MACOMB SCIENCE OLYMPIAD
WEATHER
OR NOT
COMPETITION RULES
Description of Event:
Students will be tested on their knowledge of weather and meteorology.
Team Size:
1 or 2 students
Approximate Time:
30 minutes
Event Parameters:
The only items each team will be allowed to bring into the competition are pencils, and one 5”x 8” index card with notes about weather. One index card per team will be allowed. Notes are permitted on both sides of the card.
COMPETITION RULES
The Competition:
Student teams will rotate between 20 stations and be given a test on weather terms and concepts. Topics may include clouds, simple scientific weather instruments and their functions (such as thermometers, barometers, etc.), weather patterns, severe weather, and weather photographs, drawings, or diagrams. Questions may also include states of water, water cycle, weather terminology, atmosphere, seasonal changes in weather and notable scientists in the field of meteorology.
Scoring:
The winner will be the team achieving the highest score. Eighteen stations will have 2 multiple choice questions worth two points each, and 2 true/false questions worth 1 point each. Two other stations will have 1 short essay question. The essay questions will be used only as a tiebreaker. Correct spelling will be expected for the essay answers.
EXAMPLE STATION AND SCANTRON
TEST TAKING STRATEGIES
The best way to take a test is to take it prepared. By the time you enter the test room, all of this information should be deeply ingrained in your head. Nevertheless, there are some ways you can successfully maneuver around a particularly difficult question.
Strategy One: Do the questions in order from easiest to hardest. This is to boost your confidence on any single question you might not know. If you are unsure of a question, skip it and come back to it later — it is better to miss one question than to miss two just because you spent so much time on a question you had no idea how to answer.
Strategy Two: Eliminate wrong answers. If you don’t know the answer to a question, don’t immediately guess. See if you can get rid of any answer choices that you know are wrong. By doing so, you may discover the correct answer through process of elimination; even if you do not end up eliminating enough answers to find the correct one, your odds of guessing correct are way higher! This method is especially helpful for (I)-(II)-(III) type questions as well. If you know that a statement is wrong, cross out every answer choice with that statement.
For more practice with test taking strategies, visit: https://docs.google.com/document/d/1tgvIQfB_i1zwSla_iXx6E9yuVhz0PTwF11hf74tqypg
TESTED TOPICS
The following topics are tested on the Weather or Not exam:
1. Air Masses
2. Fronts
3. Clouds - http://www.nws.noaa.gov/os/brochures/cloudchart.pdf
4. Precipitation
5. Weather forces – El Niño, La Niña, Jet Stream, Coriolis Effect, etc.
6. Pressure systems and the significance of air pressure in determining weather
7. Water cycle
8. Winds – Global wind patterns
9. Hurricanes – can include historic storms
10. Storms – thunderstorms, derechos, nor’easters, etc. - can include historic storms
11. Tornadoes/Waterspouts - can include historic storms
12. Lightning
13. Atmosphere
TESTED TOPICS
The following topics are tested on the Weather or Not exam:
14. Seasons
15. Blizzards/Snow/Snow Storms - can include historic storms
16. Floods – can include historic floods
17. Droughts – can include historic droughts
18. Radars/Satellites (GOES and POES)
19. Weather maps/graphs/charts
20. Weather Instruments
21. Forecasting/Prediction
22. Michigan Weather
23. Weather Scientists – varies every year
All resources can be found here:
http://macombso.org/index.php/esoevents/weatherornot
ADDITIONAL RESOURCES
Good places to learn about the weather:
http://www.nws.noaa.gov/os/index.shtml
http://www.rap.ucar.edu/weather/
http://www.education.noaa.gov/Special_Topics/Science_Olympiad.html
http://www.weatherwizkids.com/ (most of the information on this PowerPoint came from this awesome site)
How to Forecast the Weather - Dan Ramsey (1983)
http://www.amazon.com/How-Forecast-Weather-Dan-Ramsey/dp/0830602682
Field Guide to Weather - National Audubon Society
http://www.amazon.com/National-Audubon-Society-American-Weather/dp/0679408517
http://www.amazon.com/National-Audubon-Society-First-Field/dp/0590054880
TABLE OF CONTENTS
UNITS 1-6
CLUSTER ONE
TABLE OF CONTENTS
CLUSTER TWO
UNITS 7-11
TABLE OF CONTENTS
CLUSTER THREE
UNITS 12-17
01
WEATHER AND CLIMATE
UNIT
UNIT ONE OBJECTIVES
1.1 I can define weather and climate and differentiate between each
when given examples of different situations.
