Meteorology Commons^™

Sfa Weather Station-December 2007, Arthur Temple College Of Forestry And Agriculture, Stephen F. Austin State University

Weather Station Data

No abstract provided.

Diagnosis Of The July 6, 2002 Ogallala, Nebraska Flash Flood, David B. Radell, Mark R. Anderson, John W. Stoppkotte, James R. Mccormick

Department of Earth and Atmospheric Sciences: Faculty Publications

During the early morning hours of 6 July 2002, a mesoscale convective system (MCS) traversed southwestern Nebraska and produced more than 40 cm of precipitation, resulting in a flash flood that closed Interstate 80 and caused one fatality near Ogallala, Nebraska. Regional climatology yields that this flash flood ranked first in precipitation amount for a 24 hour period over the past one hundred years. Synoptic and mesoscale features similar to other flash flooding events and conducive to extremely heavy precipitation were in place over the Central Plains, including a weak upper level ridge, high precipitable water values (180% of normal), …

Sfa Weather Station-November 2007, Arthur Temple College Of Forestry And Agriculture, Stephen F. Austin State University

Weather Station Data

No abstract provided.

Sfa Weather Station-October 2007, Arthur Temple College Of Forestry And Agriculture, Stephen F. Austin State University

Weather Station Data

No abstract provided.

A Statistical Model To Forecast Short-Term Atlantic Hurricane Intensity, Kevin Law, Jay S. Hobgood

Geography Faculty Research

An alternative 24-h statistical hurricane intensity model is presented and verified for 13 hurricanes during the 2004–05 seasons. The model uses a new method involving a discriminant function analysis (DFA) to select from a collection of multiple regression equations. These equations were developed to predict the future 24-h wind speed increase and the 24-h pressure drop that were constructed from a dataset of 103 hurricanes from 1988 to 2003 that utilized 25 predictors of rapid intensification. The accuracy of the 24-h wind speed increase models was tested and compared with the official National Hurricane Center (NHC) 24-h intensity forecasts, which …

Droughtscape, Fall 2007, National Drought Mitigation Center

DroughtScape: Quarterly Newsletter of the National Drought Mitigation Center (2007–2023)

Fall 2007 Outlook

Diverse Impacts Reported in Summer of 2007

Decadal Climate Cycles Hold Predictive Potential

Drought Experts Take Roadmap to Congress

NDMC Research Updates

Ua12/2/1 College Heights Herald, Vol. 83, No. 3, Wku Student Affairs

WKU Administration Documents

WKU campus newspaper reporting campus, athletic and Bowling Green, Kentucky news.

Multimodel Projections Of Stratospheric Ozone In The 21st Century, V. Eyring, D. W. Waugh, G. E. Bodeker, Eugene C. Cordero, H. Akiyoshi, J. Austin, S. R. Beagley, B. A. Boville, P. Braesicke, C. Brühl, N. Butchart, M. P. Chipperfield, M. Dameris, R. Deckert, M. Deushi, S. M. Frith, R. R. Garcia, A. Gettelman, M. A. Giorgetta, D. E. Kinnison, E. Mancini, E. Manzini, D. R. Marsh, S. Matthes, T. Nagashima, P. A. Newman, J. E. Nielsen, S. Pawson, G. Pitari, D. A. Plummer, E. Rozanov, M. Schraner, J. F. Scinocca, K. Semeniuk, T. G. Shepherd, K. Shibata, B. Steil, R. S. Stolarski, W. Tian, M. Yoshiki

Faculty Publications, Meteorology and Climate Science

[1] Simulations from eleven coupled chemistry-climate models (CCMs) employing nearly identical forcings have been used to project the evolution of stratospheric ozone throughout the 21st century. The model-to-model agreement in projected temperature trends is good, and all CCMs predict continued, global mean cooling of the stratosphere over the next 5 decades, increasing from around 0.25 K/decade at 50 hPa to around 1 K/decade at 1 hPa under the Intergovernmental Panel on Climate Change (IPCC) Special Report on Emissions Scenarios (SRES) A1B scenario. In general, the simulated ozone evolution is mainly determined by decreases in halogen concentrations and continued cooling of …

