Broadcast Questions

We are providing the following questions to assist you in focusing student attention during the broadcast.

A printable PDF page with the questions is available [acrobat link]
  1. How many different kinds of vehicles can you see being used to study weather and climate?
    (planes, balloons, vans, trucks, static sites, blimps, radar)

  2. How many different jobs can be seen?

  3. Who studies weather, and how?

  4. Is the study of weather and climate a seasonal occupation?

  5. Does understanding America's weather require a global perspective? Why?

  6. Activity 3.1 in the Teacher's Guide invites students to make simple weather instruments in class. They include:
     • barometer pressure
     • thermometer temperature
     • anemometer wind speed
     • psychrometer humidity/dew point
     • rain/precipitation gauge rain and snow
    Where do students see these instruments being used in the video?

  7. How much does it cost to evacuate a mile of coastline before a hurricane?

  8. Why do NOAA's Hurricane Hunter aircraft uses turboprops rather than jets???
    (Better in rain)

  9. What does the word "mesoscale" mean and what are some "mesoscale" weather events?

  10. What's the most powerful weather or climate phenomenon: hurricane, tornado, winter storm, ENSO?
    (ENSO, winter storms, hurricanes, tornadoes)

  11. What kind of extreme weather kills more people in the US: hurricanes or winter storms?
    (Winter storms--but indirectly, on roads and heart attacks while shovelling snow, etc.)

  12. Who uses antifreeze in their weather instruments and for what?
    (NWS snow gauges: the snow melts and is measured as water.)

  13. One inch of rain can mean as much as ___ inches or snow or as little as ___ of snow.
    (20, 6)

  14. What's the best and cheapest way of getting detailed data about the atmosphere from the ground up to 50,000 feet: satellite, laser, balloon?

  15. What are the 2 factors that, according to NOAA's John Kermond, contribute most to climate?
    (Oceans and atmosphere.)

  16. What is another key factor in weather-in addition to those mentioned by Marshall Shepherd at the beginning of the program-which is the key variable in the IPEX study

  17. What does the narration say the students from the University of Utah are learning along with meteorology?

  18. Up in the P-3, Dave Schultz says that he thinks they've seen something that doesn't conform to what was expected: does he seem concerned that the textbooks may have it wrong? What does he plan to do about it?
    (Go back and when they have time see if they've discovered something new about the atmosphere.)

  19. What does Mark Croxford recommend and then do as he sees a thunderstorm approach?
    (Take cover.)

  20. At which location visited by the LFSTORM cameras in program 1 would you most like to work, and why: flying through a hurricane; as a forecaster at the National Hurricane Center; on a NASA-NOAA field campaign (sic) in the middle of the Pacific; the Ivory Coast; "IPEX"/Operation Mountain Storm in the American West; or the National Severe Storms Lab., in Tornado Alley.

(Students can, in fact, explore many of these locations virtually by using SITE TOURS on the website.) "Answers may vary."