MET 2010 - Introductory Meteorology

College of Natural Sciences

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2012 (450)

Requisites

(Prerequisite ENC 0025 and
Prerequisite REA 0017 and
Prerequisite MAT 0028) or
(Prerequisite EAP 1695 and
Prerequisite MAT 0028) or
Prerequisite appropriate scores on the college placement test.

Course Description

This course is a survey of the basic laws governing atmospheric structure, atmospheric motions, weather processes and weather systems.

Learning Outcomes and Objectives

  1. The student will understand the structure of the atmosphere and the basic difference between weather and climate by:
    1. listing and briefly describing the four major "spheres" that make up the natural environment.
    2. distinguishing between weather and climate.
    3. listing the basic elements of weather and climate.
    4. discussing the importance of the following atmospheric components: carbon dioxide, water vapor, ozone, dust.
  2. The student will understand the basic characteristics of Earth - Sun relationships by:
    1. describing the basic motions of the earth.
    2. discussing the causes for seasons.
    3. listing the basic characteristics of the solstices and equinoxes.
    4. distinguishing between the three basic mechanisms of heat transfer, giving an example of each.
    5. listing the factors that cause variations in albedo.
    6. explaining why the atmosphere is heated chiefly by terrestrial radiation.
  3. The student will understand the temperature and humidity and their relationship to weather by:
    1. listing and describing four commonly used thermometers.
    2. contrasting Fahrenheit, Celsius, and Kelvin temperature scales.
    3. listing and explaining the factors that contribute to the differential heating and cooling of land and water.
    4. listing and discussing the major controls of temperature.
    5. recognizing the influence of the major controls of temperature.
    6. describing the movement of water through the hydrologic cycle.
    7. stating the relationship between temperature and the capacity of air to hold water vapor.
    8. distinguishing between specific, absolute, and relative humidity.
    9. describing two methods of measuring relative humidity.
    10. computing the relative humidity and dew point given the wet and dry bulb readings and the appropriate tables.
    11. listing and discussing the necessary conditions for condensation.
    12. differentiating between adiabatic cooling and the lapse rate.
    13. computing the type of atmospheric stability given the proper data.
    14. recognizing weather conditions associated with stable and unstable air.
    15. listing and describing the factors that modify the stability of air.
    16. discussing the impact upon air quality of wind speed and temperature inversions.
    17. contrasting the factors that lead to the development of surface inversion with those that cause an inversion aloft.
  4. The student will understand the relationship between condensation and precipitation by:
    1. discussing the basis for the classification of clouds.
    2. identifying major cloud types based upon their form and height.
    3. outlining the steps in the formation of precipitation according to the Bergeron process.
    4. describing the formation of precipitation according to the collision coalescence process.
    5. distinguishing between sleet, glaze, and hail and describing the circumstances under which each of them form.
    6. discussing the factors that are necessary to obtain an accurate measurement of rain or snow.
    7. listing five types of fog and discussing the details of their formation.
  5. The student will understand the relationship of pressure and winds by:
    1. explaining how air pressure is influenced by density and temperature.
    2. describing Toricelli's experiment.
    3. discussing the principle of the aneroid barometer.
    4. writing a generalization relating the spacing of isobars to the speed of wind.
    5. describing the formation of a sea breeze and discussing the principle it illustrates.
    6. describing the effect of the Coriolis force upon free-moving objects or fluids and listing two factors that influence the magnitude of this effect.
    7. comparing and contrasting geostrophic winds and surface winds.
    8. sketching a diagram (isobars and wind arrows) showing the winds associated with cyclones and anticyclones in both the Northern and Southern Hemispheres.
    9. relating air flow aloft to a cyclone at the surface.
    10. discussing the relationship between pressure tendency and forthcoming weather.
    11. labeling correctly the wind direction using compass points and the 0 - to 360 degree scale.
  6. The student will understand the global circulation by:
    1. distinguishing between macroscale, mesoscale, and microscale atmospheric motions.
    2. describing the idealized pattern of global circulation as proposed by George Hadley.
    3. sketching and labeling a diagram showing the idealized three-cell model of global circulation.
    4. discussing the influence of the distribution of continents and oceans on global pressure distribution.
    5. explaining why flow aloft is predominantly westerly.
    6. listing four different local winds and describing the details of the information.
    7. describing and explaining the seasonal distribution of precipitation at representative locations.
