appendix a weather observation & analysis...

ENSC 201: Weather and Climate Winter 2018

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Appendix A

WEATHER OBSERVATION & ANALYSIS PROJECT

A.1 OBJECTIVE:

To use a case study model to observe, describe and explain Prince George’s weather for a

specified, continuous four-day period. This project is designed to give you experience:

observing and recording weather data using a variety of instruments and techniques

converting measurements into standard weather observations

reasonably dealing with data problems to make a useable data set (rationalizing data)

presenting, graphing, and analyzing data to interpret the weather pattern

integrating all the collected synoptic and local weather data into a concise, well written

report that describes, interprets and explains the weather that occurred over the

observation period.

METHOD: As a weather case study, you will monitor Prince George’s weather for a specified 4-day

period, and gather synoptic data from a variety of sources as indicated below. Monitoring will

involve a combination of group and individual work. Once the data are compiled, each student

will produce a concise, original, individually written report based on the collected data*. Your

report will interpret and explain the observed weather pattern in terms of the synoptic and local

conditions that occurred over the specified 4 days. The observation period and due dates for

each project component are given on the Course Schedule.

During the four-day weather observation period, once per day at an assigned time, you will

make a set of weather observations from an assigned Stevenson screen on the roof of the

Teaching Lab Building. Your observation time and data collection partner(s) will be

determined in the labs several weeks before the start of the observation period. Your team’s

observations will be combined with those from two other groups who measure at other times

each day; these observations form your Stevenson screen’s roof-top dataset. Additionally,

everyone will keep a personal weather diary; and collect electronic local and synoptic data from

publicly available websites. All this information is needed to characterize and explain the

weather that occurred. Here are the details:

1. Roof-top Data Collection: Between six and nine students are assigned to make

quantitative, local weather observations using instruments housed in one of several roof-

top Stevenson screens. Based on personal schedules, you will be grouped with one or two

other students and given a once-a-day, roof-top observation time. At that time, on each of the

4 days of the data collection period, you and your partner(s) will record the weather

observations for your Stevenson screen on a data collection sheet that is stored on the

Teaching Lab roof. Once the observation period is over, this sheet will be available to

everyone who observed from that Stevenson screen.

* As should be expected, submitting a copied report (full or partial) or other forms of plagiarism is academic misconduct and will result in an automatic failure and university sanctions.


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During each week’s lab, prior to the data collection period, you will learn weather

observation techniques, how to use necessary meteorological equipment, and receive a

handout that details the technique. The lab manual table of contents lists the meteorological

techniques and equipment we use. A synopsis of the entire data collection process follows

under the subheading: Weather Observation Procedures.

2. Personal Weather Diary: You will record your own local qualitative weather and sky

condition observations for the four-day data collection period in the form of a personal

diary. Diary observations are best made when you notice weather changes, and not at the

same time as you make your roof-top observations. At minimum, you must have at least four

observations per day, spread over day and night. Each entry must note your current location

and can be made at personally convenient times. At the end of each day, use your

observations to summarize the day’s weather pattern in a few sentences. At the end of the

four days, write a summary paragraph representing the weather that occurred during the

entire observation period.

Your diary will help you better observe and understand the weather pattern, and note

conditions when you are not making measurements at your roof-top Stevenson screen. It

indicates your impressions of the weather as they happen, and provides qualitative data that

complements the quantitative observations made on the roof. Having evening observations

makes you notice weather changes that occur outside of our roof-top measurement times.

Realize it is not an alternate set of measurements or best guesses at measured values. Also,

each entry need not contain the same set of observations. However, over the course of the

day, it should include multiple observations that indicate the:

dominant weather condition /feature

relative warmth or cold

sky condition (main cloud type/visibility)

precipitation (rain or snow; and when they started or stopped if possible)

wind (strength, approximate direction) and

interpretive comments about the weather. This includes anything you found

interesting (fog, ground frost, lightning, etc.).

You must submit your original hand-written weather diary immediately following the data

collection period. In its original form, it will become your report’s Appendix 1; so plan how

you will record this information in advance, and maintain it as neatly as possible. It must be

possible to attach to your report, and be clear and easily readable.

3. Electronic Local and Synoptic Data: A wide range of local and synoptic weather

information is available from publically available sources. Throughout the course, you will

learn how to gather and interpret this information. You must collect and use some of these

in order to understand and explain the weather that Prince George experienced. The

following are required:

a. UNBC Weather Station (UNBC Wx Stn) Graph: Located on top of the Research Lab

roof, the UNBC Wx Stn is directly across from your roof-top observation site, and

provides 24-hour tracking of similar or complementary weather observations. It, your

Stevenson screen data, and your diary tell you the weather conditions that occurred.


