, Low 143; Two not turned in)

Lab Exercise 10 and Key: The Hypsometric Relation(Avg. 100; High 100, Low 100, Three Not Turned In)

Lab Exercise 11 and Key: Joplin Tornado Day: Subsynoptic, Thermodynamic, and Wind Shear Setting(Avg. 386.5; High 400, Low 362)

Lab Exercise 12 and Key: Geostrophic Flow in the Atmosphere and the Ocean(Avg. 99.1, Max, 100, Low 95))


Not Droppable:

Lab Exercise 13: Portfolio and Presentations(Avg. 198.5; High 200, Low 190)

Lab Exercises Complete for Spring 2017

Class Session of Topics

Reading, Lab, In-Class Exercise or
Written Assignment

Readings are chosen carefully, and are focussed. Stull readings are more terse, advanced and quantitative...we will do some of the numerical problems in Stull.

May 10 and 12

Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

JoplinRadarReflectivitySmall

animation]


Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

Meteorological Background Needed to Understand Severe Thunderstorms Specifically But All Aspects of Synoptic and Mesoscale Meteorology Generally

Activity of the Day

  • Final Grading
    • Final Grades for each of you will arrive in your email inbox approximately Tuesday 16 May (or earlier).
    • Total Possible in Class, 1000 pts; Avg., 881.9; High 987.8; Low 658.8)
    • All work and grading sheets will be returned to you
  • Weather Discussion/Illustrations
    • Plot an X on the map where you feel you would need to be to see a tornado on Wednesday afternoon/evening (ending 02 UTC) 10 May.

      You can use any website and resources that you want, hopefully ones that we have examined this semester.

      Morning Surface Plots: ICT and ABI

      Person closest* wins! (*Determined by SPC Log of Lat/Lon tornado reports).
    • JPM: Sfc Plot and Position

Forecast Sounding for near Altus OK; CAPE and Shear; SCP; and STP; Simulated Radar

Results of Tornado Location Forecast Contest

Quizzes

  • Quiz #7 : Friday 12 May

Inclass Exercise

Inclass Exercise 12: Student Discussion of the Afternoon Meteorological Environment Associated with the Joplin Tornado (Distributed Friday 28 April; Due Friday 12 May 2017)

Homework

Homeworks Completed for Spring 2017

Laboratory

Lab Exercise 13: Portfolio and Presentations(Distributed Friday 28 April; Due Wednesday 10 May 2017)

May 3 and 5

Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

JoplinRadarReflectivitySmall

animation]


Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

Meteorological Background Needed to Understand Severe Thunderstorms Specifically

  • Principles of Mesoscale Meteorology

    Principles of Synoptic/Dynamic Meteorology

  • Activity of the Day

    Quizzes

    • Quiz #7 : Friday 12 May

    Inclass Exercise

    Inclass Exercise 11: Dine's Compensation and Forced Lofting

    Inclass Exercise 12: Student Discussion of the Afternoon Meteorological Environment Associated with the Joplin Tornado (Distributed Friday 28 April; Due Friday 12 May 2017)

    Homework

    Homeworks Completed for Spring 2017

    Laboratory

    Lab Exercise 12 and Key: Geostrophic Flow in the Atmosphere and the Ocean(Distributed Friday 28 April; Due Friday 5 May 2017)

    Lab Exercise 13: Portfolio and Presentations(Distributed Friday 28 April; Due Wednesday 10 May 2017)

     

    April 26 and 28

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

  • Principles of Mesoscale Meteorology

    Principles of Synoptic/Dynamic Meteorology

  • Activity of the Day

    Quizzes

    Inclass Exercise

    Inclass Exercise 11: Dine's Compensation and Forced Lofting

    Inclass Exercise 12: Student Discussion of the Afternoon Meteorological Environment Associated with the Joplin Tornado (Distributed Friday 28 April; Due Wednesday 11 May 2017)

    Homework

    Homework 11 and Key: Joplin Tornado Day, May 22, 2011, Satellite and Radar Reflectivity and Storm Relative Velocity Imagery Analyses(Distributed Friday 21 April; Due Friday 28 April 2017)

    Laboratory

    Lab Exercise 11 and Key: Joplin Tornado Day: Subsynoptic, Thermodynamic, and Wind Shear Setting (Distributed Friday 21 April; Due Friday 28 April 2017)

