1. One characteristic of a Tropical Cyclone is:
    a. if forms outside the tropics
    b. it has fronts
    c. the center is warmer than the surrounding air
    d. the strongest winds are in the upper atmosphere

Rationale:
Students should know the difference between a warm tropical system and the colder extratropical system.  While three of these characteristics describe an extratropical cyclone, only c is characteristic of the warmer, tropical cyclone.

Feedback:
A tropical system is usually associated with warmer conditions and would form in the tropics.
 

2. One characteristic of a Extratropical Cyclone is:
    a. it forms within the tropics
    b. it has fronts
    c. the center is warmer than the surrounding air
    d. the strongest winds are in the lower atmosphere

Rationale:
Students should know the difference between a warm tropical system and the colder extratropical system.  While three of these characteristics describe a tropical cyclone, only b is characteristic of the cooler, extratropical cyclone.

Feedback:
a. Tropical systems only form in the tropics
c. A warmer center region would be associated with tropical systems
d. Strongest winds in the lower atmosphere are also associated with tropical systems

3. Which of the following is a characteristic of a high pressure system in the northern hemisphere?
    a. rising
    b. clockwise
    c. counterclockwise
    d. inward

Rationale:
The characteristics of low pressure systems; rising, counterclockwise and inward, cause fronts to occur and changes in weather. Understanding the characteristics of the system allows the student to understand weather patterns.

Feedback:
All answers, except b are produced by low pressure. Clockwise motion is associated with high pressure.

4. Which air movement descriptor is NOT associated with a high pressure system in the northern hemisphere?
    a. sinking
    b. clockwise
    c. counterclockwise
    d. outward

Rationale:
The characteristics of high pressure systems; sinking, clockwise and outward, cause pleasant changes in weather. Understanding the characteristics of the system allows the student to understand weather patterns.

Feedback:
All answers, except c are produced by high pressure. Counterclockwise motion is associated with low pressure.
 

5. The boundary between warm and cool air, when cool air advances to replace warm air is called a:
    a. warm front
    b. cold front
    c. occluded front
    d. stationary front

Rationale:
The student should understand that advancing cool air is the primary factor in defining a cold front.

Feedback:
a. A warm front is caused by advancing cool air
c. An occluded front is formed when a cold air mass merges with a warmer one
d. A stationary front is occurs when neither warm or cold air is advancing.
 

6. A warm front is represented on a weather map by which symbol:
    a. blue triangles connected by a line
    b. red semicircles connected by a line
    c. alternating blue triangles and red semicircles connected by a line
    d. lines connecting points of equal pressure

Rationale: Students should know the difference between warm and cold fronts, and how meteorologists symbolize these on a map. The correct answer, b, indicates the student probably can successfully identified this symbol on a weather map.

Feedback:
a. blue triangles represent a cold front
c. alternate blue triangles and red semicircles represent a stationary front
d. lines connecting points of equal pressure are called isobars and not necessarily indicative of a weather front
 

7. A cold front is represented on a weather map by which symbol:
    a. blue triangles connected by a line
    b. red semicircles connected by a line
    c. alternating blue triangles and red semicircles connected by a line
    d. lines connecting points of equal temperature

Rationale:
Because a cold front brings a change in the weather, the student should be able to recognize its location on a weather map. The correct answer, a, indicates the student probably can successfully identified this symbol on a weather map.

Feedback:
b. red semicircles represent a warm front
c. alternate blue triangles and red semicircles represent a stationary front
d. lines connecting points of equal temperature are called isotherms and not necessarily indicative of a weather front

8. An area of low pressure that generally forms over Canada and east of the Rocky Mountains, usually causes only light precipitation and very cold temperatures as it moves across the continent, is referred to as a (an):
    a. Siberian Express
    b. Northeaster
    c. Alberta Clipper
    d. Tropical Cyclone

Rationale:
Air masses generally have the characteristics of the region over which they are formed. This can be warm or cold, wet or dry. Generally, Alberta Clippers are dry and extremely cold due to where they are formed. As the front associated with the air mass moves over the continent, it brings changes in weather with drier, cold characteristics.