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The UNBC Wx Stn graph complements but does not replace your roof-top weather

observations. Collect it the end of the observation period so that all 4 days are graphed

on the same image; it is most useful when you can see the entire period at once. The

UNBC Wx Stn graph is available on the course website. Reviewing it as the weather

is happening can improve your understanding of the weather patterns as they occur.

b. Synoptic weather maps allow you to understand and explain the weather events and

their evolution at a regional scale. Synoptic maps provide information about the spatial

extent of weather systems; using a sequence of them shows you the evolution of storms

over time. For this report, the Surface and the 500 hPa analyses maps are the most

useful. You are required to collect all four Surface maps and the one of the 500

hPa map that are produced by Environment Canada each day.

Find Environment Canada weather maps at: http://weather.gc.ca, select Analyses &

Modelling; then under Analyses select Surface, then under Surface Analysis: Mean Sea

Level Pressure. Use the column Complete (Northern Hemispheric coverage) to collect

the maps that have been analyzed by meteorologists (they interpret the preliminary

computer generated pressure maps and draw fronts and other weather data on them so

they are more useful for your understanding). Collect all four maps each day in order to

follow the sequence of changes that occur over our time period.

Similarly the 500 hPa maps are found http://weather.gc.ca, select Analyses & Modelling;

then under Analyses select Upper Air Analyses. Use the Upper Air Analysis list to select

500 hPa: Geopotential height, 1000-500 hPa thickness.

These, and other ways to access the Environment Canada links (and other useful, but

optional information) will be shown in lectures and labs. You are encouraged to look

for other relevant websites but carefully evaluate the type and quality of information.

Remember, forecasts are not useful for this report. You are not predicting the

weather; rather you are documenting and explaining what actually happened.

Like literature references, any material that you don’t personally create must be

properly cited and referenced.

c. Satellite Images show the cloud pattern associated with storms. They complement

weather maps by showing the weather systems drawn on the maps. A sequence of

satellite images taken at about the same time as the Surface Analyses maps is required.

Because satellite images are produced at a much higher frequency than weather maps

collect your satellite images so they match the times of the weather maps and one in

between (i.e. 8 images per day with 4 images matching the Surface map times). Doing

this will allow you to better interpret the synoptic-scale evolution of storms. As with the

weather maps, this information requires proper citation and referencing; ensure you

include original sources if getting these images from websites that compile and post them

from other websites

Environment Canada posts satellite imagery at

http://www.weather.gc.ca/satellite/index_e.html; the GOES West links show our area

well.

http://weather.gc.ca/

http://weather.gc.ca/

http://www.weather.gc.ca/satellite/index_e.html


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[These and similar images are also repackaged and displayed on

http://weather.unbc.ca/wxv. Select SATELLITE and choose the IR links; useful are the

GOES-10, and Alaska links (which provide a good view of the weather approaching

northern BC), as well as any of the GOES-W links, which relay the Environment Canada

infrared satellite data. If you use images from this secondary source, be sure to cite and

reference the original source of the images as well]

Collecting and organizing weather maps and satellite images can be confusing.

Gathering these products in “real time” once-a-day but at the same time each day,

works best as Environment Canada overwrites their maps and images as newer ones

are produced. Create a file naming convention that easily organizes these electronic

resources by time and type works best. You should practice finding and organizing

your electronic weather resources before the observation period starts as you will be

busy during the data collection week. Part of the project evaluation is based on how

well you select and use your local and synoptic data in your report.

A.2 WEATHER OBSERVATION PROCEDURES:

Observation techniques and procedures will be learned during labs that precede the observation

period. A practice-run of the entire data collection process will occur before the data collection

week. As indicated, students work in groups to collect weather measurements from an assigned

Stevenson screen at a scheduled time; however everyone must write their own original,

independent, individual case study report.

During the 4-day data collection period, students will work in pairs (or groups of three). Each

group will record their roof-top weather observations at one of these set times: 8 am, noon, and 4

pm (plus or minus 30 minutes). For consistency, you make your observations at the same time

each day using the same set of instruments. Each pair/threesome is responsible for their time

slot’s data collection. Group members are expected to work together when taking measurements.

Exchange cell phone numbers, and make prior contingency plans so you can compensate for each

other if problems arise. There are significant mark deductions for groups/team members that miss

assigned observations.