1.2 I can tell the difference between weather and climate.
1.3 I can define and tell the difference between meteorology and climatology.
1.4 I can identify the climate systems of Earth and explain how each affects
the weather and climate of the planet.
1.5 I can explain the percentages of the planet that each climate system
covers and the qualities that make each unique.
1.6 I can explain the reason why we have weather.
1.7 I can explain the reason why regions near the equator are warmer than
regions near the poles.
1.8 I can explain the impact that mountains have on weather and climate.
1.9 I can identify characteristics of the windward and leeward sides of a
mountain, as well as the characteristics and location of the rain shadow.
UNIT ONE OBJECTIVES
1.10 I can explain the reason why we have seasons.
1.11 I can identify the season when given a picture of the earth and the sun.
1.12 I can identify the locations of the Tropic of Cancer and Tropic of Capricorn.
1.13 I can identify the relationship between the Tropics of Cancer/Capricorn
and the seasons for each hemisphere.
1.14 I can explain the characteristics of an equinox.
1.15 I can explain the characteristics of a solstice.
1.16 I can explain all the characteristics of the Vernal Equinox, Autumnal
Equinox, Summer Solstice, and Winter Solstice, and I can identify each
when given a description.
1.17 I can identify the relationship between the season and the duration of
daytime and explain why this relationship occurs.
1.18 I can identify the movement of the sun across the horizon, from sunrise
to sunset.
UNIT ONE OBJECTIVES
1.19 I can explain the importance of the moon and the difference between a
spring tide and a neap tide.
1.20 I can identify and explain the five factors that affect climate.
1.21 I can identify at least three greenhouse gases.
1.22 I can explain the Greenhouse Effect and how it relates to Global Warming
and Climate Change.
1.23 I can explain the concept, causes, and consequences of Anthropogenic
Climate Change and the things that can be done to reverse it.
1.24 I can explain why climate is easier to predict than weather.
1.25 I can explain deforestation, soil erosion, and acid rain, and the impact
each has on the weather.
WEATHER INSTRUMENTS AND MEASUREMENT
02
UNIT
UNIT TWO OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT TWO OBJECTIVES
2.10 I can identify the functions of a hygrometer and what it measures.
2.11 I can tell the difference between a hygrometer and an aneroid barometer
when given a picture of each.
2.12 I can identify the functions of a weather balloon.
2.13 I can identify the functions of a radiosonde and what it measures.
2.14 I can identify the functions of a compass and what it measures.
2.15 I can explain the importance of weather satellites.
2.16 I can explain the attributes and applications of a Geostationary Operational
Environmental Satellite (GOES).
2.17 I can explain the attributes and applications of a Polar Operational
Environmental Satellite (POES).
2.18 I can differentiate between GOES and POES by giving characteristics of each.
2.19 I can describe the orbit and distance of GOES and POES and the effects that these
characteristics have on the function of each satellite.
UNIT TWO OBJECTIVES
2.20 I can identify the functions of Doppler Radar and how it works.
2.21 I can explain the two types of Doppler Radar images (reflectivity and
velocity) and what they measure.
2.22 I can explain what the colors on a Doppler Radar map mean.
2.23 I can identify the functions of a pyranometer and what it measures.
2.24 I can explain the importance of solar radiation shields.
IMPORTANT
http://goes.gsfc.nasa.gov/text/goesfaq.html
GOES takes the pictures of clouds used by the National Weather Service to watch out for severe storms. The most important job GOES has is to watch hurricanes when they are developing out in the ocean. The GOES pictures are widely used by TV weather broadcasters.
Also, Buys Ballot’s Law (I will put this on the slideshow later)
03
CLOUD TYPES & FORMATION
UNIT
UNIT THREE OBJECTIVES
3.1 I can describe the characteristics of a cloud.
3.2 I can explain the process by which a cloud forms.
3.3 I can explain why clouds are white.
3.4 I can explain the process by which clouds become gray.
3.5 I can track the movements of warm and cool air and how they impact the
process of cloud formation.
3.6 I can explain what the saturation point is.
3.7 I can explain the appearance and attributes of cirrus clouds and identify the
types of weather they predict.
