Rationale:
Students should be aware that as a cold front passes, air pressure will begin to rise and cooler, clear air will move in with northerly winds.

Feedback:
Students should mention these details:
    1. Cooler air
    2. Clearing
    3. Rising pressure - AFTER the front passes
    4. Northerly winds - from counter-clockwise motion

2. The weatherman reports a cold front will be moving through the area. Tell what you expect the weather to be like for the rest of the day.

Rationale:
Students should be aware that as a cold front approaches, air pressure will drop and winds will be from the south. Precipitation will generally be ahead of the front and precipitation or humidity is expected. Temperatures will be warmer until it passes. After a front passes, air pressure will begin to rise and cooler, clear air will move in with northerly winds.

Feedback:
Students should mention these details:
1. Warm air initially, followed by cooler air later
2. Precipitation initially, followed by clearing
3. Falling pressure as the front approached, then rising pressure - AFTER the front passes
4. Southerly winds ahead of the front will be replaced by Northerly winds - from counter-clockwise motion
 
 

3. Construct a line graph using the following temperature information to indicate temperature changes over time. Be sure to label the graph, the X and Y axis, and use a consistent scale of measurement. Write two statements that generalize information presented in your graph.
 

Date and Time	Temperature
Saturday 8:00 am	42 degrees F
Saturday 12 noon	68 degrees F
Saturday 4:00 pm	73 degrees F
Saturday 8:00 pm	71 degrees F
Sunday midnight	66 degrees F
Sunday 4:00 am	62 degrees F
Sunday 8:00 am	64 degrees F

 
 
Rationale:
Students should be able to interpret and present weather information in a standard graphic format for sharing with others. Feedback:
Student graph should include the following:
 

Statements could include observations such as:
Temperatures increased Saturday and remained fairly warm
8:00 am Saturday was the coldest temperature recorded for this period
4:00 Saturday was the warmest temperature recorded for this period
 

4. Construct a line graph using the following barometric information to indicate air pressure changes over time. Be sure to label the graph, the X and Y axis, and use a consistent scale of measurement. Write two statements that generalize information presented in your graph.
 

Date and Time	Air Pressure
Saturday 8:00 am	996 mb
Saturday 12:00 pm	998 mb
Saturday 4:00 pm	1005 mb
Saturday 8:00 pm	1005 mb
Sunday 12:00 am	1008 mb
Sunday 4:00 am	1006 mb
Sunday 8:00 am	999  mb

 

Rationale:
Students should be able to interpret and present weather information in a standard graphic format for sharing with others.

Feedback:
Student graph should include the following:

5. The National Storm center has issued a Hurricane warning and classified the approaching storm as a Category 1. Tell what this means in terms of wind speed and damage, and indicate how you would prepare for the storm if you lived on the coast in an apartment

Rationale: Students should not only know the possible classifications for a hurricane under the Saffir-Simpson scale, but what it means in terms of damage and preparation. A category 1 storm, with winds in excess of 74 miles per hour, would cause minimal damage to structures on the coast. However, securing your belongings and evacuating would be a wise precaution. Inland, most places would have very little damage other than a few trees blowing down.

Feedback: Student answers should indicate that winds for a Category 1 storm would run between 74 and 95 miles per hour. This would be a small storm, with little damage expected. Answers should include things such as tree and sign damage, storing water, protecting windows and possible evacuation along coastal areas.
 

6. The National Storm center has issued a Hurricane warning and classified the approaching storm as a Category 3. Tell what this means in terms of wind speed and damage, and indicate how you would prepare for the storm if you lived 30 miles from the coast in a regular house.

Rationale:
Students should not only know the possible classifications for a hurricane under the Saffir-Simpson scale, but what it means in terms of damage and preparation. A category 3 storm, with winds in excess of 111 miles per hour, would blow down large trees and cause some structural damage to large buildings near the coast. Inland, mobile homes would be at great risk as well.

Feedback:
Student answers should indicate that winds for a Category 3 storm would run between 111 and 130 miles per hour. This would be a fairly large and potentially disastrous storm, especially for those living on the coast. For those living so far inland, the risk of structural damage is considerably less, however falling trees and blowing yard debris could be a hazard. Answers should include things such as stocking up on food and water, but would not include evacuation.

7. How are a Northeaster and an Alberta Clipper alike? How are they different?

Rationale:
Both of these storms are most likely to occur in the winter. An Alberta Clipper is most likely going to bring dry air with little precipitation and extremely frigid temperatures. A Northeaster is caused by warm, wet air, mixing with cold, and can bring excessive amounts of snowfall to the northeastern United States.

Feedback: Students should mention that both storms are winter storms, associated with low pressure. The difference in precipitation amounts should also be mentioned.

8. Describe where hurricanes form and what happens as they develop.

Rationale:
After completing the lessons on Hurricane Tracking, students should understand the processes involved in formation and development of a tropical storm, and eventually a hurricane.

Feedback:
Student answers should include these elements:
a. A tropical depression, or weak low-pressure area forms in the prevailing winds off the coast of Africa, or in the eastern Atlantic or Caribbean
b. Air is pulled inward by low pressure and starts to rotate in a counterclockwise motion
c. Surface winds increase, and are warmed by ocean water
d. Evaporation increased the energy potential, as does rising air near the center of the storm.
e. If upper level winds are not too strong, the storm will continue to intensify, causing high winds which spiral inward through bands of thunderstorms.