Transcript Meteorology-Climatex - Onteora Central School District

METEOROLOGY - CLIMATE
2015 Expectations
NYSSO Coaches Workshop
October 24-25, 2014
Mark Kramer
WEATHERMARK LLC
Pace University
What Questions Do You Have?
 Objectives
 Tips, Rules & warm up
Examples
http://www.cpc.ncep.noaa.gov/products/predictions/long_range/seasonal.php?lead=3
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Objectives:
Utilize science & math process skills as
well as critical thinking!
Comprehend earth systems that
influence climate &
Anthropogenic factors that influence
climate change
Over multidisciplinary fields
Geographic Scope
The World
Not just the U.S. & North America!
Teams competing in Meteorology
Practice,
study &
stay out of
trouble
Stay focused in stations
Aim for greater heights
Almost nothing is impossible
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Is your right foot smart?
While sitting, lift your right foot off the floor &
make clockwise circles.
Now, while doing this, draw the number “6” in the
air with your right hand.
Your foot will change direction. This may boggle
your mind, but there is nothing you can do to
change that!
However, your team can score more points by
answering all questions and checking their work!
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Communication is key:
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Communication is key to a correct answer:
Teams should proof read for correct units.
Does the team’s answer make sense?
Can they read it back or are
words missing, e.g., “not”?
Have they answered the question as
opposed to providing an “answer” ?
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1 more correct answer
• Can be the difference of several places in
the ranking, or
• The difference btw a metal & no metal
• Remember ties are broken after the scores
are ranked
• Recently, the top scores at State have
been very tight in Meteorology!
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There are no short cuts in life and
in acing Meteorology - Climate
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Teams use process skills within designated topics
Observing
Generating inferences
Making predictions
Solving problems
Formulating & evaluating hypotheses
Analyzing & interpreting data
Utilizing tables, figures, maps & photos
Laughter is priceless!
Following directions is worth points!
Observing
_________
Climate
Think Coach - Teammate
-------------For
position
on team
What is meant by above or
below “normal”?
Parameters
Team:
Time:
Format:
Calculator:
Up to 2 persons
Max. 50 min., typical 40 - 45 min.
Stations (Regional) or exam (Reg/State)
@Student, any type, non-graphing
Resources: @Team - two (2) 8.5” x 11” pages
Anything at all written, typed,
drawn, or copied
No other resources! Bring Pens/Pencils
Not Allowed
Programmable calculator
Laptops
I-Pods, I- Pads
Cell phones on
Students will be Disqualified (DQed) if they use
the above items during the event!
Writing on figures/tables/charts/maps
may be prohibited.
Measuring devices – if necessary will be provided
Emphasis: Climate
Past topics: severe storms & everyday weather
Are severe storms & weather part of climate – yes!
NWS Weather Brochures for reference
Tips
 Use topics as a study guide
 Laundry list so start early
 Get interested students
 Students with no interest need more
supervision and encouragement
Student Skills
Learn ALL vocabulary words in specifications
Good map reading skills
Data manipulation/interpretation & arithmetic
Questions deal with interpreting climographs,
maps, satellite images, charts, graphs, etc.
Think
Road Scholar, Crave the Wave & Dynamic Planet
Tips
Assemble notebook divided into topics
Include diagrams, charts, pictures, etc.
Selective notes on topics they do not remember
No time to search notes in 6 pt., but they do
Preparation time is essential
Where to start:
1. Text – weather & climate.
2. Cable & TV, The Weather Channel, USA Today
The New York Times - Science Times, local newspapers,
magazines, etc.
3. Weather & Climate - constantly making news!
4. What’s missing?
5. Internet – You Tube, NWS, EPA, Discovery, NOVA, NASA,
NOAA Climate Change, NCDC, etc.