To collect the complete 4-day data record (i.e. cover all the set times), three different pairs/threes

will form a larger team of six to nine students. The Senior Lab Instructor (SLI) will organize data

collection teams in the labs preceding data collection period to create a feasible observation

schedule. Priority is given to having all group members participate in all of their observation

times. Once the schedule is finalized, copies are posted on the website, at the door to the roof,

and beside the UNBC Weather Display.

Observations must be completed within 30 minutes of the set data collection times. As your group

becomes more efficient, 10 -15 minutes will be long enough to complete all the observations. All

Stevenson screen weather observations are recorded on assigned roof-top data collection sheets

that are attached to clipboards and kept in the Weather Observation room on the roof of the

Teaching Lab Building. Observations are recorded by time with earlier data preceding later

observations. These data collection sheets always remain on the roof. At the end of the data

collection period they go on reserve in the UNBC Library. Accurate instrument reading

http://weather.unbc.ca/wxv


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techniques, care of equipment, observation punctuality, and neat, accurate, legible record keeping

are the keys to successful data collection. Having quality data to analyse will make report writing

much easier and more efficient for everyone.

Students should also keep a personal copy of their roof-top data. We recommend you review

and record the other observations for your Stevenson screen on a personal copy of the data

collection sheet after making your daily roof-top observations. To avoid data entry errors

always copy data from the roof-top sheet onto your personal copy, not the other way around.

Remember to leave space on your personal data sheet, you must write your Stevenson screen’s

observations in time-order (starting with the 8 am timeslot each day). As you copy, check for

observation consistency (e.g. maximum temperatures should be greater than minimum values

for a reading; wet-bulb temperatures are lower or equal to air temperatures; snow or rainfall

data makes sense according to what you recall occurred). If values seem questionable, try to

determine what the error is; ask an instructor to confirm the problem. If there is a problem with

someone else’s observations talk to one of the instructors on the roof to make sure your

understanding of the issue is correct. They may be able to alert the other observers to the

problem and try to correct it before it reoccurs. If you are correct about a data collection

problem, annotate your personal copy of the data collection sheet with comments. After the

data collection week is over, there will be lab time to review the quality of your team’s data

(called data rationalization), and these notes may be helpful. See the project data collection

table at the end of this section for an example of a completed data recording sheet.

To make any weather maps you’ve collected are comparable with your roof-top data you must

interpret chart symbols, and convert the map’s time from Z (zulu), UTC (Coordinated Universal

Time) or GMT (Greenwich Mean Time) – these all mean the same thing – to Pacific Standard

Time (PST). Information on how this is done is given in the labs before the project starts.

Observation Details:

The following summarizes key information for using each roof-top instrument and shows how

to efficiently sequence your observations. Demonstrations and summary handouts are provided

during labs preceding the data collection period (see the Lab Schedule). These handouts form

the later pages of this Appendix. They are also available on the roof, attached to the data

collection clipboards. Refer to these pages to recall specific details while making your weather

observations.

Start data collection by obtaining the Lab Building roof key from the Security Desk. They

know the Weather Project Observation Schedule and will sign out a key to you or your partner(s)

at your assigned time. Bring your student card or other photo identification. Only scheduled

students are allowed on the roof. You must return the key to the Security Desk within half an

hour of obtaining it.

Stop at the second floor on your way up to the roof; record the UNBC Weather Station

Display wind, and mercury barometer readings. Note the time you start taking readings.

Write these on a separate piece of paper and transfer them to your screen’s data collection sheet

when you get to the roof. [You will be most time efficient if you record this information on

your personal data collection sheet (already organized in time-sequence for the 4-day

observation period). However, to minimize transcription errors, ensure that your later

observations are recorded first on the roof-top data collection sheet.]


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Wind Speed and Direction: These are observed using both visual and instrumented

methods.

Measured Wind – UNBC Weather Station: Measured wind data are displayed in table

form on the second floor UNBC Wx Stn display during the data collection week. These

measurements come from the anemometer located on the Research Building roof with

data displayed on http://weather.unbc.ca/wx/index.html. Record numerical wind speed,

(m/s) and azimuth direction (degrees from north) to the nearest 10 minutes of your

observation time. Try to make your visual wind observations on the roof within the same

10 minutes. Accurately transfer this data onto the roof-top data sheet for your screen.

Visual Wind Observations: When you get on the roof, use the aviation wind sock, and

other visual cues to report the Beaufort number (wind speed), and the anemometer

mounting arm or Library building orientation to report the wind direction as an 8-point

compass reading (N, NE, E, SE, S…etc.). Remember that wind is reported as the

direction it is coming from, and that the anemometer mounting arm and Library are

aligned north-south.

