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General Information

Course ID (CB01A and CB01B)
METD010L
Course Title (CB02)
Meteorology Laboratory
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Introductory weather lab in which students work with observational data, graphics products, charts and instruments used by synoptic meteorologists to forecast weather. Lab sessions will include current weather products downloaded from the American Meteorological Society's "Online Weather Studies" homepage which has been specifically designed for this course and from °®¶¹´«Ã½ College's automated rooftop weather station. Students will practice the analysis and decision-making skills employed by meteorologists to diagnose air patterns, understand air motions and predict future atmospheric conditions.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is an introductory level laboratory focusing on the field of atmospheric science. It is fully transferable to any CSU and UC systems. This course meets a general education requirement for °®¶¹´«Ã½, CSUGE and/or IGETC. The laboratory conforms to the standards established by the American Meteorological Society Education Department.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GBX°®¶¹´«Ã½ GE Area B - Natural SciencesApprovedThis is a stand-alone lab course that must be completed with or after the corresponding lecture course for GE credit.
CSU GEArea(s)StatusDetails
CGB3CSU GE Area B3 - Science Laboratory ActivityApproved
IGETCArea(s)StatusDetails
IG5CIGETC Area 5C - Science LaboratoryApproved

Units and Hours

Summary

Minimum Credit Units
1.0
Maximum Credit Units
1.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours0.00.0
Laboratory Hours3.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
0.0
Laboratory
36.0
Total
36.0
Course Out-of-Class Hours
Lecture
0.0
Laboratory
0.0
NA
0.0
Total
0.0

Prerequisite(s)

MET D010. (may be taken concurrently)

Corequisite(s)

Advisory(ies)

  • ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.
  • Pre-algebra or equivalent (or higher), or appropriate placement beyond pre-algebra

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Collaborative learning and small group exercises

Discussion of assigned reading

Quiz and examination review performed in class

Laboratory discussion sessions and quizzes that evaluate the proceedings weekly laboratory exercises

Assignments

  1. Collaborative Laboratory Manual Exercises and Activities.
  2. Lab Quizzes based on reading assignments, concepts and methods used in Laboratory Manual Exercises.
  3. Required readings from the American Meteorological Society's "Weather Studies Lab Manual".
  4. Supplemental Laboratory Demonstrations
  5. Written comprehensive Final Examination.

Methods of Evaluation

  1. Completion and accuracy of responses on laboratory assignments and weekly quizzes.
  2. Demonstrated understanding via written examination of assigned readings and discussion of the historical development of Meteorology, including the contributions of scientists to the field. Student responses will be evaluated for clarity, completeness, and accuracy by comparison to grading rubrics.
  3. Demonstrated understanding via examination, discussion and evaluation of laboratory manual exercise results and supplementary laboratory demonstrations. Student responses will be evaluated based on completeness and accuracy by comparison to grading rubrics.
  4. Written comprehensive Final Examination based on key findings from Laboratory Manual Exercises, Presented Concepts and Assigned Reading. Student responses will be evaluated based on completeness and accuracy by comparison to grading rubrics.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • Computer classroom with internet access to DeAnza College's Automated Weather Source weather sensing system for each student

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
"Weather Studies Investigations Manual", American Meteorological Society Education Division, Boston, Massachusetts 2017

Examples of Supporting Texts and References

AuthorTitlePublisher
Carbone, Greg, "Exercises for Weather and Climate", 9th ed., Pearson, 2016, Upper Saddle River, NJ.
Sorbjan, Zbigniew, "Hands-On Meteorology", 1st ed., 1996, American Meteorology Society, Boston, MA.
Nese, John and Grenci, Lee "World of Weather Laboratory Exercises", Pennsylvania State University's Collge of Earth and Mineral Sciences, 2013.