Feedback:
a. This mass would form over Siberia, not Canada or east of the Rockies
b. A Northeaster is caused by wet, warm air from the Atlantic meeting colder air inland
d. A Tropical Cycle is formed in the tropics and has warm, wet characteristics.
 

9. An area of low pressure that generally forms over the Atlantic Ocean and brings precipitation in the form of heavy snowfall over the United States, as it mixes with cold, northern air, is called a (an):
    a. Siberian Express
    b. Northeaster
    c. Alberta Clipper
    d. Tropical Cyclone

Rationale:
Air masses generally have the characteristics of the region over which they are formed. This can be warm or cold, wet or dry. Generally, Northeasters bring large snowfalls to the New England states and regions nearby. As the warm, wet air from over the Atlantic mixes with cold air from the north, heavy snowfalls result.

Feedback:
a. This mass would form over Siberia and most likely be cold and dry
c. An Alberta Clipper forms over land regions in Canada and would be cold and dry
d. A Tropical Cycle is formed in the tropics and has warm, wet characteristics.
 

10. Air that slowly rises and cools, causing clouds and precipitation to form, is referred to as: a.
    a  low pressure system
    b. a high pressure system
    c. a mid pressure system
    d. a non pressure system

Rationale:
Students should understand that low pressure is formed as air cools and rises. As temperatures drop, water vapor in the air will condense and clouds form.

Feedback:
b. High pressure is caused by sinking, warming air.
c/d. There is no such phenomena as a mid or non pressure system

11. A barometer is a weather instrument used to measure:
     a. temperature
     b. humidity
     c. wind speed
     d. air pressure

Rationale:
It is important for students to identify common weather instruments such as a barometer which measures air pressure.

Feedback:
a. temperature is measured by a thermometer
b. humidity is measured hygrometer
c. wind speed is measured by an anemometer
 

12. It is possible to determine when a cold front has passed your location, and winds will shift direction. After a cold front has passed, winds will tend to be from the:
      a. west
      b. east
      c. north
      d. south

Rationale:
Winds move counterclockwise around low pressure systems, associated with cold fronts. Before the front passes, winds will generally be from the south. On the backside of the front, winds will be northerly.

Feedback:
a. Winds from the west would occur when a low pressure system is to the north
b. Winds from the east would indicate a low pressure system to the south
d. Southerly winds would occur ahead of a cold front.

13. Surface winds at the mid latitudes, which effects weather in the continental United States, generally flows in which direction:
    a. north to south
    b. west to east
    c. south to north
    d. east to west

Rationale:
Due to the coriolis effect, winds around the globe flow in patterns. In the tropical regions, winds flow generally from east to west and are called the Trade Winds. In the mid latitudes, winds are referred to as the Westerlies, and flow from west to east. This causes weather patterns in the United States to move from the west.

Feedback:
a/c. This may occur at higher altitudes, depending on the jet stream.
d. This pattern would occur at low latitudes and be referred to as the Trade Winds.

14. Isobars are lines drawn on a weather map to connect areas of equal:
    a. pressure
    b. temperature
    c. winds
    d. humidity

Rationale:
Air pressure is one of the most important features to read and interpret on a weather map. Differences in pressure result in formation of cold and warm fronts, and bring weather changes. Students should be able to identify and recognize Isobars are lines connecting areas of equal pressure on a map.