3.8 I can give another name for cirrus clouds.
3.9 I can explain the appearance and attributes of cirrocumulus clouds and identify
the types of weather they predict.
3.10 I can give another name for cirrocumulus clouds.
3.11 I can explain the appearance and attributes of cirrostratus clouds and identify the
types of weather they predict.
UNIT THREE OBJECTIVES
3.12 I can explain the appearance and attributes of altostratus clouds and
identify the types of weather they predict.
3.13 I can explain the appearance and attributes of altocumulus clouds and
identify the types of weather they predict.
3.14 I can explain the appearance and attributes of stratus clouds.
3.15 I can explain the appearance and attributes of stratocumulus clouds.
3.16 I can explain the appearance and attributes of cumulus clouds and identify
their pattern of growth.
3.17 I can explain the appearance and attributes of cumulonimbus clouds and
identify their pattern of growth.
3.18 I can explain the appearance and attributes of nimbostratus clouds.
3.19 I can explain the appearance and attributes of mammatus clouds and the types of
weather they are associated with.
3.20 I can explain the appearance and attributes of lenticular clouds and identify where
they are usually found.
UNIT THREE OBJECTIVES
3.21 I can explain the appearance and attributes of asperatus clouds.
3.22 I can identify high level clouds.
3.23 I can identify middle level clouds.
3.24 I can identify low level clouds.
3.25 I can identify rain clouds.
3.26 I can identify vertically growing clouds.
3.27 I can categorize clouds using prefixes such as “cirro-” and “alto-”.
3.28 I can identify different clouds when given a cloud diagram.
3.29 I can identify different clouds when given an actual picture of the cloud.
3.30 I can explain what contrails are and how they form.
3.31 I can explain what fog is and how it forms.
3.32 I can explain the appearance and attributes of fractus clouds and how they form.
3.33 I can explain what virga is and how it forms.
3.34 I can explain what green clouds indicate about the weather.
THE WATER CYCLE
04
UNIT
UNIT FOUR OBJECTIVES
4.1 I can explain the process of evaporation.
4.2 I can explain the process of transpiration.
4.3 I can explain the process of condensation.
4.4 I can explain the process of precipitation.
4.5 I can explain the process of collection (accumulation).
4.6 I can identify the characteristics of runoff, including its source & destination.
4.7 I can explain the process of infiltration.
4.8 I can explain the process of sublimation.
4.9 I can explain the process of deposition.
4.10 I can identify the steps of the water cycle when given a diagram.
4.11 I can identify each step of the water cycle when given a photograph.
4.12 I can track the movement of water on Earth.
4.13 I can explain how the water cycle influences weather.
05
ATMOSPHERE, PRESSURE, & HUMIDITY
UNIT
UNIT FIVE OBJECTIVES
5.1 I can identify the layers of the atmosphere in order, from lowest to highest.
5.2 I can identify attributes of the troposphere.
5.3 I can identify attributes of the stratosphere.
5.4 I can identify attributes of the mesosphere.
5.5 I can identify attributes of the thermosphere.
5.6 I can identify attributes of the exosphere.
5.7 I can identify the layer at which weather occurs.
5.8 I can identify the layer at which meteors and rock fragments burn up.
5.9 I can identify the layer that the ozone layer is located in.
5.10 I can identify the layer that auroras can be found in.
5.11 I can identify the layer that space shuttle orbits can be found in.
5.12 I can explain what an atmospheric pause is, how they can be located, and how their
names indicate where they are in the atmosphere.
5.13 I can monitor and explain changes in atmospheric temperature as altitude increases
and connect this information with the different atmospheric layers and pauses.
UNIT FIVE OBJECTIVES
5.14 I can explain what the ozone layer is made out of, where it is located,
and how it protects life on Earth.
5.15 I can explain the destruction of stratospheric ozone by chlorofluorocarbons
(CFCs), chlorine, and bromine.
5.16 I can connect ozone destruction with climate change.
5.17 I can explain the ozone hole, how it is formed, and where it is located.
5.18 I can explain the consequences of ozone depletion.
5.19 I can explain the composition of the atmosphere and name the two most
abundant gases in dry air (with approximate percentages).