Sheep Updates 2007 - Part 3, Andrew Ritchie, Edward Riggall, James Hall, Gus Rose, Johan Greeff, John Young, M. Alchin, M. Young, T. Johnson, John Lucy, Martin Staines, Tim Wiley, Rob Grima, Sandra Prosser, Matt Ryan, Geoff Moore, Tony Albertsen, Phil Barrett-Lennard, George Woolston, John Titerington, Sarah Knight, Brianna Peake

Sheep Updates

This session covers seven papers from different authors:

PROFITABILITY

1. Benchmarking demonstrates both the potential and realised productivity gains in the sheep and wool industry, Andrew Ritchie, Edward Riggall and James Hall, ICON Agriculture, Darkan

2. Improving sheep genetics will increase farm profitability, Gus Rose, Johan Greeff Department of Agriculture and Food Western Australia, John Young Farming Systems Analysis Service, WA

3. Meat, Merinos and making money in WA Pastoral Zone, M. Alchin, M. Young and T. Johnson, Department of Agriculture and Food Western Australia,

GRAZING

4. Nitrogen - farmers' friend or foe? John Lucy and Martin Staines, Department …

Droughtscape, Summer 2007, National Drought Mitigation Center

DroughtScape: Quarterly Newsletter of the National Drought Mitigation Center (2007–2023)

Summer 07 Outlook

Hayes Named Director of NDMC

NDMC & UN Plan for Drought

Book Review: The Worst Hard Time

Drought Tools Workshops Underway

U.S. Drought Monitor Forum October 10-11, 2007 Portland, Oregon

Stout, Alice Virginia, 1908-1983 (Sc 1495), Manuscripts & Folklife Archives

Manuscript Collection Finding Aids

Finding aid and scans (Click on "Additional Files" below) for Manuscripts Small Collection 1495. Journal kept by Stout describing the 1937 Ohio River flood in Louisville, Kentucky. Also includes some telegrams sent to her family in Bowling Green, Kentucky during the same period; photographs of the flood; and clippings about the family and the Cortlandt Hotel, where Stout resided during the flood.

Modeling Study Of 2006 Central Florida Wildfires Using Fire Area Simulator, Danielle Denise Carpenter

Theses and Dissertations

“Fire weather” addresses fire behavior in specified fuels under various weather conditions. In a wildland context, the term “fuel” describes any organic matter, live or dead, that will ignite and bum in a fire. Fuels vary in species, location, and abundance, and may lie in a substrate, surface layer, and/or canopy. Fuel moisture varies to maintain equilibrium with the atmosphere. Fire propagation is the progressive movement of fire in space and time. Advancements of fire from one discrete fuel element to the next is a process that involves heat production, heat transfer, and heat absorption, and is dependent on fuel …

Droughtscape, Spring 2007, National Drought Mitigation Center

DroughtScape: Quarterly Newsletter of the National Drought Mitigation Center (2007–2023)

2007 Spring Drought Outlook & Winter Summary

VegDRI Expands to 15 States, Refines Views

DroughtScape

State Spotlight: Utah

International Panel Foresees Drought as Part of Climate Change

NIDIS Portal Advancing

An Ozone-Modified Refractive Index For Vertically Propagating Planetary Waves, Terrence R. Nathan, Eugene C. Cordero

Faculty Publications, Meteorology and Climate Science

[1] An ozone-modified refractive index (OMRI) is derived for vertically propagating planetary waves using a mechanistic model that couples quasigeostrophic potential vorticity and ozone volume mixing ratio. The OMRI clarifies how wave-induced heating due to ozone photochemistry, ozone transport, and Newtonian cooling (NC) combine to affect wave propagation, attenuation, and drag on the zonal mean flow. In the photochemically controlled upper stratosphere, the wave-induced ozone heating (OH) always augments the NC, whereas in the dynamically controlled lower stratosphere, the wave-induced OH may augment or reduce the NC depending on the detailed nature of the wave vertical structure and zonal mean …

