Severe Storms

Including hail, downdraughts and cloudbursts

hailstructureIt was reported in The Times newspaper on 15 April 1986 that a hailstorm lashing Dhaka, the capital of Bangladesh, had killed nearly 50 people and injured more than 400. The storm had brought winds of about 60 mph and hailstones weighing up to 2 lb (nearly 1 kg). Houses had been flattened, communications disrupted and the windscreens of more than 700 cars shattered. In such conditions, an umbrella was no use whatsoever; even a riot shield may not have provided adequate protection! According to Dick File, in Weather Facts (Oxford University Press, 1991), this storm (which struck on 14 April 1986) killed 92 people and produced hailstones that weighed 1.02 kg.

The heaviest hailstones to fall on the United Kingdom did so at Horsham, West Sussex, on 5 September 1958 and weighed 140 g. They were almost the size of a tennis ball. When they hit the ground, they were travelling at speeds in excess of 100 mph (50 m/s). If you find this surprising, do a little calculation, using the formula:
V2 = u2 + 2as where u is the initial speed, v the terminal speed, a the acceleration (in this case, due to gravity) and s the distance travelled. For a hailstone falling from a height of 500 m through still air, v = 100 m/s! The impact of a missile the size of a tennis ball travelling this fast is much more serious than that of a cricket ball hit for six.

Should you ever get the chance, collect some large hailstones and cut them in half. You may find a layered structure, with alternate layers of clear and opaque ice (as in the picture on the right, which shows a section of a hailstone viewed by transmitted light). The layers are acquired in different parts of the storm clouds. As hailstones fall, they collect tiny water droplets, which flow around them and freeze. If no air is trapped, the ice is clear.

The storm which struck the Wokingham area of Berkshire on 9 July 1959 produced hailstones more than 2.5 cm in diameter. This storm was studied in detail by Professor Frank Ludlam of Imperial College and his team of co-workers, who produced a striking three-dimensional model of the airflow with-in the storm and explained how large multi-layered hailstones may form in such weather systems.

diagram of severe storm 3
This three-dimensional model is taken from a paper entitled Airflow in convective storms by K.A.Browning and F.H.Ludlam published in the April 1962 issue of the Quarterly Journal of the Royal Meteorological Society (Volume 88, pp.117-135).

In the diagram on the right, streamlines of air in which condensation occurred are shaded. The surface areas affected by rain and hail are shown by, respectively, grey and black shading. Heights are shown in thousands of feet. Precipitation formed in air which entered the storm near position H. As shown, the precipitation was carried across relative to the storm to around 13-15,000 feet, whereupon it fell and re-entered the strong updraught near posit-ion O. Some precipitation particles reached altitu-des of 30,000 feet or more and grew into large hail-stones before falling again, forward of the strong updraught, near position H’. The storm moved from left to right, with rain on its left flank and a squally ‘gust front’ (shown as a cold front) on its right flank. Behind the storm, chilled air reached the ground.

severe storm diagram

The diagram on the right shows a vertical section through a typical severe hailstorm (moving from right to left) and is also taken from Ludlam’s 1961 article in Weather. Compare this diagram with the three-dimensional model above

The paths of the air are drawn as if the storm was stationary. They are, therefore, relative streamlines. The dashed lines are trajectories of small hailstones. The thick full line shows the trajectory of a large hailstone.

To some extent, the features shown on this vertical section occur also in vigorous cumulo-nimbus systems which do not produce large hail. Students can look out for mamma, the udder-like cloud feature that hangs under the anvil and other parts of the cloud. How are mamma formed? Students can also observe gust fronts and measure the temperature drop that occurs when a storm passes. It is often several degrees Celsius. Perhaps, with the help of someone who has a car, they can map areas of rain and hail relative to moving storms.

severe storm diagram 2
This diagram has been taken from The microburst hazard to aircraft by J.McCarthy and R.J.Serafin, published in Weatherwise in 1984 (Volume 37, pp.120-127)

In severe storms, downdraughts may be as strong as 30-40 m/s and reach the ground as ‘down-bursts’. These are dangerous, as the diagram above shows. Downbursts spread out near the ground. An aeroplane that flies into such an outflow first encounters an increasing head-wind (at 1 and 2), which adds to the speed of the speed of the air flowing over the aircraft’s wings and thus increases lift. At 3, however, the strength of the downdraught begins to reduce the altitude of the aircraft; and at 4 and 5 the aircraft experiences both a tail-wind (which reduces air speed and lift) and a downward force from the downdraught. Over the years, there have been many air disasters caused this way, especially in North America.