Atmospheric Pressure: Before leaving the second floor, read and record the mercury

barometer’s atmospheric pressure in millimeters (mm) of mercury. Also record the

barometer’s temperature. Ensure this information is accurately transferred onto your

screen’s roof-top data collection sheet. To minimize calculation errors, students will

individually convert all their barometer readings to corrected pressure values (in hPa) so do

not report a converted value on the roof-top data sheet. Information showing how to

convert these readings is presented with the pressure lab and accompanies the barometer.

Walk up to the roof and use the key to get onto the weather observation deck. Close the

door behind you. When making your roof-top observations, propping the door open affects the

thermometers in the nearest Stevenson screens. Open your Stevenson screen only when you are

making measurements. Ensure your Stevenson screen is closed when you are not actually

reading the instruments inside as leaving it open affects the thermometers.

Psychrometer temperature equilibration: To remain liquid, water for the psychrometers is

stored inside the weather equipment room. Psychrometers work by measuring the temperature

change due to evaporation using the difference between the wet and dry-bulb thermometers. Since

evaporation varies for frozen and unfrozen conditions, depending on the air’s temperature different

measuring procedures are used (see Relative Humidity Determination below). If you will use your

+50 to -5 oC psychrometer and it is warmer than the outside temperatures when you arrive,

properly wet its wet-bulb sock and put your psychrometer in your Stevenson screen (i.e. a shaded

place). This will give it time to adjust to outside temperatures before taking your readings. Make

your other observations while waiting for it to equilibrate. If you bring equipment (a water

bottle/sling psychrometer) outside, return them indoors before you leave to prevent them from

freezing solid and possibly cracking.

Air Temperature and Max/Min Temperature: Stevenson screens protect the

thermometers from direct sunlight striking them, as this would elevate their temperature

values. Air temperature is always defined as the temperature taken in the shade. Open your

Stevenson screen, leave the thermometers inside, and take the readings as quickly as

possible to avoid such problems. Read and record the present air temperature from the

mercury level on either the maximum or minimum side of the max/min thermometer (both

http://weather.unbc.ca/wx/index.html


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sides should be within a degree of each other). Record the present air temperature reading

in the correct column. Read the maximum and minimum temperatures at the bottom of

their respective pins and record their values in the correct columns. Properly reset both

pins. Close the Stevenson screen door.

[Tip: Once you have your humidity measurements, check the psychrometer’s dry-bulb

temperature is within 2 degrees of the present air temperature on the max/min thermometer.

They should be consistent with each other at each observation time, and discrepancies larger

than 2 oC should be reported to your instructor and possibly noted in the comments

column.]

Relative Humidity Determination, instructors will advise about which psychrometer to

use:

For non-frozen temperatures, use your screen’s sling psychrometer by wetting the wick,

letting the temperatures equilibrate outside, and then aspirating the psychrometer by

rotating it until temperatures are stabile (this may take 3-5 minutes). Read dry-bulb and

wet-bulb thermometers. Report these temperatures in their correct columns on the data

sheet. (Remember: The present air temperature from the dry-bulb thermometer should be

no more than 2 oC different than the current temperature from the max/min thermometer. If

they are not, check you are reading these correctly. Report problems to your instructor.)

For temperatures well below 0 oC, a cold-air sling psychrometer (reading to -30

oC) will be

used. Instructors will assist with making a wet-bulb ice film and reading this psychrometer

when it is required. There is only one of these instruments. As it is very delicate use it

carefully. With each use, the formation of a thin ice film over the wet-bulb thermometer

sock is required. Once this film is formed, it measures humidity in the same way as a non-

frozen psychrometer. If weather allows, we will demonstrate this procedure in advance of

the data collection week.

Each student must calculate their RH values and report these only on their personal data

collection sheet. As demonstrated in the Humidity Lab, use wet and dry-bulb thermometer

measurements to determine the relative humidity (%) using the psychrometric equation.

For non-freezing conditions use: λover water = 66 Pa oC

-1. For frozen conditions use: over ice =

58.2 Pa oC

-1. Only calculated %RH values are used in your project report. (Estimates of %

RH from psychrometric tables or equipment will not be used for our dataset.)

Precipitation Data: Observe and record any rainfall collected in your rain gauge as

millimeters of water. AFTER taking the measurement (and checking it!) your rain gauge

MUST be emptied. The scale on your rain gauge converts the collected volume (milliliters)

of rainfall into its depth (millimeters) of equivalent rainfall. In addition to measuring the

amount of rainfall, check that the rain gauge opening is not obstructed and that the gauge is

properly put into its holder. If rain freezes in the rain gauges during our observation period,

specific instructions will be given on how to melt it and take accurate measurements.