Understanding Dispersion Models Using Computer Technology, Storm Project

Open Educational Resources

Objectives:

• Analyze dispersion models
• Use computer models to predict outcomes of various scenarios

9-12 NSES Standards:

• Standard A: Inquiry - Abilities necessary to do scientific inquiry and Understanding about scientific inquiry
• Standard E: Science and Technology - Abilities of technological design and Understanding about science and technology
• Standard F: Science in Personal and Social Perspectives - Personal and community health, Population growth, Natural resources, Environmental quality, Natural and human-induced hazards, Science and technology in local, national, and global challenges

Oxygen Give And Take, Storm Project

Open Educational Resources

Summary: This is a series of three activities followed by a worksheet. The concepts taught include gas production (O2 and CO2), chemical reactions, catalysts, and pollution caused by combustion. Correlation to National Science Education Standards

• Content Standard 9-12 Physical Science B Chemical Reactions

• Content Standard 9-12 Earth and Space Science D Geochemical Cycles

There's A Whole Lotta Spillin' Goin' On!, Storm Project

Open Educational Resources

Unit Learning Objectives: The learner should be able to:

1. Compare and contrast hazardous chemical spills 2. Comprehend how hazardous chemicals affect the environment.
3. Explain the difficulty involved in cleaning up a hazardous spill.
4. Explain how the chemical travels once it is released.
5. Assess how hazardous chemicals affect the human body and animal life.
6. Analyze a chemical spill and its affects on its surroundings.
7. Create an emergency management system based on a real life situation

Evidence of Understanding: By the end of this unit, students should be able to demonstrate a clear understanding of hazardous …

There's A Hole In My Umbrella: A Mini-Unit On Acid Deposition, Storm Project

Open Educational Resources

Objective: Students will gain an understanding of acid deposit ion and the environmental impact it has both nationally and globally. National Science Standards: As a result of these activities, students in grades 9-12, will

• develop skills in scientific inquiry (standard A).
• observe changes in properties of matter (standard B).
• gain an understanding of environmental quality related to both natural and human-induced hazards (standard F).
• understand that science is a global challenge (standard F).
• evaluate results of scientific experiments and observations (standard F).

It’S Time For A Change, Storm Project

Open Educational Resources

Learning Objective: (adapted from the Secondary National Science Content Standards)

1 .Chemical reactions may release or consume energy. Some reactions, such as burning fossil fuels, release large amounts of energy by losing heat and emitting light.

2. Light can initiate many chemical reactions such as the evolution of urban smog.

3. The total energy of the universe is constant. Energy can be transferred by collisions in chemical reactions. However, it can never be destroyed.

4. Everything becomes less orderly over time. In energy transfer the overall effect of the energy spreads out uniformly like the warming of our surroundings as …

You're One In A Million: An Activity In Comparing Of Concentrations, Storm Project

Open Educational Resources

Objectives:

Prior to the introduction of criteria pollutants and NAAQS values, it may be helpful to familiarize students with the scale at which criteria pollutants have been deemed harmful. Often numbers as small as these can seem almost abstract, but the following activities will help to make them accessible and concrete to the students,making the discussions of NAAQS values more meaningful.

Carbon Dioxide In The Atmosphere, Storm Project

Open Educational Resources

Objectives: Students learn the importance of carbon dioxide in the atmosphere.

National Science Education Standards: As a result of activities in grades 9-12, all students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry. As a result of their activities in grades 9-12, all students should develop understanding of matter, energy, and organization in living systems. As a result of their activities in grades 9-12, all students should develop an understanding of energy in the earth system and geochemical cycles.

Trouble Breathing?, Storm Project

Open Educational Resources

Objective:

Students will make connections from everyday situations to air quality. Students will know the 7 criteria pollutants established by the EPA and monitored by each state.