Cloudbursts

On 15 August 1952, the village of Lynmouth in North Devon was devastated by a torrent of water which poured off Exmoor; 34 people died. On 29 May 1920, in and around the Lincolnshire town of Louth, 22 people died when water from a storm over the Wolds caused the River Lud, normally a small stream, to rise 5 m above its normal level. In Dorset and Somerset, there have been similar occurrences; and in all cases, severe storms caused the havoc. When such storms occur in the British Isles, the wind in the upper troposphere is typically from the south-west, with the wind in the lower troposphere from a north-easterly point (and pressure low to the south and south-west). If this flow is lifted orographically, the storm may become stationary and deposit several inches of rain in a short time. Thus, it is places below slopes that face northwards or north-eastwards that are most at risk.

Hail Prevention

To frighten away the evil spirits that caused hail, primitive tribes used to shoot arrows into storm clouds; and Christians have tried to exorcise these spirits by ringing church bells (a dangerous practice because of lightning strikes on bell towers). Not only arrows, but also cannon-balls, artillery shells and rockets have been fired into storm clouds, but all to no avail. Though there is some evidence that cloud seeding may help to reduce the size of hailstones, there is nothing we can yet do to prevent the formation of severe storms.

Community Weather Memories

Ask members of your family and community about weather events they remember:

  1. Where was the weather event?
  2. When was the weather event (approximate year and time of year)?
  3. What type of weather was it?
  4. What impacts did it have?

Which weather event story did you find the most interesting? And why?

Extension activity: can you find out any more about the weather event by doing some research online?

20. Tropical Cyclones

Weather and Climate: a Teachers’ Guide

Pathway: Extending Weather

Depressions – Microclimates – Urban Climates – Tropical Cyclones

Lesson overview: In this lesson we explore the structure, location and names for Tropical Cyclones as well as some of their potential impacts.

Tropical Cyclones are intense and extremely damaging storms.  Fuelled by the transfer of heat from the ocean to the atmosphere they can grow into some of the most destructive weather systems on Earth. Tropical cyclones need specific conditions to form and intensify.  These limit the locations in which Tropical Cyclones are able to form.  Called Tropical Cyclones anywhere in the world, they are classified as Typhoons in the North-West Pacific and Hurricanes in the Atlantic and North-East Pacific. A Tropical Cyclone has a distinctive structure, consisting of a clear central ‘eye’, surrounded by extensive cloud bands that spiral outwards and may be hundreds of kilometres long.  They can have severe impacts, causing coastal flooding and widespread damage to both the natural world and human infrastructure. As the climate changes, the most damaging Tropical Cyclones are expected to increase in intensity.

Learning objectives:

  • To understand what weather and hazards are associated with a Tropical Cyclone.

  • To be able to describe the structure of a Tropical Cyclone.

  • To be able to explain how and why Tropical Cyclones form.

Key Teaching Resources

Tropical Cyclones PowerPoint
Tropical Cyclones worksheet
Hurricane Dorian student data
Plotting Tropical Storm locations using GIS – video.

Teacher CPD/ Extended Reading

Tropical Cyclones_More for Teachers 

Alternative or Extension Resources

Further Tropical Cyclone teaching resources

A Hurricane is Approaching: a listening exercise based on a recent National Hurricane Center podcast. 

Tropical storm tracker: grid reference plotting practice

Make a Tropical storm case study infographic using this basic template

A blank Tropical Cyclone case study sheet

Weather and Climate: a Teachers’ Guide

3D Print the Weather

The RMetS is delighted to have collaborated with CREATE Education to develop instructions to allow schools to 3D print sections of the Central England Temperature Record and use their models to learn about weather, climate, extreme weather and climate change.

These engaging, tactile resources allow students to get a hands-on experience of what climate is and how it can change, and how extreme weather relates to the climate.

The Central England Temperature (CET) data record is the longest instrument record of temperature in the world, with average monthly temperature each month from January 1659 to December 2018.

This project and the accompanying resources allow you to create 3D models that will represent 10 years of temperature data. The models have been designed to interlink, so students can create a series of models to represent larger timeframes. Once the 3D models have been created and 3D printed, there is a tactile resource that can be used in multiple ways in the classroom to visualise and study past weather and climate, and at how the climate of the UK has been changing over time.

The lesson resources specifically focus on

1. The difference between climate and weather

2. The current climate of the UK

3. The changing climate of the UK

4. Looking at past extreme weather events and researching their impacts on people in the UK.

3D model

Further resources to teach weather, climate, correlation, photosynthesis, regression, the carbon cycle, isotopes and more.

