Severe Weather, Summer 2020

 

1. Name four ingredients important for the development of supercell thunderstorms (1 point)
1)
2)
3)
4)

2. Severe weather describes weather that has particularly notable negative impacts on a community. In some cases whether or not a weather event is severe depends on the community it impacts. Give an example of a weather event that might be considered severe to one community and not severe to another. Please indicate the communities (e.g. a place on a map, houseless people, etc.) you are comparing. (2 points)

3. Choose the best answer for the process that causes a tornado to rotate faster than the thunderstorm updraft. (1 point)
a) tilting
b) filching
c) stretching
d) leaping

4. If a front has passed you and the conditions changed from warm and humid to cool and dry, what type of front was it that passed? (1 point)
a) occluded front
b) sea-breeze front
c) warm front
d) cold front

5. What is the primary force that causes the speed of the horizontal wind? (1 point)

6. Which of the following soundings are most likely to indicate severe heat during the summertime? (1 point)
a) conditional instability at pressure less than 850 hPa
b) low dewpoint depression in the near-surface layer
c) a near-surface inversion with high dewpoint depression above and no conditional instability
d) a strong jet centered near 300 hPa

7. In addition to the primary force identified in question 5, what other two forces are important to the wind speed and direction in the weather map? (1 point)

8. What is the name of the type of waves that cause high and low pressures over synoptic (large) spatial scales (1 point)?

9. MCS are an important phenomenon for providing rainfall yielding both benefits and severe weather hazards. In what region of the country and in what season do MCS most commonly occur? (1 point)

10. The word “Doppler” in Doppler radar refers to the ability of the radar to: (1 point)
a) Measure the amount of precipitation
b) Measure the intensity of a thunderstorm
c) Measure a sudden change in the wind, as occurs near a hook echo
d) Quickly scan the nearby surroundings so that hazardous conditions are detected with more warning

11. Vertical wind shear is important for the formation of supercell thunderstorms. Give your best answer for where in the atmosphere must the vertical wind shear be located for supercell development, and why is it important that it be located there? (2 points)

12. Several scientific studies have linked human-induced global warming to increased probabilities of extremely heavy precipitation events and/or to increased intensity of extremely heavy precipitation events. What physical law makes this connection between global warming and increased heavy precipitation physically plausible? (1 point)

13. Name two processes involving hydrometeors that are important in the formation of precipitation in clouds (1 point)
1)
2)

Bonus – worth up to 3 points: Use the provided “hook echo” radar scan of a supercell thunderstorm and label the three most important features using their acronyms: FFD, RFD, UD. Hint: Each is related to the vertical movement of air in the storm.

Bonus – Numerical Weather Prediction models predict the future state of the atmosphere, but they must begin their predictions at a point in time called the initial condition. Computer generated analyses are used as the initial condition instead of pure observations. Provide a short reason why observations alone cannot be used as the initial condition (0.5 point).

Bonus – Using your experience drawing isolines, give an example of how observations alone may lead to ambiguous weather maps (1.5 point).

Sample Solution

According to the EHRC (2010) many of the reasonable adjustments that schools are already making for disabled pupils undoubtedly include the use of some auxiliary aids, such as coloured layovers for dyslexic pupils, pen grips, adapted PE equipment, adapted keyboards and computer software.

Accountability for schools under the Equality Act

All schools under the Disability Equality Act 2005 and now subsumed into the Equality Act 2010 have to ensure that all public bodies, therefore, schools have to pay ‘due regard’ to the promotion of equality for young people with disabilities. The EA has two distinct elements that apply to all educational institutions within the UK, a general duty and a specific duty. The EHRC can take action against any schools that do not meet their duties. Hills (2012)

Schools must be aware of the requirement under the general duty to have due regard when carrying out their duties to;

  • Eliminate discrimination, harassment and victimisation
  • Advance equality of opportunity between people with disabilities and non-disabilities
  • Foster good relations between disabled and non-disabled people.

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