For snow, use the provided ruler to record the depth of new snowfall in millimeters (mm)

from your screen’s assigned section of the snow bench. Take 3 measurements and record

their average value as the depth of snowfall on your data sheet. Use an undisturbed, non-

wind affected area of your section of the snow. Remember to clear away the snow only

from your section of the snow bench, so you don’t affect someone else’s readings. Once


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cleared, the next reading represents newly accumulated snow. Each student must convert

their average measured mm of snow depth (from using their ruler) to its precipitation value

or mm of equivalent water by dividing by 10 (as demonstrated in the lab).

Sky Condition and Cloud Observations: Record sky condition, then dominant cloud type

and amount in 8ths

for each layer (high, middle, and/or low). Use the provided information

sheets (in the booklet attached to your clipboard), posters, and/or cloud charts as reference

materials. Use standard abbreviations to report cloud types on the roof-top data sheet.

Record low, middle and high cloud amount as eighths of covered sky. Be consistent with

your sky condition observation. As demonstrated in the labs, imagine grouping the cloud as

a single mass for each height and then estimate the amounts by layer (divide the sky into

halves, then quarters, then eighths to get an estimate). As lower layers will obstruct your

view of what is above them, report only what you can see. Indicate n/a (not applicable) for

the layers you can’t see. When there are no clouds, report the amount as zero (0) eighths

for all layers and list the type as n/a. Our cloud amounts are reported in 8ths

to be consistent

with Environment Canada standards as this is what is reported on weather maps. If you are

using hourly data from airports notice that aviation observation report cloud amounts in

10ths

. Use 8ths

for our roof-top observations and don’t confuse these two forms of cloud

observation.

Comments, Weather and Special Observations: In the Comments column note current

weather phenomena that may aid in interpretation of the data (i.e. currently occurring

precipitation, special conditions such as fog, hoar frost, wind affected by roof-top structures,

etc.). Also note any instrument problems or instrument damage here. MAKE SURE TO ALSO REPORT DAMAGE OR PROBLEMS TO INSTRUCTORS IMMEDIATELY.

Leave the roof-top data collection sheet and clipboard on the roof and return the keys: After recording all your observations, ensure your screen’s data sheet is on the clipboard and

returned to the table in the roof-top weather equipment room. RETURN THE KEY TO SECURITY DESK AFTER YOU HAVE FINISHED YOUR OBSERVATIONS!! During the observation period

instructors will be available to assist with questions about procedures or data.

A.3 SECURITY & SAFETY CONSIDERATIONS:

Weather observations take place on the roof of the Teaching Lab Building. UNBC Security

must be contacted for a key to access the weather instruments on the roof. Security will have a

list of observing times and the students who are authorized to access the roof at those times.

Only ENSC 201 students who are completing their assigned observations are permitted on the

roof. You must return the key within 30 minutes of your observation time. The person signing

out the key remains responsible for it until Security receives it back again. Do not keep keys,

or be late returning them. Missing keys will result in mark deductions and billing of any related

lock replacement costs to those responsible.

STUDENTS ARE NOT PERMITTED BEYOND THE RAILINGS ON THE ROOF. All of the observing

equipment can be accessed and read from the area within the railings. People on the roof can

be observed. Anyone reported or observed acting in an unsafe manner while on the roof will


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face severe consequences including removal from the project, failure of the project component,

and university sanctions.

Being on the building roof requires additional safety awareness especially regarding STRONG WINDS OR THUNDERSTORMS WHEN NO ONE SHOULD BE ON THE ROOF!! If either of these

events occur during your observing time, only when the wind has diminished, or the

thunderstorm has passed can you access the roof. So, if there is strong wind, thunder, or

lightning you CAN NOT conduct your observations. This may mean that you miss that

observation time. If such an extreme weather event were to occur, instructors will indicate

what to do. However, note it on your personal data recording sheet. This precaution is very

important, as on the roof you are one of the highest points around and you could attract a

lightning strike or be blown off the roof in extreme weather.

A.4 REPORT REQUIREMENTS:

Your report will be written as a case study that presents, describes, and explains the local and

synoptic weather conditions that occurred over our four-day observation period in up to 2000

words (~8 typed double-spaced pages using 12 point font text, and not including figures or

appendices). The report should relate observed conditions to their major controlling factors

such as storm systems, frontal activity, air mass type when relevant, regional air circulation,

and when relevant, local factors such as aspect, moisture, elevation, etc.. Under some weather

patterns, local weather factors can play a larger role than synoptic conditions. Remember,

weather forecast information is NOT relevant to your report.

