Help and Hints for Observing

Introduction

With a bit of care and a few precautions, weather observations can be made quite accurately at school or home. This page contains guidance and advice on how observations should be made.

However simple your weather instruments, you can make weather observations.

You should try to make your weather observations at the same time each day. You need to decide in advance what time suits you best and then stick to it as closely as you can from day to day.

Wind force

You do not need equipment for measuring the strength of the wind. You can estimate the strength by means of the Beaufort Scale. All you need to do is observe the effects of the wind on leaves, dust, smoke, flags, etc.

If you have a device for measuring wind speed (called an anemometer), you can use the Beaufort Scale to convert speed to force.

Wind direction

When you measure wind direction, you should do so in an open area. Wind gets funnelled between buildings and hedges and deflected when it flows around and over buildings and other obstacles.

To gauge wind direction, you need some sort of indicator. This may be, for example, a home-made wind sock (to view one, click on home-made wind vane) or a flag or pointer on top of a pole or building. You can also use soap bubbles to indicate wind direction. Ignore the movements of clouds; wind direction normally changes with height.

If you are using a hand-held device to measure either wind direction or wind speed, make sure you are not standing between the device and the direction from which the wind is blowing.

Please note that wind direction is the direction from which the wind is blowing. If, for example, the wind is blowing from the south, you have a southerly wind. If it is blowing from the west, you have a westerly wind.

When the wind is very light, the direction may vary.

Current temperature

You are endeavouring to measure air temperature. Therefore, you must make sure the sun does not shine on your thermometer. Ideally, you should place it in a louvred screen, i.e. a screen which has slats to allow the air to circulate around the thermometer. Do not place a thermometer too near a building, because walls retain heat. The walls can heat up the air nearby so that it is warmer than the air circulating over an open area such as a school playing field.

Maximum and minimum temperature

Do not forget to reset your maximum and minimum thermometers each day. The highest temperature of the day normally occurs during the early afternoon and the lowest near dawn, though exceptions occur in certain weather circumstances (when a belt of rain arrives, for example).

You should reset your thermometers at the same time each day. A good time is 09:00 (9 a.m.) Local Time. If you choose that time, you should remember that the maximum temperature you record will be the maximum since 9 a.m. the previous day and probably occurred during the afternoon of the previous day. The minimum temperature recorded at 9 a.m. probably occurred around dawn on the day in question.

You must make sure your minimum thermometer is not exposed to the sky at night. If it is, it will lose heat to space and thus give a temperature reading that is too low – maybe several degrees too low on a clear night. To measure the minimum air temperature, you need to shade the thermometer whilst still allowing air to circulate around it. Ideally, both maximum and minimum thermometers should be placed inside a louvred screen.

When you record maximum and minimum temperatures, consider whether or not the figures you have obtained are reasonable. Was the maximum temperature yesterday really as high/low as that? Was the minimum temperature this morning really that low? Were the temperatures you measured today higher or lower than the highest and lowest ever recorded in your part of the world at this time of year?

Another useful check is that the maximum temperature should be higher than the ‘current temperature’ readings of both yesterday and today. The minimum temperature should be lower than these readings.

If you are making more than one observation a day, you should report maximum temperature, minimum temperature and rainfall amount only once each day. You should reset maximum and minimum thermometers and empty rain gauges only once each day.

Rainfall

Do not place your rain gauge too near a wall, tree, hedge or fence, and do not forget to empty your gauge each day.

As with maximum and minimum temperatures, consider whether or not the rainfall amount you measured over the past 24 hours was reasonable. Was the amount you measured really that great? Was there really that much rain yesterday? What was the greatest amount ever recorded in 24 hours in your part of the world?

Relative humidity

If you are using a wet- and dry- bulb thermometer, do not forget to top up the reservoir of the wet-bulb – and do so with pure water. Use can then be made of a set of meteorological tables to compute the relative humidity.

If the temperature is below 0°C, special care needs to be taken because the ‘wet-bulb’ will probably be dry at the time of observation. If you can, brush a small amount of pure water over the cloth of the wet-bulb about 20-30 minutes before making the observation. This will allow evaporation to take place and cool the bulb, thus giving you an ‘ice-bulb’ reading.

 

Barometric pressure

How do you set a barometer, and why do you need to set it?

How do you find out what the barometric pressure is near you? To obtain weather observations, including pressure values, from many hundreds of places around the world, click here. For places in the United States, choose a state from the drop-down menu and then, by means of the Go button and “Select a location”, choose a place in that state. For places not in the USA, select a country from the drop-down menu under the heading “International Weather Conditions” and then choose a place in that country.

To go directly to stations in the UK, click here and select a location.

Cloud amount and type

If you cannot see the sky because of fog, haze, dust, smoke, etc, record 8 eighths of cloud (8 oktas) and that the sky was obscured.

If you cannot distinguish cloud type during hours of darkness, record “No reading made”.

For assistance over cloud recognition, go to our cloud key. If you would like to buy a cloud identification chart, which is a laminated card for use in the field, click on Buy a cloudchart from the Royal Meteorological Society’s online shop.

Automatic weather stations and electronic instruments

Care is needed when using automatic weather stations or electronic instruments (particularly electronic thermometers). Readings need to be checked. This is very important, as these weather stations and electronic instruments can give readings that are significantly in error. For guidance and advice on the use of automatic weather stations and electronic instruments, click here.

Automatic rain gauges must be reset each day. So, too, must maximum and minimum thermometers. Maximum temperatures generally occur in the early afternoon and minimum temperatures in the early morning.

