Weather and Climate

Weakness - I have forgotten key aspects of this topic. In the past I have understood but have failed to recall and explain patterns and processes in assessments.

Strategy for improvement:

1. Re-read the recommended text for first year undergraduates, An Introduction to Physical Geography and the Environment (Holden, 2005) chapters 2 – 4.
2. Revise first year environmental science notes for the module ‘Atmosphere, Weather and Climate’.
3. Review the context of weather and climate within the national curriculum and the Edexcel and OCR syllabus’ for key stages 3 to 5.
4. Explore the Internet for useful resources.
5. Compile case studies.

Atmospheric thermodynamics:

This topic particularly lends itself to visual representations of global weather patterns and diagrammatic explanations of processes which are invisible to the eye. Therefore, when absorbing information in text books I like to draw out patterns/processes try and to visualise the actions. Below is an example of my drawings showing the basic scientific principals of heat transfer based on information from An Introduction to Physical Geography and the Environment (Holden, 2005).

 

For a more comprehensive presentation of these fundamental processes for understanding thermal heat exchange the BBC’s science GCSE bitesize has some good animations.

 http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energy/heatrev1.shtml

It is important that pupils grasp these principals before being introduced to the more complex thermodynamics acting within the atmosphere which vary with pressure, density etc.

S-Cool revision site contains more specific descriptions, diagrams and animations in relation to heat transfer within the atmosphere on the page: ‘Heating of the Atmosphere’ aimed at A Level geographers.

 http://www.s-cool.co.uk/a-level/geography/introduction-to-weather-and-climate/revise-it/heating-of-the-atmosphere

Below is an excellent series of lesson plans and homework activities aimed at first year undergraduates that can be simplified to create a lesson for A Level geographers (maybe to stretch the gifted and talented). However, I would suggest replacing the extensive equations with short descriptions – this will save time and avoid confusion about what the symbols represent.

http://serc.carleton.edu/quantskills/activities/Atmo_1st_law.html