    Lab Exercise 12 and Key: Geostrophic Flow in the Atmosphere and the Ocean(Distributed Friday 28 April; Due Friday 5 May 2017)

    Lab Exercise 13: Portfolio and Presentations(Distributed Friday 28 April; Due Wednesday 10 May 2017)

     

    April 19 and 21

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

  • Principles of Mesoscale Meteorology

    Principles of Synoptic/Dynamic Meteorology

  • Activity of the Day

    Quizzes

    Inclass Exercise

    Inclass Exercise 10: Estimating Temperature Change Due to Advection (Distributed Wednesday 19 April; Due Wednesday 26 April 2017)

    Homework

    Homework 11 and Key: Joplin Tornado Day, May 22, 2011, Satellite and Radar Reflectivity and Storm Relative Velocity Imagery Analyses(Distributed Friday 21 April; Due Friday 28 April 2017)

    Laboratory

    Lab Exercise 10 and Key: The Hypsometric Relation (Distributed Friday 14 April; Due Friday 21 April 2017)

    Lab Exercise 11 and Key: Joplin Tornado Day: Subsynoptic, Thermodynamic, and Wind Shear Setting (Distributed Friday 21 April; Due Wednesday 26 April 2017)

    April 12 and 14

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specificall

  • Principles of Physical Meteorology

    Evaporation and Condensation in Nature

    Understanding the Basic Reason for Updrafts in Thunderstorms

    Principles of Mesoscale Meteorology

    Principles of Synoptic/Dynamic Meteorology

  • Activity of the Day

    Quizzes

    • Quiz #5: Wednesday 19 April

    Inclass Exercise

    Inclass Exercise 9 and Key: The Hypsometric Relation (Distributed Wednesday 12 April; Due Wednesday 19 April 2017)

    Inclass Exercise 9 and Key: CAPE and Vertical Velocity (Distributed Wednesday 12 April; Due Wednesday 19 April 2017)

    Homework

    Homework #9 and Key: Lessons from the El Reno May 31, 2013 Tornado Tragedy (Distributed Friday 7 April; Due Friday 14 April 2017)

    Homework #10 and Key: Climate Change and Severe Thunderstorms (Due Wednesday 19 April 2017)

    Laboratory

    Lab Exercise 9 and Key: Joplin Tornado Day, May 22, 2011: Weather Pattern and Thunderstorm Potential Diagnosis (Distributed Wednesday 5 April; Due Date with Presentations 14 April)

    Lab Exercise 10 and Key: The Hypsometric Relation (Distributed Friday 14 April; Due Friday 21 April 2017)

    April 5 and 7

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

    Basic Definitions

  • Principles of Physical Meteorology

    Evaporation and Condensation in Nature

    Understanding the Basic Reason for Updrafts in Thunderstorms

    Principles of Mesoscale Meteorology

    Principles of Synoptic/Dynamic Meteorology

  • Activity of the Day

    Quizzes

    Inclass Exercise

    • Inclass Exercise 8 and Key: Potential Temperature and Potential Density and Instability (Distributed Wednesday 29 March; Due Wednesday 5 April 2017)
    • Inclass Exercise 9 and Key: The Hypsometric Relation (Distributed Wednesday 5 April; Due Wednesday 12 April 2017)

    Homework

    Homework #8 and Key: Radiation Budget Concepts and Thunderstorm Development(Distributed Wednesday 29 March; Due Wednesday 5 April 2017)

    Homework #9 and Key: Lessons from the El Reno May 31, 2013 Tornado Tragedy (Distributed Friday 7 April; Due Friday 14 April 2017)

    Laboratory

    Lab Exercise 8 and Key: Working with Soundings:  Using Mixing Ratio Information and Exploration into Meaning of Instability (Distributed Wednesday 29 March; Due Wednesday 5 April 2017)

    Lab Exercise 9 and Key: Joplin Tornado Day, May 22, 2011: Weather Pattern and Thunderstorm Potential Diagnosis (Distributed Wednesday 5 April; Due Date with Presentations 12 April)

    March 29

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

    Basic Definitions

    Understanding Weather Observations

    Understanding the Basic Reason for Updrafts in Thunderstorms

  • Principles of Physical Meteorology

    Evaporation and Condensation in the Lab

    Evaporation and Condensation in Nature

    Radiation Budget

    • Impact of Water Vapor on Sounding Evolution in an airmass with uniform temperature but discontinuity in water vapor: Surface Pattern, Overlay of Morning and Afternoon Soundings for Midland (MAF) (west of Dry Line), Del Rio (DRT), and Brownsville (BRO) (east of Dry Line)and 12 h Sounding Evolution for MAF and BRO