5.20 I can define atmospheric pressure.
5.21 I can identify weather conditions associated with high and low pressure systems.
5.22 I can explain the relationship between pressure and altitude.
5.23 I can identify air pressure at sea level for these units: millibars (mb), pounds per square inch (psi),
inches of Mercury (inHg), millimeters of Mercury (mmHg), atmospheres (atm), kilopascals (kPa),
hectopascals (hPa), pascals (Pa), bars (bars), and torrs (torrs). In addition, I can convert between these units and explain their relationships with each other.
UNIT FIVE OBJECTIVES
5.24 I can explain wind flow between high and low pressure systems.
5.25 I can explain the difference between absolute and relative humidity.
5.26 I can identify the purpose of sweating and how it is affected by humidity.
5.27 I can identify body temperature in degrees Celsius.
TEMPERATURE & CONVERSIONS
06
UNIT
UNIT SIX OBJECTIVES
6.1 I can define what temperature is and what it measures on a molecular
scale (atoms and molecules).
6.2 I can explain what wind chill is and how it is measured.
6.3 I can explain what the heat index is and how it is measured.
6.4 I can explain why breath can be seen when it is cold outside.
6.5 I can explain the difference between wind chill advisories and wind chill
warnings using expected wind chill levels.
6.6 I can explain the difference among heat advisories, excessive heat watches, and
excessive heat warnings.
6.7 I can name the three units of temperature and convert among these units.
6.8 I can identify the temperature at which water freezes in all 3 temperature units.
6.9 I can identify the temperature at which water boils in all 3 temperature units.
6.10 I can identify the degree at which Celsius and Fahrenheit equal each other.
6.11 I can explain the concept of absolute zero, and the temperature at which it occurs in
all three temperature units.
07
RAIN AND THUNDERSTORMS
UNIT
UNIT SEVEN OBJECTIVES
7.1 I can define the purpose of precipitation and list some examples of forms
of precipitation.
7.2 I can explain the process of rain formation.
7.3 I can define what a thunderstorm is and identify the conditions they are
often associated with.
7.4 I can list and explain the basic ingredients needed to make a thunderstorm.
7.5 I can identify the times when thunderstorms are most common (time of day
and season).
7.6 I can define lightning and identify what it is made out of.
7.7 I can explain the process of lightning formation, including positive and negative
charges that build up on the cloud and on the ground.
7.8 I can explain general knowledge of lightning, including aspects of width and energy.
7.9 I can explain the process of thunder formation.
7.10 I can explain why lightning is seen before thunder is heard.
UNIT SEVEN OBJECTIVES
7.11 I can use the number of seconds between lightning and thunder to
calculate how far a thunderstorm is.
7.12 I can identify characteristics of cloud-to-ground lightning.
7.13 I can identify characteristics of intracloud lightning, or sheet lightning.
7.14 I can identify characteristics of heat lightning.
7.15 I can identify characteristics of bolts from the blue.
7.16 I can explain the process by which hail is formed.
7.17 I can identify characteristics of a gust front.
7.18 I can identify characteristics of derechos, including the conditions they are
associated with and the times when they are most common.
7.19 I can identify characteristics of the Pineapple Express, including its source and
final destination.
7.20 I can explain when severe thunderstorm watches and warnings are issued.
7.21 I can explain the difference between a downdraft and an updraft.
UNIT SEVEN OBJECTIVES
7.22 I can identify the size and duration of typical thunderstorms.
7.23 I can name the three stages of a thunderstorm and explain the
characteristics of each.
7.24 I can identify the three stages of a thunderstorm when given diagrams.
7.25 I can explain and understand thunderstorm safety tips.
08
FLOODS AND DROUGHTS
UNIT
UNIT EIGHT OBJECTIVES
8.1 I can define the terms “flood” and “flash flood” and differentiate
between the two.
8.2 I can explain the speed of flood waters on different terrains and how this
affects the levels of destruction that these floods can cause.
8.3 I can explain the difference between flood watches and flash flood watches.
8.4 I can explain when flood watches and flash flood watches are issued.
8.5 I can explain the difference between flood warnings and flash flood warnings.
8.6 I can explain when flood warnings and flash flood warnings are issued.
8.7 I can explain and understand flood and flash flood safety tips.
8.8 I can define the term “drought” and identify some of its characteristics.
8.9 I can understand the Palmer Drought Severity Index (PDSI) and identify each of its
five levels of severity.
