METmodule6.docx

MET : Module 6

Instructions

Respond to the following questions in a single discussion board post. Please label your answers as they are labeled in the prompt (#1, #2, #3, #4, etc).

Part 1 Cause of winds

1 (+1): Air moves from areas of high pressure to areas of low pressure. This is caused by the _______________________ force.

2 (+1): Air does not move in a straight line due to the rotation of the Earth. As air moves across the surface of the Earth, it tends to curve due to the _______________________ force.
Examine the following table that shows hurricane central pressures. For reference, the standard sea-level atmospheric pressure of 1013.25mbar. 

Hurricane A

Hurricane B

Hurricane C

Hurricane D

990mbar

980mbar

970mbar

1000mbar

3 (+1): Identify which hurricane is experiencing the greatest pressure gradient force

4 (+1): Identify which hurricane has the greatest wind speeds

5 (+1): Describe in one or two sentences in your own words the relationship between the pressure gradient force and wind speed (or asked another way, how does a change in the PGF affect wind speeds?)

Part 2 Winds, Pressure, and Maps

6 (+1): Pressure is shown on a surface map through lines called _______________________.

7 (+1): Meteorologists use these types of maps, as shown above, to predict wind speeds. Which of the following states will have the fastest wind speeds: Florida, Nebraska, Nevada, South Dakota or Tennessee?

8 (+1): Describe how a surface map that displays isobars can assist a meteorologist in determining areas of greater wind speed.

9 (+1): Analyze the following map

Find “Line A” on the map. Identify the direction of the wind that would occur between these two pressure systems. Remember, we name the wind for the direction it comes from. So if the winds were moving north to south, we would call these “northerly winds” because they come from the north.

10 (+1): You looked up the pressure values earlier in the day for the two pressure systems shown in the map above, but forgot to write them down. You know that the pressure at one location was 1010.3mb. Was that the pressure reading for the low-pressure system or the high-pressure system? Hint: look up what the standard air pressure is

Part 3 Convergence and Divergence

11 (+1): Which pressure system is associated with rising air and cloud formation?

12 (+1): Which pressure system is associated with sinking air and clear skies?

13 (+1): Using the map above, which of the following states would likely be experiencing clear skies: Arkansas, Colorado, Iowa, New Hampshire, or North Dakota?

14 (+1): Using the map above, which of the following states would likely be experiencing cloudy skies and potential for rainfall: Arizona, Minnesota, Nevada, or Wyoming?

To wrap up, we are going to go back to this map

15 (+1): Which direction would the surface pressure system over Location 1 be rotating in the atmosphere: clockwise or counter-clockwise? Assume the island is in the northern hemisphere.
16 (+1): State if the pressure system over Location 1 represents surface convergence or surface divergence and describe in one or two sentences how this causes the type of weather that is associated with this type of pressure system.

Part 4 Reply Post:

Learning is a process. For the assignment, analyze your classmates’ responses and self-evaluate your own work to determine if you have answered each question appropriately. You may revise up to 2 points of work from the assignment. You must identify the question, provide the correct answer, and describe how your understanding of the concept has changed. Failure to include a description will result in no points provided.
 

Example: “After reviewing my classmates’ work, I believe that #4 is a convergent plate boundary, not a divergent plate boundary. Convergent boundaries move towards each other and collide which would explain why there are mountains at this location. I now understand how convergent boundaries and divergent plate boundaries are different.” 
 
You will be replying to your own post and revising your own thought process in a single reply post. This is not the traditional “reply to a classmate” style posting. The goal is to begin to critically analyze your thought process using the perspectives of others to self-evaluate your own thought process and develop a greater understanding of the course content.