Converting meteorological units

To convert a Fahrenheit temperature reading to Celsius: first deduct 32 and then multiply the value you get by 5/9.
Thus: 59°F = (59-32)x5/9 = 27×5/9 = 15°C.
To convert a Celsius temperature reading to Fahrenheit: first multiply by 9/5 and then add 32.
Thus: 20°C = (20×9/5)+32 = 36+32 = 68°F.

To convert inches to millimetres and vice versa:
1 inch = 25.4 mm and 1 mm = 0.03937 inch.

To convert barometric pressure units:
millibars = inches times 33.8639, so 30 inches = 1015.9 mb and 1000 mb = 29.53 inches;
millibars = millimetres times 1.3332, so 760 mm = 1013.23 mb and 1000 mb = 750.1 mm.

To convert wind-speed units:
[kt = knot; m/s = metres per second; kph = kilometres per hour; mph = miles per hour]
1 kt = 0.515 m/s and 1 m/s = 1.94 kt;
1 kt = 1.853 kph, so 1 kph = 0.54 kt;
1 kt = 1.152 mph, so 1 mph = 0.87 kt.

Observations and Data

Weather and climate data sources and resources to support schools making their own observations.

 

Other Useful Links

Contour Drawing

If you’ve ever looked at an Ordnance Survey Map, you’ll have seen the contours – lines joining places which are the same height above sea level. You can spot high places, low places and places where the slopes are steep. The contours are drawn at equal intervals – there might be one every 5m or 10m.

But contour maps are useful for many things other than height. In meteorology, isobars link places where the atmospheric pressure is the same, we use isotherms for temperature, isotachs for wind speed and isohyets for rainfall.

How do you go about creating a contour map from a set of observations? 

Here are a few practise resources:

Isotherm and Isobar drawing exercise based on a depression: student worksheet. A simpler version of the T/ isotherm map can be found here or a complete depression based exercise where students draw contours of temperature, pressure and precipitation to work out what the system looks like: Student worksheets and
notes for teachers.

Urban heat island isotherm drawing exercise:notes for teachers, idealised weather station data for isotherm drawingsatellite image of Birmingham and solution for teachers.

Interpreting isotherms

Drawing isolines on WOW data from depression EVA

Isoline mapping Exercise

Isotherm – Notes for Teachers

Other Useful Links

A beginners Guide from the Ordnance Survey.

Weather Stations

Automatic Weather Stations

An automatic weather station usually consists of a number of outdoor weather sensors which communicate with a display unit indoors, which can in turn often be linked into a PC to store and display data. The link between the instruments outdoors and the display inside can be wireless, although the range will be 100m at best.

A weather station for your school – guidance for setting up a school weather station: Why you need one; what to buy; where to put it; what to do with the data.

What can I use my school weather station for?

If you would like to submit high quality weather observations to a UK network, try the Met Office Weather Observations Website or COL.

Some specific lesson ideas:

Several resources at all levels based on using weather station data from the WOW website

KS2/3 science: Use automatic weather station data together with the Met Office resources to study the difference between day and night and to look at the seasons .

KS3/ 5 geography or maths: Use automatic weather station data to see whether there is a relationship between air pressure and rainfall amount. Does most of our rainfall in the UK occur when the pressure is low?

KS 4/5 geography, science or maths: Does it rain more at weekends? An experiment trialled at Manchester Science Festival

KS3/ 4 science or geography: fieldwork ideas for teachers and students Red sky.pdf with an introductory concept cartoon from the ASE.(The full workbook may be purchased at http://www.amazon.co.uk/Edexcel-Level-Projects-Student-Extended/dp/1846903645)

KS3/ 5 geography: look at the current wind speed and direction (you could also use WOW data for this). How do they relate to the orientation and spacing of the isobars on the current analysis chart? This could be used in conjunction with the introduction to weather maps.

What are other schools using their weather stations for?

Have a look at the websites of
Pitsford Hall school weather station
Reigate Grammar School 
Maiden Erlegh School

London grid for learning together with curriculum links

Why have an automatic weather station?

There are many advantages to an automatic weather station. Weather observations can be made more quickly and conveniently. The sensors can be placed well out of the way and reduce the chances of vandalism – and (in the case of wind measurements, for example) in a better exposed location than would be possible with manual instruments. With a PC link, the data can be used for all sorts of projects, from simple averaging ones to looking at correlations between different measurements such as wind direction and temperature. The main disadvantage of an automatic weather station is that it removes the observer from the real elements being measured, and so the experience of what -5ºC temperatures or 30 knot winds feel like, is lost.

Beaufort Scale

Beaufort wind scale for land areas

  • Make your observations in an open location, e.g. school field.
  • Use the scale below to estimate wind speed.
  • Enter CALM if there is no wind.
Wind Force
Description
Speed
Specifications
kph
knots
0Calm00Smoke rises vertically
1Light Air1-51-3Direction shown by smoke drift but not by wind vanes
2Light Breeze6-114-6Wind felt on face; leaves rustle; wind vane moved by wind
3Gentle Breeze12-197-10Leaves and small twigs in constant motion; light flags extended
4Moderate Breeze20-2811-16Raises dust and loose paper; small branches moved.
5Fresh Breeze29-3817-21Small trees in leaf begin to sway; crested wavelets form on inland waters.
6Strong Breeze38-4922-27Large branches in motion; whistling heard in telegraph wires; umbrellas used with difficulty.
7Near Gale50-6128-33Whole trees in motion; inconvenience felt when walking against the wind.
8Gale62-7434-40Twigs break off trees; generally impedes progress.
9Strong Gale75-8841-47Slight structural damage (chimney pots and slates removed).
10Storm89-10248-55Seldom experienced inland; trees uprooted; considerable structural damage
11Violent Storm103-11756-63Very rarely experienced; accompanied by widespread damage.
12Hurricane118 plus64 plusDevastation