Feedback:
b. Isotherms connect lines of equal temperature
c. Winds speed and direction are shown by vectors with flags
d. Humidity is shown on a map as a numerical value and lines are not drawn to connect points
 

15-19: Using the weather map shown below, identify each of the symbols below from the choices below:

15._______________________________
16._______________________________
17._______________________________
18._______________________________
19._______________________________

Rationale:
One of the most important objectives of this lesson is for students to read and interpret a weather map. Information shown above is typical of a weather map on any given day. Symbols shown above are the common ones shown on most weather maps.
Feedback:
15. High pressure
16. Low pressure
17. Cold front
18. Warm front
19. Isobars

1. The primary source of energy for a hurricane is:
    a. lower level winds
    b. upper level winds
    c. warm ocean water
    d. rising water vapor

Rationale:
Understanding that warm ocean water is the primary source of energy for a hurricane, helps the student to understand its nature, how it forms and why some hurricanes intensify and others die out.

Feedback:
a. lower level winds are a result of hurricane formation, but do not feed it
b. upper level pressure will prove to be favorable or unfavorable to hurricane formation, but does not provide its energy
d. water vapor in the air condenses at air cools and rises, but does not provide the energy for a hurricane
 

2. Surface winds of a hurricane:
    a. rotate clockwise
    b. rotate counterclockwise
    c. are Westerlies and move from west to east
    d. are called the Trade Winds and move from east to west

Rationale:
A hurricane is an intense, low pressure Tropical Cyclone, and winds will always rotate counterclockwise at the surface. Feedback:
a. This is a high pressure system, or Extratropical Cyclone
c. Westerlies are mid latitude winds which are not associated with hurricane winds
d. Trade Winds are low latitude winds and are not associated with hurricane winds
 

3. Winds near the storm's center, or eye, will:
    a. decrease and be pushed outward
    b. decrease and be pulled inward
    c. increase and be pushed outward
    d. increase and be pulled inward

Rationale: Students should understand that the winds for a Hurricane intensify as they are pulled into the center of the storm.

Feedback:
d is the only answer that includes both of these elements.
 

4. Hurricane intensities are measured according to a scale called the:
    a. Beaufort Scale
    b. Richter Scale
    c. Heat Index Scale
    d. Saffir-Simpson Scale

Rationale:
It is important that students are familiar with the Saffir-Simpson scale which measures the intensity of hurricanes.

Feedback:
a. Beaufort Scale measures winds
b. Richter Scale measures earthquake intensity
c. Heat Index Scale is a factor determined by combining humidity and temperature
 

5. A hurricane rated at Category 2 on the Saffir-Simpson scale, will likely cause damage that will:
    a. overturn or blow away small buildings, destroy large buildings, cause extensive roof and building damage
    b. blow down shrubs and trees and may even blow some roofs off or cause major damage to buildings near the coast
    c. blow down large trees and do some damage to roofs, windows, doors and mobile homes
    d. blow down some trees and do minor damage to exposed mobile homes

Rationale:
The damage potential of a hurricane is rated by a numerical value from 1 - 5 on the Saffir-Simpson scale. The lower the damage potential, the lower the category number. A Category 2 hurricane will blown down some trees and do minor damage to exposed mobile homes (d).

Feedback:
a. Category 5
b. Category 4
c. Category 3
 

6. A hurricane rated at Category 4 on the Saffir-Simpson scale, will likely cause damage that will:
    a. overturn or blow away small buildings, destroy large buildings, cause extensive roof and building damage
    b. blow down shrubs and trees and may even blow some roofs off or cause major damage to buildings near the coast
    c. blow down large trees and do some damage to roofs, windows, doors and mobile homes
    d. blow down some trees and do minor damage to exposed mobile homes

Rationale: The damage potential of a hurricane is rated by a numerical value from 1 - 5 on the Saffir-Simpson scale. The lower the damage potential, the lower the category number. A Category 4 hurricane (b) will cause major damage to coastal structures and knock down trees and shrubs inland.

Feedback:
a. Category 5
c. Category 3
d. Category 2
 

7. Hurricanes primarily develop over:
    a. warm land areas
    b. warm water areas
    c. cold land areas
    d. cold water areas

Rationale:
Students should understand that hurricanes are only formed over warm water regions, where sea surface temperatures are in excess of about 76 degrees.

