MT3DWS: Dynamics of Weather Systems

Module code: MT3DWS

Module provider: Meteorology; School of Mathematical, Physical and Computational Sciences

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Professor John Methven, email: j.methven@reading.ac.uk

Module co-convenor: Professor Andy Turner, email: a.g.turner@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE MT2AOD OR TAKE MT24A OR TAKE MT2AODNU OR TAKE MT24ANU (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

Learn about underpinning physics explaining why weather systems exist, how they develop and generate high impact weather around the world.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Build up theory of weather system dynamics from the first principles of fluid dynamics
2. Examine observed weather system evolution and explain it using dynamics
3. Apply physics-based process understanding to atmospheric phenomena, including cyclones and large-scale waves in the mid-latitudes and tropics

Module content

Topic 1: Observed structure and behaviour of the atmosphere

Topic 2: Balance in the extratropics and quasi-geostrophic theory

Topic 3: Potential vorticity, Rossby waves and shear instability

Topic 4: Extratropical cyclone dynamics and diagnosing vertical motion

Topic 5: Stability in a moist atmosphere, convection, precipitation and effects of heating on dynamics

Topic 6: Balance in the tropics on large scales, equatorial waves and African easterly waves

Topic 7: Mid-latitude fronts, ageostrophic circulations and semi-geostrophic theory

Topic 8: Tropical cyclone dynamics and intensification processes

Structure

Teaching and learning methods

Topic 1 will introduce key atmospheric phenomena in the mid-latitudes and tropics. Students will work in small groups to discuss the phenomena and how the knowledge they have already can explain the observed structures and their evolution. Also reflecting on what they cannot explain.

Topics 2, 3 and 4 will be delivered using lectures and focus on acquisition of new knowledge relating to quasi-geostrophic theory and the dynamics of extratropical weather systems. They will put the theory into practice by solving problems with help from problems classes.

Coupled with this, and lagging behind the lectures, the students will focus on case studies in the synoptic lab, using the theory from topics 3 and 4 to analyse the dynamics in real cases with a focus on production of weather forecasts.

Topic 5 will combine delivery of lectures (acquisition) with tropical tephigram analysis as a way of understanding moist convective stability and instability through reflecting on observed profiles.

Topic 6 will use a flipped classroom approach. There will be a video which focuses on what they know already about balance dynamics and convection and how those topics are combined in tropical dynamics, viewed before class. Students will work in small groups to examine cases where large-scale tropical waves are coupled with deep convection, describe how fields are related and use literature to propose explanations for the observed behaviour.

Topic 7 takes the next step in complexity delivered using lectures with a focus on acquisition of new knowledge related to semi-geostrophic theory. They will put the theory into practice by solving problems with help from problems classes.

Topic 8 on tropical cyclones centres on enquiry through examination of TC case studies, including satellite and high-resolution model data. Before class students will view a video on TC dynamics including description of potential intensification mechanisms and movies generated from high resolution simulations. The students aim to explain, with assistance, the intensification process including the role of the ageostropic circulation, surface heat fluxes and latent heating. The arguments for and against intensification mechanisms (WISHE and CISK) will be discussed in class.

Study hours

At least 51 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

The problems classes will include opportunity for feedback on students’ progress with problems (tackled before class) and interaction with the students working on their problem solving skills.

Reassessment

Additional costs