  7. The student will understand the air masses and weather patterns by:
    1. listing two criteria that an air mass source region must meet.
    2. discussing the basis of air mass classification.
    3. describing the ways that air masses are modified.
    4. listing the weather conditions associated with k and w air masses.
    5. discussing the weather conditions associated with cP, mP, mT, and cT air masses that influence North America.
    6. comparing and contrasting warm fronts and cold fronts in terms of their structure and associated weather.
    7. distinguishing between cold-type and warm-type occluded fronts.
    8. outlining and explaining the stages in the life cycle of a wave cyclone.
    9. describing the changes in wind direction, pressure tendency, cloud type and coverage, precipitation, and temperature when the center of a wave cyclone passes to the north of an observer.
    10. describing the weather conditions an observer would experience if the center of a wave cyclone passed to the south.
    11. relating the movement of cyclones to upper-level flow.
    12. contrasting the formation of thermal lows and traveling cyclones.
    13. discussing the various uses of the term cyclone.
    14. comparing middle-latitude cyclones, tornadoes, and hurricanes in terms of size and expected wind speeds.
    15. outlining and describing the stages in the development of a thunderstorm.
    16. discussing the formation of a squall line that is associated with a cold front.
    17. summarizing the events that lead to lightning and thunder.
    18. describing the atmospheric conditions that are most conducive to the formation of tornadoes.
    19. distinguishing between tornado watch and tornado warning.
    20. discussing the formation of hurricanes.
  8. The student will understand the weather analysis and forecasting by:
    1. comparing the tasks of the weather analyst with those of a weather forecaster.
    2. listing and briefly describing three different approaches to weather forecasting.
    3. analyzing the weather of a wave cyclone in detail, given an appropriate weather map.
    4. discussing the importance of upper-level flow to modern weather forecasting.
    5. discussing the accuracy of modern weather forecasts.
    6. summarizing the role of satellites in modern weather forecasting.
  9. The student will understand the optical phenomena by:
    1. comparing and contrasting the formation of halos, coronas, and glories.
    2. listing and explaining the properties of light which produce the various optical phenomena common to the atmosphere.
    3. sketching and labeling a diagram that illustrates the formation of primary and secondary rainbows.
    4. listing and briefly discussing the more common optical phenomena.
    5. describing and explaining the formation of a classic desert mirage.
    6. explaining why the moon and sum are visible after they have actually passed below the horizon.
    7. identifying the time of day and situation in which each of the optical phenomena discussed in this chapter can most often be observed.
  10. The student will understand the Earth’s climatic zones by:
    1. summarizing the changes in climatic elements, other than temperature and precipitation, caused by cities.
    2. listing some reasons that have made climatic change a topical subject.
    3. describing several ways in which past climates are deciphered.
    4. describing the basis for each of the major theories of global climatic change, comparing the probable time scales over which they operate, and discussing the role, if any, of man.
    5. describing the primary basis for most climatic predictions and discussing the degree of confidence we should place in such predictions.
    6. enumerating and briefly discussing the major controls of climate.
    7. classifying the climate of an unnamed station, then choosing and appropriate location for it and explaining fully the reason for the choice.
    8. comparing and contrasting the wet tropics and the tropical wet and dry realm in terms of temperature and precipitation characteristics and geographic location.
    9. summarizing the factors that must be considered when determining the humidry boundary.
    10. comparing and contrasting tropical deserts, west coast tropical deserts, and middle latitude deserts.
    11. distinguishing between selva, savanna, jungle, and taiga.
    12. discussing the differences and similarities in temperature and precipitation characteristics and geographic distribution among the following climatic types: humid subtropical, marine west coast, and dry-summer subtropical.
    13. comparing and contrasting humid continental and subarctic climates.
    14. explaining why polar climates are classified as humid even though they receive small amounts of precipitation.
    15. contrasting tundra and ice cap climates.

Criteria Performance Standard

Upon successful completion of the course the student will, with a minimum of 70% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

Revised 8/84 Reviewed C&I 2/5/91 3 YR C&I Review 8/94 DBT 5/16/95 Effective Session I, 1995-96 3 Year Review 1999-2000. SCNS.Effective date Session I, 2001. 3 Year Review 2003 effective 20041. Flexible Access approved 2006. 3 Year Review 2007. Amended prerequisites effective 20112(0450).
C&I Approval: , BOT Approval: , Effective Term: Spring 2012 (450)

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