The report must use your collected weather data to demonstrate your understanding of how the

local and synoptic situation affected the weather Prince George experienced over the 4-day

observation period. Use your analysis to substantiate your explanation, and refer to specific

data, patterns, or trends that support your interpretations. As with all report writing, all maps,

graphs, images, diagrams, and appendices must have captions and be referred to in the body of

your report. These should be used as evidence for your explanation and to clarify and condense

your report writing. Making best use of your resources usually involves generating your own

diagrams, graphs, or maps from the information that you collected so that you can show what

you want to explain. Do not hope that a reader will synthesize graphical information from

poorly organized pre-existing material, or lengthy word descriptions. All non-original

material must be properly cited (in the report body) and referenced (at the end) using the

CSE Name-Year system (ASC 2016). For long references, pages numbers must be

included in the in-text citation. Animations cannot be accepted in the report.

Your writing style must be professional. There is no requirement to follow a specific report

style but you must use headings and subheadings to organize the report. Report organization

must enhance report objectives and make the work easy to follow. Include a title page, table

of contents, introduction, body (which both presents and discusses the data), conclusion,

references, and the two required appendices. The required appendices provide information

that is cumbersome in the report body. Appendix 1 is your original weather diary. Appendix 2

is your original roof data collection sheet and your final, rationalized data set indicating

tracking of the needed data corrections and how you made them.


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The final document must be corner-stapled with a title page (i.e. no binders, portfolio

covers, etc.). You are required to submit both a paper copy of your complete report and

an electronic version of your report text. Do not worry about scanning non-electronic

components (hand-produced graphs or appendices items) in the electronic submission. The

electronic copy must be uploaded to blackboard by the assignment deadline. Only the

paper copy of your work will be graded.

If you have questions or are unsure about report writing, discuss it with your instructors well in

advance of project deadlines.

Things to keep in mind: This is a case study: an original, concise, individually written description, interpretation,

and explanation of the observed weather in terms of the synoptic and local conditions for

the observation period.

It is based on your analysis of the data that is presented in accompanying graphs, charts,

maps, and images that display your data and enhance your explanation. Each figure must

have a caption, be numbered, and be referred to in the body of your report. Figures should

be embedded in the body of your report near the corresponding text. Part of your

evaluation is based on how you choose to present your material. Remember, figures are

there to make it easy for the reader to absorb your information, to see and provide

evidence for the relationships indicated by your data, or to demonstrate specific

phenomena. Be selective and careful to use only weather information that describes the

current weather patterns and how they are changing. This often means that you create,

annotate or redraw your own variations of original images that better express the idea you

are discussing; it usually also means that many of your collected images are not used. So,

do not include every collected map, image, or piece of data in your report. We want you

to analyze and interpret maps or data sets, extract relevant information, and report only

what assists your report. Use a map or image if you feel referring to it will enhance your

interpretation and discussion. A bunch of maps with little discussion or no relevant

interpretation detracts, rather than adds to the quality of your report. Note, that neat hand-

drawn diagrams are better than computer-generated graphics that do not show the points

you are trying to make. We prefer you focus on report content and not on manipulating

computer graphics for this report. Unless the figure is something you produced yourself,

you must cite the original source for the figure in the caption, and list this in the reference

section of your report.

Appendices:

Appendix 1: your original hand-written weather diary. But realize that you should use this

information in the report body by extracting relevant observations that support your

interpretation and put them in a summarizing table (or other creative form of data

presentation - graphs, diagrams, etc.).

Appendix 2: your raw data sheet showing the information that was collected in its original

form, and your final (rationalized) data sheet, neatly presented for easy reading

(conversions and corrections etc. done, problems and errors noted/corrected). Here you

must also clearly indicate the details of any quality control measures you may have had to

use in order to make sense of your data.


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If there are other non-essential images / maps / graphics, etc. that you think may be of

interest to a reader but they are not necessary to explain your report points, you may include

them in appropriately labeled and captioned additional appendix/appendices. However,

think very carefully about whether to include additional items in appendices; often they are

better left out or included in the report body. Ensure you are not padding your report with

poorly related or unneeded information. We encourage you to ask an instructor for advice

if you are not sure how to use appendices.

A.5 REPORT EVALUATION:

The Weather Observation and Analysis Project is worth 30% of the course grade: Pre-

report data collection /analysis work is worth 10%; the written report is worth 20%. A

detailed mark breakdown will be given during the course.