Further resources past climate change teaching resources for secondary geography.

Tropical Cyclone Challenge

Tropical Cyclone Teaching Resources

Overview document for teachers – START HERE.

At the bottom of the page, you will also find some further reading/ background information for teachers, if you would like to deepen your understanding of Tropical Cyclones.

Introduction to Tropical Cyclones

Resources for Teachers

Tropical cyclones – the basics PowerPoint.

What do you call a tropical cyclone – physical basemap

What do you call a tropical cyclone – cumulative hurricanes basemap.

Teacher resource – Tropical Cyclone basics answers.

Worksheets and Resources for Students

What do you call a tropical cyclone? (cumulative hurricanes or physical basemap)

What kind of storm?

Where, Why and How do they Form?

Our Tropical Cyclone Challenge– use the online interactive resource with accompanying worksheet to discover the recipe for a Tropical Cyclone.

Resources for Teachers

Tropical cyclones: where, why, how PowerPoint.

Thunderstorm recipe (teacher).

Worksheets and Resources for Students

Thunderstorm recipe

Making things spin.

SST exercise.

Homework task:

A long time ago

Tracking Tropical Cyclones

Resources for Teachers

Tracking tropical cyclones PowerPoint

Worksheets and Resources for Students

Japan Decision Making Exercise

Hazards

Resources for Teachers

Tropical cyclones – hazards PowerPoint.

Hurricane Harvey Links

Storm surge worksheet- answers.

Hazard posters.

Worksheets and Resources for Students

Tropical cyclone hazards worksheet.

Storm surge worksheet.

Case study: Hurricane Harvey and worksheet.

Homework task:

Option 1: Hurricane Harvey case study and Hunting Hazards.

Option 2: Tropical cyclones worksheet

Option 3: GIS hurricane task.

Impacts

Resources for Teachers

Tropical cyclones – Impacts PowerPoint.

Cyclone Idai Links

The many ways a tropical cyclone can kill you (teacher).

Worksheets and Resources for Students

The many ways a tropical cyclone can kill you.

The other effects a tropical cyclone may have.

Personas.

Case studyCyclone Idai.

Extra: Tracking hurricane Irma.

Responses

Resources for Teachers

Tropical cyclones – responses PowerPoint.

Super Typhoon Haiyan/ Yolanda Links.

Worksheets and Resources for Students

Case study – Haiyan.

Response Decision Making Exercise.

Typhoon Haiyan disaster response.

Homework task: GDACS mapping exercise and maps.

Assessment Resource: Cyclone Fani Decision Making Exercise; Cyclone Fani DME resource booklet.

Background Information for Teachers

Extreme Weather (global)

A series of downloadable work schemes and associated PowerPoint presentations on extreme weather for AS/ A2 geography.

Produced by Martin Lawrence

Monsoons

The word monsoon is derived from the Arabic word ‘mausim’, meaning season. It was first used by Arabic navigators to describe the seasonal winds of the Arabian Sea. These generally blow from the north-east for one half of the year, and from the south-west for the other half. Although the term monsoon actually means a seasonal wind, it is often used to refer to the torrential rainfall associated with these winds.

Monsoons occur mainly in tropical regions – northern Australia, Africa, South America and the USA. However, the best known area affected by monsoons is south-east Asia, particularly India. During the winter, air over the Siberian plateau becomes colder than air over the surrounding seas, producing a large anticyclone with winds circulating clockwise, thus causing cool north-easterly winds to blow across India and its neighbouring countries. This brings dry, pleasant weather, and has a marked drying effect on the land. During April and May the winds abate, causing temperatures to rise rapidly to over 35 °C.

In the summer the process reverses. The Siberian plateau is now warmer than the seas, and low pressure develops over these seas. The winds circulate anticlockwise and approach India from the south-west, bringing very moist air. These south-westerly winds bring a drop in temperature and heavy downpours of rain. In fact, during this monsoon, which generally lasts from June to September, India receives virtually all its rainfall for each year.

The mountains of southern India split the summer winds. The western arm of the monsoon is deflected northwards, by the western Ghats, to Bombay and then on to Pakistan. The eastern arm travels up through the Bay of Bengal to Calcutta and Assam, and is deflected north-westwards by the Himalayas. On average, the winds arrive in southern India about six weeks before they arrive in north-west India.