Feedback:
a/c. Hurricanes can not form over land
d. Hurricanes must have warm ocean water to form
 

8. The minimum wind speed for a storm to be designated a hurricane is:
    a. 45 miles per hour
    b. 74 miles per hour
    c. 96 miles per hour
    d. 155 miles per hour

Rationale:
A storm system is upgraded to hurricane status when wind speeds reach and maintain a speed of 74 miles per hour.

Feedback:
a. A system becomes a Tropical Storm when winds reach this speed
c. A hurricane is upgraded to Category 2 when wind speeds reach 96 mph
d. A hurricane with winds in excess of 155 miles per hour has become a Category 5 hurricane, which is the most potentially dangerous
 

9. The most potentially dangerous of all hurricanes is a Category 5 storm, which has winds in excess of:
    a. 45 miles per hour
    b. 74 miles per hour
    c. 96 miles per hour
    d. 155 miles per hour

Rationale:
A storm system is upgraded to hurricane status when wind speeds reach and maintain a speed of 74 miles per hour. As wind speed increases, the storm is upgraded until it reaches a category 5 at 155 mph, the most potentially dangerous storm of all.

Feedback:
a. A system becomes a Tropical Storm when winds reach this speed
b. A storm becomes a hurricane when winds reach 74 miles per hour
c. A hurricane is upgraded to Category 2 when wind speeds reach 96 mph

10. Rising water, intense waves and increased tide heights that cause much of a hurricane's damage to the coastal area, is called:
    a. storm surge
    b. tidal wave
    c. flash flooding
    d. ocean current

Rationale:
Intense winds are not the only danger associated with a hurricane. Rising ocean water, waves and increased tide heights associated with hurricanes are referred to as the storm surge. The powerful amount of energy associate with the storm surge is often responsible for more damage than hurricane winds to property along the coast.

Feedback:
b. tidal waves are usually associated with other factors, including earthquakes
c. flash flooding is caused by heavy and sudden rainfalls, and not necessarily in conjunction with a hurricane
d. ocean currents are caused by rotation of water within earth's oceans in water bound, river-like areas
 

11. Hurricane formation is often dependent on upper level winds, as winds around the center of a storm will often rise to about:
    a. 1,000 feet
    b. 50,000 feet
    c. 125,000 feet
    d. 250,000 feet

Rationale:
Air rises to about 50,000 feet in the center of a hurricane, where it is propelled outward, making room for more rising air.

Feedback:
a. At 1,000 feet, the cloud bottoms would form
c. At approximately 125,000 feet, the top of the Stratosphere is reached, and weather is not associated with these altitudes
d. The top of the Mesosphere occurs at about 250,000, and again, weather is not associated with these altitudes
 

12. Which of these cities will experience the least likelihood of hurricane exposure:
    a. Charleston, South Carolina
    b. Seattle, Washington
    c. Savannah, Georgia
    d. Houston, Texas

Rationale:
Students should understand that the cities that risk the greatest potential exposure to hurricanes, will be those located nearest warm ocean waters. While Seattle is near the Pacific Ocean, cool ocean currents keep water too cold for hurricane development

Feedback:
a/c. Charleston and Savannah are located in warm waters of the Atlantic Ocean.
d. Houston is located near the Gulf of Mexico, another warm body of water
 

13. Which of these cities will experience the greatest likelihood of hurricane exposure:
    a. Des Moines, Iowa
    b. New Orleans, Louisiana
    c. Portland, Oregon
    d. Santa Fe, New Mexico

Rationale:
Students should understand that the cities that risk the greatest potential exposure to hurricanes, will be those located nearest warm ocean waters. New Orleans is located on the Gulf of Mexico where warm ocean water would provide the energy to sustain a hurricane during much of the year.

Feedback:
a. Des Moines is too far inland
c. While Portland is near the Pacific Ocean, cool ocean currents keep water too cold for hurricane development
d. Santa Fe is too far inland as well to experience many hurricane threats