The 10% pre-report mark is based on the quality of your:

Data collection during the observation period: Roof top observations (2%), personal weather

diary (2%), electronic data sources (1%), teamwork evaluation (1%). [ total 6%]

A ziplock bag (provided in the lab) containing your: Teamwork evaluation form, personal

weather diary, and electronic data sources organized on a USB key, are due in your drop box

the Monday following the observation week (details on the course schedule).

Data quality control /data rationalization: Review your data for errors, report them, rectify

them wherever possible and indicate how you resolved your data problem(s). This forms

Appendix 2 of your report and will be done in lab following the observation period. [1%]

Stacked time series graph, based on your final dataset (done in lab). [1%]

Report Outline Meeting: Meet with an instructor to verbally review your analysis and

explanation of the weather that occurred over the observation period and your report

organization. [2%]

The 20% report mark is based on the quality of your:

Analysis: Manipulating and displaying your data in a way that aids your explanation (e.g.

your time series graph, annotated synoptic maps /drawings /photos, data summarizes in

charts, tables, or graphs, etc.).

Explanation and interpretation of the weather that occurred. Use your data and analysis to

support your interpretation. Indicate your understanding of the weather that affected Prince

George over the four-day observation period and why it occured.

Presentation and organization of your report (e.g. having required report elements; using them

appropriately, organizing them so make the report easy to follow and meet the report’s

objectives, writing quality; grammar; spelling).

Referencing and citations (e.g. in-text citations in the report body, references cited list at the

end of the report, using the CSE Name-Year system, including page numbers for longer works).

Work: It is possible to earn up to 2% in bonus marks for excellence or originality in your

analysis, presentation, and/or explanation. Impress us!


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12

A.6 SUGGESTIONS FOR REPORT WRITING:

Titles, a table of contents, headings, subheadings, and appendices help to organize a report and

make it more coherent. All non-original information must be cited using in-text citations and

an end-of-document reference list that follows the CSE Name-Year system as documented in

the UNBC Academic Success Centre handout (ASC 2016), and practiced in the lecture

assignment. If you are missing data, speak to an instructor as soon as possible to see what can

be done. As this is an individual report, copying another student’s data, figures, graphs, etc. in

your report is not allowed and will be considered cheating – an academic offense that will get

you into trouble. Plagiarism is another academic offense to be avoided. Electronic submission

is required to check for these issues.

You should use text, tables and figures (e.g. graphs, diagrams, maps, charts, and illustrations) to

describe and explain the observed weather pattern and relate it to the synoptic situation. Often

a well placed, annotated, and captioned figure describes or explains a concept much better than

a lot of text. Graphs also condense a lot of information and provide a pictorial representation of

data relationships. Remember, the report writer’s job is to provide information and explanation

for the reader in the most accessible way; use the most appropriate format(s) for your objective.

Review the following graph related concepts and questions, to help you decide how, when, and

where to use graphs in your project.

What are your reasons for graphing data?

What are the advantages and disadvantages of a particular style of graphing (i.e.

multiple graphs, multiple categories of data, time series, selecting only particular data,

etc.)? Does it aid your interpretation of the weather? How?

How do you choose axis dimensions, and their placement and orientation on the page?

How do you represent gaps in your data (i.e. when there are no data overnight?

Sometimes authors use dashed lines to represent interpolated data, or data gaps along an

axis.). Pay close attention to the time axis when representing gaps in time.

How should you distinguish different data points on your graph?

Should you place multiple graphs or images on a single page? Which ones go together?

What are the advantages and disadvantages?

How should figure labels, titles, captions, and citations be used to properly represent

your diagrams and graphs?

Make sure all figures, graphs, and tables are numbered and accompanied by captions with

sources cited and listed in the references section. All figures and tables must be referred to,

discussed, and/or explained within the body of the report; sometimes you can do this for a

group of related figures to streamline your writing. When using figures, graphs, and tables

rather than describe what the reader can see (this makes them redundant) highlight what you

want the reader to remember after viewing the image.

Data quality control is a required component in any data-driven report. When presenting

your data, you must consider sources of error that would affect your interpretation of the

weather that occurred. Major data reliability issues and human or instrument errors should

be discussed briefly in the report body. Otherwise, it is not necessary to discuss errors in


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13

great detail in the report body because you must assess, resolve, and document in Appendix

2, the specific details of your error issues in a data rationalization (quality control) process.

The data rationalization process will be discussed and demonstrated in detail in the lab after

you have collected your data. This is a graded component of the project with the grades

specified in your course syllabus.

As developing writers, we encourage you to discuss your writing questions with your

instructors. To aid in this dialogue, you must briefly meet with a course instructor and verbally

outline your report - the story of the weather that occurred over the observation period; review

the supporting information you plan to use in your report; and discuss how you plan to organize

and write it. Lab time is made available for this; we have allowed about 15 minutes per person.