The heaviest monsoon rainfalls occur where the winds blow side-on to the hills. The higher the hills and more moist the air, then the greater the amount of rainfall. These factors give Cherrapunji, inWeb page reproduced with the kind permission of the Met Office Assam, one of the highest rainfalls in the world; the western monsoon winds having travelled an extra distance over the warm seas of the Bay of Bengal, then meeting the Himalayas. On average, Cherrapunji has an annual rainfall total of nearly 11 metres, the maximum monthly amount occurring in June. Bombay, in the eastern monsoon, receives about 1.8 metres with the maximum monthly total in July. In comparison, Delhi registers only 64 cm of rainfall each year (about the same as London), with the maximum monthly total occurring in both July and August. At Madras the pattern of rainfall is different because the monsoon winds blow along the coast. Here, the rainfall increases gradually through the summer months with larger amounts falling in October and November, owing to tropical cyclones travelling westwards across the Bay of Bengal.

Monsoon hazards

Monsoon rainfalls are unreliable in that the amount varies considerably from year to year. Low rainfalls cause great problems for agriculture and water supplies in general. On the other hand, even moderate rainfalls can cause flood hazards. The eastern monsoon releases most of its rainfall in the Ganges plain, causing flooding to low-lying areas where the river flows into the Bay of Bengal. In the Indus river the flood problem is often made worse because the monsoon rainfalls can coincide with high river levels in its tributaries, caused by water from the melting mountain snows of the Himalayas. Web page reproduced with the kind permission of the Met Office

Haiyan Yolanda

Tropical Cyclone Haiyan/ Yolanda

the earth
Image courtesy of the Dundee Satellite Receiving Station

Some useful links:

National Geographic

http://news.nationalgeographic.com/news/2013/11/131108-supertyphoon-haiyan-yolanda-atmosphere-climate-change/

BBC

http://www.bbc.co.uk/news/world-asia-24894529

https://www.bbc.co.uk/news/av/world-asia-24887664/typhoon-haiyan-makes-landfall-in-vietnam

https://www.bbc.co.uk/news/av/world-asia-24879310/typhoon-haiyan-heads-to-vietnam

https://www.bbc.co.uk/news/world-asia-24878801

https://www.bbc.co.uk/news/world-asia-24846813

https://www.bbc.co.uk/news/av/uk-24866143/weather-report-tracking-monster-typhoon-haiyan

Accuweather.

How Typhoon Haiyan Became Year’s Most Intense Storm 

Guardian

http://www.theguardian.com/world/2013/nov/08/typhoon-haiyan-hits-philippines http://www.theguardian.com/world/gallery/2013/nov/09/super-typhoon-haiyan-philippines-destruction-in-pictures

https://www.theguardian.com/world/2013/dec/22/typhoon-haiyan-philippines-aid-workers-diary-of-disaster

https://www.theguardian.com/world/2013/nov/08/typhoon-haiyan-biggest-storms

https://www.theguardian.com/world/2013/nov/08/typhoon-haiyan-philippines-death-toll


https://www.theguardian.com/world/2013/nov/07/philippines-worst-typhoon-haiyan

The Telegraph

https://www.telegraph.co.uk/news/picturegalleries/worldnews/10440559/In-pictures-Super-Typhoon-Haiyan-brings-devastation-to-the-Philippines.html?frame=2730039

The Sun

https://www.thesun.co.uk/archives/news/323688/1200-dead-after-typhoon-haiyan-tears-through-philippines/

Other tropical cyclone/ hurricane resources on MetLink:

Tropical Cyclones worksheet looking at locations, climatology etc.

Tracking Hurricane Irma an online research exercise.

Using GIS for hurricane tracks and tropical storm risk (Developed by Bob Lang, teacher and GA consultant)

Extreme Weather (developed by Martin Lawrence) 

Background information about hurricanes and other tropical cyclones

Weather Charts Teachers’ Notes

Understanding weather charts

Teachers’ notes to accompany Understanding Weather Charts

Resources required

Computers with Internet access would be desirable. Alternatively if Internet access is not available, printed copies of student sheets and worksheets should be made.

Prior knowledge required

A basic background of weather and climate.

Teaching activities

Students can visit the following pages to gain a basic background into the topics covered:

The information on the student sheets can be delivered by the teacher and activities completed individually. Alternatively students can work through the whole lesson themselves.

Part A – Isobars, pressure and wind

Part B – Identifying pressure systems and fronts

Part C – Plotted weather charts

Exercises

Three worksheets with exercises are provided to consolidate learning.

A series of additional exercises are provided for more able students, or those who have already studied pressure systems and fronts in more detail prior to this lesson.

Suggestions for homework

Any of the worksheet activities can be completed. Alternatively students can collect weather charts from the Internet or a newspaper and repeat the exercises using these.

Web page reproduced with the kind permission of the Met Office