    Portraying The Temperature and Buoyancy Structure of the Atmosphere:

     

  • Activity of the Day

    Quizzes

    • Quiz #4: Wednesday 5 April

    Inclass Exercise

    • Inclass Exercise 8 and Key: Potential Temperature and Potential Density and Instability (Distributed Wednesday 29 March; Due Wednesday 5 April 2017)

    Homework

    Homework #8 and Key: Radiation Budget Concepts and Thunderstorm Development(Distributed Wednesday 29 March; Due Wednesday 5 April 2017)

    Laboratory

    Lab Exercise 8 and Key: Working with Soundings:  Using Mixing Ratio Information and Exploration into Meaning of Instability (Distributed Wednesday 29 March; Due Wednesday 5 April 2017)

    Mar 15 and 17

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

    Basic Definitions

    Understanding Weather Observations

    Understanding the Basic Reason for Updrafts in Thunderstorms

    Principles of Physical Meteorology

     

    Activity of the Day

    Quizzes

    • Quiz #4: Wednesday 5 April

    Inclass Exercise

    • Inclass Exercise 7 and Key: Working with Soundings: Relative Humidity and Mixing Ratio Lines (Distributed Friday 15 March; Due Friday 17 March 2017)

    Homework

    Homework #6 and Key: First Law of Thermodynamics and the Dry Adiabatic Lapse Rate (Distributed Wednesday 8 March; Due Wednesday 15 March 2017)

    Homework #7 and Key: Isentropes and Isohumes on Thermodynamic Diagrams(Distributed Friday 17 March; Due Wednesday 29 March 2017)

    Laboratory

    Lab Exercise 7 and Key: Adjusting the Gas Law for Variations in the Gas Constant Due to Water Vapor: Dry Line Example (Distributed Friday 10 March; Due End of Class Friday 17 March 2017)

    Mar 8 and 10

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

    Basic Definitions

    Understanding Weather Observations

    Understanding the Basic Reason for Updrafts in Thunderstorms

    Principles of Physical Meteorology

    Activity of the Day

    Quizzes

    • Quiz #3: Friday10 March

    Inclass Exercise

    Homework

    Homework #6 and Key: First Law of Thermodynamics and the Dry Adiabatic Lapse Rate (Distributed Wednesday 8 March; Due Wednesday 15 March 2017)

    Laboratory

    Lab Exercise 7 and Key: Adjusting the Gas Law for Variations in the Gas Constant Due to Water Vapor: Dry Line Example (Distributed Friday 10 March; Due End of Class Friday 17 March 2017)

    Lab Exercise 6 and Key: Joplin Tornado Day--Relationship of Soundings to Horizontal Plots (Distributed Friday 3 March; Due End of Class Friday 10 March 2017)

    Mar 1 and 3

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Understanding Weather Observations

    Understanding the Basic Reason for Updrafts in Thunderstorms

    Principles of Physical Meteorology

    Activity of the Day

    Quizzes

    • Quiz #3: Friday10 March

    Inclass Exercise

    Inclass Exercise 6 and Key: Student Discussion of Severe Weather Outbreak of May 1, 2008 (OKC Hailstorm) (Due Friday March 3, 2017 at 11AM)

    Homework

    Homework #5:  Dry Adiabatic Lapse Rate (Distributed Wednesday 1 March; Due Wednesday 8 March 2017)

    Laboratory

    Lab Exercise 6: Joplin Tornado Day--Relationship of Soundings to Horizontal Plots (Distributed Friday 3 March; Due End of Class Friday 10 March 2017)

     

    Feb 22 and 24

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Understanding Weather Observations

    Understanding the Basic Reason for Updrafts in Thunderstorms

    Principles of Physical Meteorology

    Activity of the Day

    Quizzes

    Inclass Exercise

    Inclass Exercise 5 and Key: Working With Weather Maps and Soundings:  Finding Pressure Features and Fronts (Due Wednesday March 1, 2017 at beginning of Class)

    Homework

    Homework #4:  Lofting Air Parcels and Relative Temperature Differences at a Given Level:  Environmental vs Dry Adiabatic Lapse Rate (Distributed Wednesday 22 February; Due Wednesday 1 March 2017)