National Science Education Standard:

As a result of activities in grades 5-8, students w ill learn that natural environments may contain substances that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.

Finding The Planetary Boundary Layer, Storm Project

Open Educational Resources

Objective: Students will learn about the presence of the planetary boundary layer within the troposphere. Then using real life data, observe the changing levels of the boundary layer.

National Science Education Standards:

• Standard A: Science as Inquiry
• Standard B: Teacher will guide and facilitate a learning environment
• Standard D: Students will be provided with time, space and resources to conduct their research.
• Standard E: Science and Technology

Concentration Is Essential For This Task!: An Activity In Comparing Of Concentrations, Storm Project

Open Educational Resources

Objectives:

Students will be able to explain and give examples of both parts per million and parts per billion. In the next activity students will use these values in the analysis of air quality data.

National Science Education Standards:

Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.

Scientific investigations involve …

There's A Whole Lotta Spillin' Goin' On!, Storm Project

Open Educational Resources

Unit Learning Objectives: The learner should be able to:

1. Compare and contrast hazardous chemical spills
2. Comprehend how hazardous chemicals affect the environment.
3. Explain the difficulty involved in cleaning up a
hazardous spill.
4. Explain how the chemical travels once it is released.
5. Assess how hazardous chemicals affect the human body and animal life.
6. Analyze a chemical spill and its affects on its
surroundings.
7. Create an emergency management system based on a real life situation

Evidence of Understanding: By the end of this unit, students should be able to demonstrate a clear understanding of hazardous …

Be Particular About Our Matter!, Storm Project

Open Educational Resources

Objectives:

--Demonstrate that particulate air pollution can be invisible to the eye.
--Students will collect and observe particulate matter.
--Students will identify pollen grains and make their own pollen map for Davenport.
-- Students will collect and interpret local environmental maps.
--Students will investigate health risks involved in polluted air.

National Science Education Standards:

• Standard A: Students will conduct scientific inquiry
• Standard B: Teacher will guide and facilitate a learning environment.
• Standard D: Students will be provided with time, space and resources toconduct their research.
• Standard F: Risks and benefits; Science and technology in society

What's The Temperature?, Storm Project

Open Educational Resources

Objective : Students will be able to read a Fahrenheit and a Celsius thermometer, and correctly indicate temperatures on a thermometer diagram.

National Science Education Standards : All students should develop an understanding of: properties of earth materials, objects in the sky, changes in earth and sky. Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.

Is Air Quality In The Index?, Storm Project

Open Educational Resources

Objectives:

• Make predictions and explanations based from evidence.
• Identify sources of air pollution that affect air quality.
• Interpret and apply the Air Quality Index.
• Have the desire to share Air Quality information with others.

5-8 NSES Standards:

• Standard A: Inquiry •Standard D: Structure of Earth Systems
•Standard E: Science and Technology
•Standard F: Personal Health, Population, Resources, Environmental and Natural Hazards, Risks and Benefits, Science and Technology in Society

9-12 NSES Standards:

• Standard A: Inquiry
• Standard D: Geochemical Cycles, Origin and Evoluti
on of the Earth System
• Standard E: Science and Technology …

Clouds Over Your Head, Storm Project

Open Educational Resources

Objectives:

• Students will become familiar with the four main types of clouds: stratus, cirrus, cumulus, and cumulonimbus and their characteristics
• Students will learn the weather map symbols for cloudy, clear or no clouds, and partly cloudy.

National Science Standards: All students should develop an understanding of: properties of earth materials, and changes in earth and sky.

Where Did The Water Go?, Storm Project

Open Educational Resources

Objectives:

•To predict what will happen to the water sprayed on the surface after setting for a short time.
•To predict the effect of moving air on evaporation

National Science Education Standards: As a result of activities in grades K-4, all students should develop: abilities necessary to do scientific inquiry, properties of earth materials, and changes in earth and sky.