This meeting is a required element of the report writing process that is graded (see syllabus for

amount). Instructors have found that this discussion helps students organize and clarify/confirm

their thoughts early in the writing process, and helps students write their reports more

efficiently and correctly.

Finally, remember to leave time to edit and critically review your report before turning it in.

You want to ensure that you have met the report requirements, organized the material well,

expressed yourself in easily understood ways, and eliminated typographical and grammatical

errors. Use this document and the report marking sheet information* to check you are

meeting report requirements. Make sure to leave enough time to ask for instructor advice

should you have questions. Note that instructors will meet and discuss any aspect of the

project with you, including answering specific writing or content questions; but they will not

review or edit your report for you prior to turning it in.

A.7 REFERENCES & OTHER INFORMATION SOURCES:

In addition to the websites discussed here and handouts given in class, these resources are

useful:

Ahrens CD, Jackson PL, Jackson CEJ. 2016. Meteorology Today: An introduction to weather,

climate and the environment. 2nd

Canadian Edition. Toronto: Nelson Education.

(Appendices, Cloud Chart at the back of the text, Chapter 11, 12 and 15 – content on air

masses, fronts, storms, and weather forecasting. Use the index for other relevant pages).

[ASC] Academic Success Centre. 2016. CSE Style. [accessed 2018 January 25].

https://www.unbc.ca/sites/default/files/sections/academic-success-

centre/csestyle2016.pdf

A.8 EXAMPLE STEVENSON SCREEN DATA COLLECTION SHEET: For Screen: XX Instrument: # Winter 2018 Screen Instrument

DATE TIME TEMPERATURE HUMIDITY PRECIP-ITATION

SKY Condition & CLOUD

WIND PRESSURE COMMENTS

Max

Tem

p. (

oC

)

Min

Tem

p. (

oC

)

Pre

sen

t A

ir T

emp

.

(oC

)

Wet

bu

lb T

emp

. (o

C)

Dry

bu

lb T

emp

.

(oC

)

RH

(%

)

Sno

w (

mm

--r

ule

r

mea

sure

men

t)

Wat

er e

qu

ival

ent

sno

w

mm

Rai

n (

mm

– f

rom

ra

in g

auge

)

Sky

Am

ou

nt

(8th

s )

Clo

ud

typ

e: U

se

abb

revi

atio

ns;

use

d

ash

es f

or

laye

rs

you

can

no

t se

e. Visual

Observation

UNBC Weather Station

Bar

om

eter

(m

m H

g)

Bar

om

eter

Tem

p. o

C

Co

rrec

ted

Pre

ssu

re

(h

Pa)

CLR, FEW, SCT, BKN, OVC, OBSCD MISG

Direction Bearing as an 8-point compass B

eau

fort

n

um

ber

Direction Azimuth as

degrees (o)

from north Spee

d

(m/s

)

low mid high low mid high

Tues.

Feb. 26 8:10 5 1 1.5 1 1.5

0

3

OV

C

8 - - Ns - - SE 2 120 1.97 697.2 20

Rain ended before emptying gauge

11:49 2 1.5 2 -2 2 0 0

BK

N

3 4 - St

As - WNW 1 280 0.97 698.4 21

Scattered low cloud/ fog in the PG bowl

4:03

20

Wed.

Feb. 27 7:55

21

12:07

21 Sundogs visible

4:13

20

Thurs.

Feb. 28 8:00

21

11:59

21 Snow started

3:45

20 Snow ended during

observations

Fri.

Mar. 1 7:40

21

11:39

21 Heavy snow during

measurements

3:43 -4 -1 -4 -4 -3.5 10 --

BK

N

2 2 0 Sc

Ac - SE 1 173 1.07 690.3 20

Scattered cloud diminishing during readings

Ea

ch

stu

de

nt

will

ca

lcula

te th

eir o

wn

va

lues f

rom

th

e r

eco

rded

obse

rva

tion

s.

Each s

tudent

will do t

heir

ow

n c

alc

ula

tions

here

.

Entered from earliest to latest

Example times and data are shown here. They allow you to see a completed data collection

form. Note the types of values that are included for each measurement. Realize

that instruments are never calibrated exactly, so there are usually small discrepancies

between thermometers etc. from different Stevenson screens. More discussion of these

issues will occur during your your labs before you start writing your report.

Each s

tudent

will do t

heir

ow

n c

alc

ula

tions

here

.

Each s

tudent

will do t

heir

ow

n c

alc

ula

tions

here

.

appendix a weather observation & analysis...

Documents