Learning Outcomes and Objectives

Course Objectives

  • Describe the relationship of air circulation between patterns of high (anticyclonic) and low (cyclonic) air pressure.
  • Decode the symbols appearing on a surface weather map and be able to describe weather conditions at various locations on the maps.
  • Identify fronts appearing on a weather map and the weather differences likely to be occurring on either side of the front.
  • Describe the vertical temperature profile of the atmosphere in the troposphere and lower stratosphere and be able to compare this profile with the U.S. Standard Atmosphere.
  • Distinguish among the various types of weather satellite imagery, describe the information that each can provide and interpret probable atmospheric conditions from weather satellite imagery.
  • Describe the variation of solar radiation received at equatorial, mid-latitude and polar locations over the period of a year and estimate and compare the amounts of sunlight received at these locations over the course of a year.
  • Draw isotherms to show patterns of air temperature on a weather map; locate regions where cold and warm advection are likely to be occurring and relate temperature advection patterns to circulation around air pressure systems.
  • Define heating-degree-days, cooling-degree-days and Wind Chill.
  • Interpret the information provided by a Doppler Radar image including intensity and horizontal motion of precipitation.
  • Relate local air pressure changes and weather conditions to the presence of different air masses before and after the passage of a front and estimate the speed of movement of a well-defined front.
  • Explain what air pressure is, how variations in air temperature cause differences in air pressure and describe how density contrasts between warm and cold air cause horizontal variations in air pressure at different altitudes in the atmosphere.
  • Describe how relative humidity changes as air temperature changes, what role condensation nuclei play in cloud formation and how clouds form in the atmosphere:
  • Explain how to use a Stuve Diagram to follow atmospheric temperatures and pressures; determine the temperature of air that rises or sinks in the atmosphere and describe how water vapor saturation can affect atmospheric temperatures.
  • Describe the horizontal forces that act on air parcels, show the directions toward which these forces act and relate these horizontal forces to the winds reported on a weather map.
  • Describe the topography of upper air constant pressure surfaces based on height contours, including highs, lows ridges and troughs; describe the general relationship between height contours and the temperature of the underlying atmosphere; and describe the relationship between height contours and wind direction on upper-air weather maps.
  • Describe the appearance of thunderstorms on visible satellite imagery and the general weather conditions favorable for the formation of thunderstorms.
  • Explain the relationship between maximum wind speeds and the central air pressure in a hurricane or typhoon; categorize the damage potential of a hurricane or typhoon based on wind speed and explain how hurricane or typhoon wind speed is affected by landfall
  • Explore the development and evolution of Meteorology as a science, and the contributions of scientists from various historical and ethnic backgrounds to the field of Meteorology.

CSLOs

  • Assess and evaluate the analysis and decision-making skills employed by meteorologists to diagnose air patterns, understand air motions and predict future atmospheric conditions.