U.S. EPA Climate Change Website:
http://www.epa.gov/climatechange/
NWS Climate Services:
http://www.nws.noaa.gov/om/csd/
Climate Change Collection:
http://serc.carleton.edu/climatechange/
NCAR http://www.ncar.ucar.edu/
Introduction to Climate:
http://www.ucar.edu/learn/1_2_1.htm
Greenhouse Effect
http://www.ucar.edu/learn/1_3_1.htm
Global Climate Change
http://www.ucar.edu/learn/1_4_1.htm
NASA - for example, Climate Change Resource reel
http://www.nasa.gov/centers/goddard/earthandsun/climate_change.html
Climate v. Weather
http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html
National Climatic Data Center (NCDC) Climate Monitoring
Reports & Products
http://www.ncdc.noaa.gov/oa/climate/research/monitoring.html
U.S. Climate Change Program
http://www.globalchange.gov/
New York Times - Science Times Section (available online)
Articles of Climate and Climate Change and Global Warming
Weatherwise Magazine
Middle/High School Earth Science Text Book
USA Today
Science Magazine
National Geographic
Nature, etc.
I do not recommend specific textbooks.
Use current resources, such as above.
http://dotearth.blogs.nytimes.com
Disclosure
Andrew Revkin teaches at Pace University
Teams
Single seat & stations are passed, or
May move from station to station.
Depends on # of teams & resources.
Not allowed to return to a station.
Topics include, but are not limited to all
those listed in the specifications
Climate zones – Koppen v. Thornwaite systems
Climographs
What
questions
would you
ask?
Does this
look like a
U.S. west
coast
location?
Natural climatic variability
Effects of:
Land/oceans/mountains on climate
Longitude/latitude/elevation on climate
Ocean and atmospheric circulations
El Nino, LaNina, & Southern Oscillation/Walker
Etc., Etc., Etc.,
Representative Activities
Analyze tree ring patterns
Minimize the urban heat island effect
Contrast images decades/centuries apart
Comment on human impacts:
Global warming, GHG, deforestation,
desertification, etc.
Match photographs illustrating climatic
zones with locations on a world map.
Photographs included an inland area in a
temperate zone, a tropical island, a polar ice
cap, etc.
Scoring
No partial credit
All answers worth 1 point in NYSSO
Not so at Nationals
No penalty for wrong answer
Highest score wins
Tiebreakers identified in the directions!
Scoring
Units are critical!
Wrong or No units
No units disqualifies correct numerical answer
Same as Road Scholar
Can’t read it, can’t score it
Blanks are never correct
Educated guess on multiple choice, T or F, etc.
Seattle, Washington is located considerably
farther north than Central Park, New York,
therefore Seattle’s monthly normal
temperature throughout the year is colder
than Central Park’s monthly normal
temperature.
A) True
B) False
C) Seattle and Central Park have the same
monthly normal temperature.
Compare normal dry bulb temperatures
based on 1971 – 2000
New normals published 1981 – 2010
In January,
Central Park = 31.5ºF
Seattle = 41.3ºF
Statement is false.
Which station (A or B) exhibits the urban heat
island effect in these winter’s data taken on
the same day at nearby locations with the
same topography?
Hourly Air Temperature (ºC)
Station
1
2
3
4
5
Hour (AM)
6
7
8
A
B
-3
-1
-4
-1
-4
-1
-5
-1
-5
-1
-4
0
-3
0
0
0
Station
1
2
3
4
5
Hour (PM)
6
7
8
A
B
4
5
4
5
5
6
4
5
3
4
2
3
1
3
1
3
9
10
11 Noon
2
2
2
2
3
3
3
3
9
10
11
Midnight
0
2
-1
2
-2
2
-3
1
Based on the air temperature data in the
previous tables, what is the most likely wind
speed at Station A during the early morning
hours?
A.
B.
C.
D.
calm
in excess of 20 mph
hurricane force
not enough information provided to
determine
How long would it take for the snow to reach a
depth of 1,000 meters (m) if the average snowfall
over an area of north central Canada is 100
centimeters (cm) per year? (Assume that there is
no melting year round and no compaction of the
snow.)
A
B
C
D
E
10 years
1,000 years
10,000 years
100,000 years
1,000,000 years
Wrap up
Form team with alternates/back-ups
Determine what students should do.
Let them do it!
Learn terms and applications of vocabulary
Prepare team notebooks.
Polish skills
Read about current topics
Review the basics
Work problems & exercises
Practice on sample SO questions
Work on sample activities
So what’s up with the weather?
Or is it the climate that has changed?
Suggestions for Questions
Your time to speak up…..
Contribute sample questions & activities
Quick and easy, but make the students THINK!
Not memorize or look-up an answer in their
reference materials.
Each will be considered for this year’s event in
some form or shape!
Thank you for your interest