8.10 I can identify several historical floods and explain how each was important.
8.11 I can identify several historical droughts and explain how each was important.
09
SNOW AND WINTER STORMS
UNIT
UNIT NINE OBJECTIVES
9.1 I can explain the process by which winter storms form.
9.2 I can connect the process of snow formation with deposition.
9.3 I can explain the process of snowflake formation and identify
characteristics of snowflakes.
9.4 I can explain the factors that affect snowflake shape and structure.
9.5 I can explain what a blizzard is and identify the 3 factors needed to form them.
9.6 I can explain what an albedo is and connect this topic to snowflakes.
9.7 I can explain the process by which thundersnow forms.
9.8 I can identify characteristics of sleet.
9.9 I can identify characteristics of freezing rain.
9.10 I can identify characteristics of graupel.
9.11 I can identify characteristics of rime.
9.12 I can explain the characteristics of an ice storm.
9.13 I can explain the process by which ice storms form.
UNIT NINE OBJECTIVES
9.14 I can identify characteristics of frost.
9.15 I can explain the process by which frost forms.
9.16 I can identify characteristics of frost quakes.
9.17 I can explain the process by which frost quakes form.
9.18 I can identify characteristics of lake-effect snow.
9.19 I can explain the process by which lake-effect snow forms.
9.20 I can identify characteristics of nor’easters.
9.21 I can explain the process by which nor’easters form.
9.22 I can identify characteristics of Alberta clippers.
9.23 I can explain the process by which Alberta clippers form.
9.24 I can identify characteristics of polar vortices.
9.25 I can explain the process by which polar vortices form.
9.26 I can explain how wind chill is measured.
UNIT NINE OBJECTIVES
9.27 I can explain the differences between winter weather advisories, winter
storm watches, winter storm warnings, blizzard warnings, frost/freeze
warnings, lake-effect snow advisories, lake-effect snow warnings, wind
chill advisories, and wind chill warnings.
9.28 I can explain and understand winter weather safety tips.
9.29 I can identify several historical winter storms and blizzards and explain
how each was important.
10
HURRICANES
UNIT
UNIT TEN OBJECTIVES
10.1 I can identify the diameters, wind speeds, and overall travel speeds of
typical hurricanes.
10.2 I can explain the process by which hurricanes gather heat and energy.
10.3 I can identify the direction of hurricane rotation in the Northern and
Southern Hemispheres.
10.4 I can identify characteristics of the hurricane “eye.”
10.5 I can identify the conditions needed to form a hurricane.
10.6 I can explain the Coriolis Force (Coriolis Effect) and how it influences hurricanes.
10.7 I can explain why hurricanes are rarely found at the equator.
10.8 I can explain what storm surges are, where they are found, how they form, and
where they are most destructive.
10.9 I can identify the boundaries of the Atlantic and Eastern Pacific hurricane seasons.
10.10 I can explain the process by which hurricanes are named.
10.11 I can explain the difference between a hurricane, typhoon, and cyclone.
UNIT TEN OBJECTIVES
10.12 I can explain the jobs of the “Hurricane Hunters” and how they contribute
to our knowledge of hurricanes.
10.13 I can explain the process of coastal beach erosion.
10.14 I can explain the differences between tropical storm watches, tropical storm
warnings, hurricane watches, hurricane warnings, coastal flood watches,
coastal flood warnings, and small craft advisories.
10.15 I can identify characteristics of tropical waves.
10.16 I can identify characteristics of tropical disturbances.
10.17 I can identify characteristics of tropical cyclones.
10.18 I can identify characteristics of tropical depressions.
10.19 I can identify characteristics of tropical storms.
10.20 I can understand the Saffir-Simpson Scale and each of its five levels.
10.21 I can identify characteristics of Category 1 hurricanes.
10.22 I can identify characteristics of Category 2 hurricanes.
UNIT TEN OBJECTIVES
10.23 I can identify characteristics of Category 3 hurricanes.
10.24 I can identify characteristics of Category 4 hurricanes.
10.25 I can identify characteristics of Category 5 hurricanes.
10.26 I can explain how GOES tracks hurricanes.
10.27 I can explain and understand hurricane safety tips.
10.28 I can identify several historical hurricanes and explain how each was
important.