    Laboratory

    Lab Exercise 5 and Key: Understanding the Gas Law (Distributed Wednesday 1 March; Due End of Class Friday 3 March 2017)

    February 15 and 17

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

    Understanding Weather Observations

    Activity of the Day

    • New Readings for Week (Complete by Wednesday 24 Feb):
        • Stull: Chapter 2, pp. 30-32; 36-37; 39-40; 41-43; 44-45; Chapter 10, pp. 289 to top of 293
        • Vasquez: pp. 9-19
        • Primitive Equations (Gas Law, Second Law of Motion, Hydrostatic Law)
        • Derived Relationships(Poisson's Relation)

    Quizzes

    • Quiz 2: Friday 26 February

    Inclass Exercise

    In-class Exercise 4: Inputs/Outputs/Net Change--Budget Approach to Understanding Lake Oroville Issues (100 points)(Distributed Wednesday 15 February; Due Wednesday 22 February 2017)

    Inclass Exercise 5 and Key: Working With Weather Maps and Soundings:  Finding Pressure Features and Fronts (Due Wednesday Feb 24, 2017 at End of Class)

    Homework

    Homework 3: Weather Maps, Weather Features, and Soundings (Distributed Wednesday 15 February; Due Wednesday 22 February 2017)

    Laboratory

    Lab Exercise 4: Understanding the Concept of the Gas Law(Distributed Friday 17 February; Due Friday 24 February 2017)

    Lab Exercise 3: Hypothesis Formation (Distributed Friday 10 February; Due Friday 17 February 2017)

    February 8 and 10

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

    Understanding Weather Observations

    Inclass Activity of the Day

    Assignments

    Quizzes

    • Quiz #1 and Key: Friday 12 February (discussed on Wednesday 10 February)

    Inclass Exercise

    Inclass Exercise 3: Introduction to Boundaries on Synoptic Charts (Due Wednesday 15 February 2017)

    Homework

    Homework 2: Working with Coordinate Systems and Graph Paper (Distributed Friday 3 February; Due Friday 10 February 2017)

    Homework 3: Weather Maps, Weather Features, and Soundings (Distributed Wednesday 15 February; Due Wednesday 22 February 2017)

    Laboratory

    Lab Exercise 2: Basic Quantitative and Conceptual Problem Solving (Due Wednesday 8 February 2017)

    Lab Exercise 3: Hypothesis Formation (Distributed Friday 10 February; Due Friday 17 February 2017)

    February 1 and 3

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Tools Needed to Visualize and Characterize Clouds and Precipitation

    Understanding Weather Observations

    Inclass Activity of the Day

    Assignments

    Inclass Exercise 2: The Significance of the Dew Point Temperature(Due Wednesday 8 February 2017)

    Homework

    Laboratory

    • Lab Exercise 1: Establishing the Significance of the Weather Pattern associated with the Joplin Tornado and the Effectiveness of the Forewarning (Due Wednesday 1 February 2017)

    Quizzes

    • First Quiz: Friday 10 February (discussed on Wednesday 8 February)
    January 25 and 27

    Syllabus

    Introduction and Perspective

    Inquiry Based Learning Exercise: The May 22, 2011 Joplin MO Tornadic (EF-5) Thunderstorm

    JoplinRadarReflectivitySmall

    animation]


    Scientific Method as a Blueprint of General Steps to the Study of a Meteorological/Oceanographic Problem

    Background on the Event

    Storm Prediction Center Severe Weather Events Archive

    All students should purchase a cheap set of colored pencils and a cheap calculator.

    Meteorological Background Needed to Understand Severe Thunderstorms Specifically

    Meteorological Tools Needed to Visualize and Characterize Clouds and Precipitation

    Understanding Weather Observations

     

    Inclass Activity of the Day

    Assignments

    • Inclass Exercise 1: The Surface Weather Map (Due Wednesday 1 February 2017)

    Page 1/Page 2/Page 3
    Weather Observation Plot
    Inclass Exercise 1 and Surface Plot

    Quizzes

    • First Quiz: Friday 10 February (discussed on Wednesday 8 February)

    Homework

    • Homework 1: What do we need to know to understand the Joplin Tornadic Thunderstorm?(Due Wednesday 1 February 2017)

    Laboratory

    • Lab Exercise 1: Establishing the Significance of the Weather Pattern associated with the Joplin Tornado and the Effectiveness of the Forewarning (Due Wednesday 1 February 2017)