Outline

  1. Describe the relationship of air circulation between patterns of high (anticyclonic) and low (cyclonic) air pressure.
    1. Apply the "hand-twist" model of wind direction to the circulation of air in a high (anticyclonic) and low (cyclonic) air pressure system.
    2. Draw lines of equal air pressure (isobars) to show the pattern of surface air pressure across the United States.
    3. Locate regions of high and lows air pressure on a synoptic surface map.
  2. Decode the symbols appearing on a surface weather map and be able to describe weather conditions at various locations on the maps.
    1. Interpret symbols appearing on a surface weather map including those for current weather, wind direction and wind speed.
    2. Decode air pressure reported on Station Models on a surface weather map.
    3. Decode amount of cloud coverage and cloud type reported on Station Model on surface weather map.
  3. Identify fronts appearing on a weather map and the weather differences likely to be occurring on either side of the front.
    1. Identify four types of frontal boundaries appearing on a surface weather map.
    2. Describe the type of weather that would be experienced before, during and after a cold frontal passage and a warm frontal passage.
    3. Describe the wind patterns associated with a cold, warm, stationary and occluded front.
  4. Describe the vertical temperature profile of the atmosphere in the troposphere and lower stratosphere and be able to compare this profile with the U.S. Standard Atmosphere.
    1. Plot a Stuve Diagram showing the vertical temperature profile of the atmosphere using current radiosonde data.
    2. Compare a current plotted Stuve Diagram with the U.S. Standard Atmosphere.
    3. Interpret and Stuve Diagram with regards to atmospheric stability, relative moisture and location of cloud layers.
  5. Distinguish among the various types of weather satellite imagery, describe the information that each can provide and interpret probable atmospheric conditions from weather satellite imagery.
    1. Describe the orbital characteristics of GOES and Polar satellites.
    2. Describe the three types of weather satellite images (visible, infrared and water vapor.)
    3. Contrast the types of weather information provided by visible, infrared and water vapor satellite images.
    4. Interpret probable atmospheric conditions from weather satellite images.
  6. Describe the variation of solar radiation received at equatorial, mid-latitude and polar locations over the period of a year and estimate and compare the amounts of sunlight received at these locations over the course of a year.
    1. Contrast the differences in solar radiation received at the equator, the mid-latitudes and poles and identify the reasons for the differences.
    2. Estimate the amount of sunlight received at equatorial, mid-latitude and polar locations at the beginning of the four seasons of the year.
    3. Construct an annual radiation curve for three different latitude locations.
  7. Draw isotherms to show patterns of air temperature on a weather map; locate regions where cold and warm advection are likely to be occurring and relate temperature advection patterns to circulation around air pressure systems.
    1. Perform an isothermal analysis to reveal temperature patterns on a surface weather map.
    2. Define warm air advection, cold air advection and neutral advection.
    3. Locate regions of warm and cold air advection on a surface weather map.
    4. Relate warm and cold advection to the circulation of air around an extratropical low pressure system and high pressure system.
  8. Define heating-degree-days, cooling-degree-days and Wind Chill.
    1. Calculate the number of heating-degree-days and cooling-degree-days accumulated on a given day.
    2. Demonstrate the use of heating-degree and cooling-degree data and various locations.
    3. Describe the distribution of heating and cooling degree days across the United States and other countries of the world.
    4. Determine wind chill temperature based on actual air temperature and wind observations.
  9. Interpret the information provided by a Doppler Radar image including intensity and horizontal motion of precipitation.
    1. Describe the aspects of actual wind that are detected by Doppler Radar.
    2. Determine the speed of winds toward or away from a Dopplet Radar site.
    3. Construct a chart depicting the direction and velocity of wind as detected by Doppler Radar.
  10. Relate local air pressure changes and weather conditions to the presence of different air masses before and after the passage of a front and estimate the speed of movement of a well-defined front.
    1. Identify and describe the characteristics of the five major air masses that affect the United States.
    2. Specify the locations of mT (maritime tropical) and cP (continental polar) air masses with respect to a cold front, warm front and stationary front.
    3. Describe the locations of air masses with respect to an extratropical cyclone.
  11. Explain what air pressure is, how variations in air temperature cause differences in air pressure and describe how density contrasts between warm and cold air cause horizontal variations in air pressure at different altitudes in the atmosphere.
    1. Describe how air temperature changes as air pressure changes.
    2. Describe how temperature and water vapor affect the density of air.
    3. Describe how changes in atmospheric pressure can lead to cloud development and precipitation.
    4. Describe how a Stuve Diagram can be used to follow changes in air pressure and temperature.
    5. Determine the temperature of air that rises or sinks in the atmosphere.
  12. Describe how relative humidity changes as air temperature changes, what role condensation nuclei play in cloud formation and how clouds form in the atmosphere:
    1. Use a liter bottle to trace changes in air temperature as pressure changes.
    2. Using a liter bottle trace the processes of condensation and evaporation as changes in air pressure and temperature occur.
    3. Evaluate how relative humidity changes as air temperature changes over a given period of time.
  13. Explain how to use a Stuve Diagram to follow atmospheric temperatures and pressures; determine the temperature of air that rises or sinks in the atmosphere and describe how water vapor saturation can affect atmospheric temperatures.
    1. Chart on a Stuve Diagram the temperature and dewpoint temperature change as unsaturated air rises in the troposphere.
    2. Chart on a Stuve Diagram the temperature and dewpoint temperature change as saturated air rises in the troposphere
    3. Describe how a Stuve Diagram is used to follow atmospheric temperature and pressure changes.
    4. Describe how water vapor saturation can affect atmospheric temperatures.
  14. Describe the horizontal forces that act on air parcels, show the directions toward which these forces act and relate these horizontal forces to the winds reported on a weather map.
    1. Identify the horizontal and vertical forces that act on air parcels.
    2. Show the directions toward which horizontal forces acting on air parcels act.
    3. Define pressure gradient, coriolis and friction forces.
    4. Relate these horizontal forces to the winds reported on a surface synoptic weather map.
  15. Describe the topography of upper air constant pressure surfaces based on height contours, including highs, lows ridges and troughs; describe the general relationship between height contours and the temperature of the underlying atmosphere; and describe the relationship between height contours and wind direction on upper-air weather maps.
    1. Plot and interpret an upper air station radiosonde observation.
    2. On a 500 mb upper air chart locate identify the long waves pattern and locate ridges and troughs.
    3. Relate the relationship between the long waves upper air pattern and wind direction.
    4. Relate the relationship between 500 mb height and the surface air temperature.
  16. Describe the appearance of thunderstorms on visible satellite imagery and the general weather conditions favorable for the formation of thunderstorms.
    1. Using a Stuve Diagram identify the atmospheric conditions as supportive or non-supportive of thunderstorm development.
    2. Using as Doppler Radar images identify areas of thunderstorm occurrence and analyze rainfall rates.
  17. Explain the relationship between maximum wind speeds and the central air pressure in a hurricane or typhoon; categorize the damage potential of a hurricane or typhoon based on wind speed and explain how hurricane or typhoon wind speed is affected by landfall
    1. Relate the pressure gradient force to the strength of a hurricane or typhoon.
    2. Identify the following stages of tropical cyclone development: disturbance, depression, storm and hurricane/typhoon.
    3. Identify the atmospheric conditions necessary for tropical cyclone development.
    4. Using an upper air synoptic chart analyze the probable path of a tropical cyclone.
    5. Describe characteristics of a tropical cyclone related to its strength as related to the Saffir-Simpson Scale.
    6. Examine the naming of Tropical Cyclones, and how they vary regionally.
  18. Explore the development and evolution of Meteorology as a science, and the contributions of scientists from various historical and ethnic backgrounds to the field of Meteorology.
    1. Contributions to the field of Meteorology from scientists of a variety of cultural and historical backgrounds, including, but not limited to:
      1. Greek Philosophers, Such as Aristotle
      2. Renaissance era scientists, including Galileo Galilei, Evangelista Torricelli, and Anders Celsius.
      3. Contributions from Modern Meteorologists from diverse backgrounds, including Warren Washington, Roger Wakimoto, Marshall Shepherd and Joanne Simpson.
    2. Development of weather instrumentation and concepts, including but not limited to:
      1. The development of modern temperature scales.
      2. The development of weather instruments such as the mercury barometer.
      3. The development of modern technology including supercomputers, satellite and Dopplar radar
      4. Comparison of weather analysis in the pre-satellite era to modern day.
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