11
TORNADOES
UNIT
UNIT ELEVEN OBJECTIVES
11.1 I can explain how tornadoes form.
11.2 I can explain the conditions needed for tornado formation.
11.3 I can explain characteristics of an unstable atmosphere.
11.4 I can identify the shapes that tornadoes can take on.
11.5 I can identify characteristics of funnel clouds.
11.6 I can identify characteristics of supercell thunderstorms.
11.7 I can identify characteristics of mesocyclones.
11.8 I can identify characteristics of microbursts.
11.9 I can identify characteristics of wall clouds and where they are found.
11.10 I can identify characteristics of waterspouts.
11.11 I can identify characteristics of hail and explain how it forms.
11.12 I can identify characteristics of gustnadoes.
11.13 I can identify characteristics of landspouts.
11.14 I can identify characteristics of dust devils.
UNIT ELEVEN OBJECTIVES
11.15 I can identify the times tornadoes are most likely to occur for each region.
11.16 I can identify the location and meaning of “Tornado Alley.”
11.17 I can explain and understand tornado safety tips.
11.18 I can identify several historical tornadoes and tornado outbreaks and
explain how each was important.
IGNORE EVERYTHING AFTER THIS SLIDE. I’M NOT DONE WITH EVERYTHING YET.
UNIT SIX OBJECTIVES
6.1 I can define what temperature is and what it measures on a molecular
scale (atoms and molecules).
6.2 I can explain what wind chill is and how it is measured.
6.3 I can explain what the heat index is and how it is measured.
6.4 I can explain why breath can be seen when it is cold outside.
6.5 I can explain the difference between wind chill advisories and wind chill
warnings using expected wind chill levels.
6.6 I can explain the difference among heat advisories, excessive heat watches, and
excessive heat warnings.
6.7 I can name the three units of temperature and convert among these units.
6.8 I can identify the temperature at which water freezes in all 3 temperature units.
6.9 I can identify the temperature at which water boils in all 3 temperature units.
6.10 I can identify the degree at which Celsius and Fahrenheit equal each other.
6.11 I can explain the concept of absolute zero, and the temperature at which it occurs in
all three temperature units.
UNIT SIX OBJECTIVES
6.1 I can define what temperature is and what it measures on a molecular
scale (atoms and molecules).
6.2 I can explain what wind chill is and how it is measured.
6.3 I can explain what the heat index is and how it is measured.
6.4 I can explain why breath can be seen when it is cold outside.
6.5 I can explain the difference between wind chill advisories and wind chill
warnings using expected wind chill levels.
6.6 I can explain the difference among heat advisories, excessive heat watches, and
excessive heat warnings.
6.7 I can name the three units of temperature and convert among these units.
6.8 I can identify the temperature at which water freezes in all 3 temperature units.
6.9 I can identify the temperature at which water boils in all 3 temperature units.
6.10 I can identify the degree at which Celsius and Fahrenheit equal each other.
6.11 I can explain the concept of absolute zero, and the temperature at which it occurs in
all three temperature units.
12
WIND & GLOBAL WEATHER PATTERNS
UNIT
UNIT TWELVE OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
13
FRONTS AND AIR MASSES
UNIT
UNIT THIRTEEN OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
WEATHER FORECASTING
14
UNIT
UNIT FOURTEEN OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
15
CLIMATE ZONES
UNIT
UNIT FIFTEEN OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
16
MICHIGAN WEATHER
UNIT
UNIT SIXTEEN OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
17
NOTABLE SCIENTISTS IN METEOROLOGY
UNIT
UNIT SEVENTEEN OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
UNIT FOUR OBJECTIVES
2.1 I can identify the functions of a thermometer, what it measures, what
it is filled with, and how it works.
2.2 I can identify and define the two types of barometers, what they measure,
and how they work.
2.3 I can explain the weather conditions associated with a rising barometer
and a falling barometer.
2.4 I can identify the functions of a sling psychrometer, what it measures,
and how it works.
2.5 I can identify the functions of a rain gauge (ombrometer), what it measures,
and how it works.
2.6 I can identify the functions of a wind vane, what it measures, and how it works.
2.7 I can identify the functions of an anemometer, what it measures, and how it works.
2.8 I can explain the functions and usage of weather maps.
2.9 I can identify weather instruments when given a picture.
ADDITIONAL�RESOURCES
Visit the Gallimore Weather or Not blog for a whole list of additional resources for the event: