MODULE

INST 1 – Climate Change and Disaster Risk Management

1. Title of the Module

Chapter 1: Weather and Climate

2. Introduction
Weather and Climate are closely related though they are not the same thing. Climate
is what you expect while weather is what actually happens that you can observe
within a day. Weather includes meteorological condition such as wind, rain, snow,
sunshine, temperature, etc. – at a particular time or day. In contrast, “climate”
describes the overall long-term characteristics of the weather experienced at a
certain place.

3. Learning Outcome
At the end of Chapter 1, you are expected to be able to: a) define and
differentiate weather and climate and related terms b) evaluate the importance
of weather and climate for gathering of information and its effects to climate
change and disaster risk management c) analyze the needs to study weather
and climate to answer puzzles of climate change and create models that
stimulate and predict Earth’s condition.
4. Learning Content
Weather
Weather is the instantaneous or current state of the atmosphere and is
measurable in terms of temperature, atmospheric pressure, humidity, wind
speed and direction, cloudiness and precipitation. Weather is different in
different parts of the world and changes over minutes, hours, days, and
weeks.
Troposphere is the layer of the Earth’s atmosphere closest to the ground
surface where weather happens.
When we talk about the weather, we are talking about the condition of the
atmosphere at any particular time and place. Weather—which is always
changing—is comprised of the elements of:
1. air temperature—the degree of hotness or coldness of the air
2. air pressure—the force of the air above an area
3. humidity—a measure of the amount of water vapor in the air
4. clouds—a visible mass of tiny water droplets and/or ice crystals that are
above the earth’s surface
5. precipitation—any form of water, either liquid or solid (rain or snow), that
falls from clouds and reaches the ground
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6. visibility—the greatest distance one can see
7. wind—the horizontal movement of air
Weather Instruments
Various instruments are used for measuring different weather phenomena.
Some of the common but important weather instruments are listed below.
Thermometer
Thermometer is used to measure air temperature. Most thermometers are in
the form of a narrow closed glass tube with an expanded bulb at one end. The
bulb and the lower part of the tube are filled with liquid such as mercury or
alcohol. Before the other end is sealed off, the air in the tube is released by
heating it. The bulb of the thermometer in contact with the air gets heated or
cooled, as the case may be, as a result of which the mercury in the bulb rises
or falls. A scale is marked on the glass tube and readings are taken from
there.
The two most common scales used in thermometers are Centigrade and the
Fahrenheit. On the Centigrade thermometer, the temperature of melting ice is
marked 0.0°C and that of boiling water as 100.0°C, and the interval between
the two is divided into 100 equal parts. On the Fahrenheit thermometer, the
freezing and boiling points of water are graduated as 32.0 F and 212.0 F
respectively. While the maximum thermometer and minimum thermometer are
used to measure the air temperature, the dry bulb and the wet bulb
thermometers are used to determine the humidity in the air.
Fahrenheit = (°C x 9/5) + 32
Celsius = (F – 32) x 5/9
Barometer
The instrument used to measure atmospheric pressure is called a barometer.
The most commonly used barometers are the mercury barometer, aneroid
barometer and barographs. The unit of measurement is in the millibar (mb).
Mercury barometer is an accurate instrument and is used as a standard. In it
the atmospheric pressure of any place is balanced against the weight of a
column of mercury in an inverted glass tube.
Wind Vane and Anemometer
Wind vane is a device used to measure the direction of the wind. The wind
vane is a lightweight revolving plate with an arrowhead on one end and two
metal plates attached to the other end at the same angle. This revolving plate
is mounted on a rod in such a manner that it is free to rotate on a horizontal
plane. It responds even to a slight blow of wind. The arrow always points
towards the direction from which the wind blows. The anemometer is a device
used to measure the speed of airflow in the atmosphere. Most widely used
for wind-

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speed measurements is the revolving cups drive an electric anemometer where
he revolving cups drive an electric generator.
*Image Source: outofbreath.wordpress.com *Image Source: Encyclopedia, Britannica
Inc.

Rain Gauge

The amount of rainfall is measured with the

help of a rain gauge. The rain gauge
consists of a metal cylinder on which a
circular funnel is fitted. The diameter of the
funnel’s rim is normally 20 cm. The rain
drops are collected and measured in a
measuring glass. Normally, rainfall is
measured in the units of mL or cm. Snow is
also measured in a similar manner by
turning it into liquid form.

*Image Source: Meteorology with rain gauge, 123RF.com

Weather Forecasting
Weather and climate have become so much a part of our lives that the first
thing many of us do in the morning is to listen to the local weather forecast.
For this reason, many radio and television newscasts have their own “weather
person” to present weather information and give daily forecasts. To make
weather presentation as up-to-the-minute as possible such as computerized
weather forecasts, time-lapse satellite pictures, and color Doppler radar
displays are used to predict more accurate weather forecast.
Common Weather Symbols
There are different symbols which are useful in reading and understanding
weather patterns and usually used in weather map. The following are the most
common weather symbols:

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*Source: Essentials of Meteorology, 2001

A Satellite view of the Weather

A good view of the weather can be seen from a weather satellite. The figure
below is a satellite photograph showing a portion of the Pacific Ocean and the
North American continent. The photograph was obtained from a geostationary
satellite situated about 36,000 km (22,300 mi) above the earth. At this
elevation, the satellite travels at the same rate as the earth spins, which allows
it to remain positioned above the same spot so it can continuously monitor
what is taking place beneath it.
Weather satellites make comprehensive and large-scale observations of
different meteorological elements at the ground level as well in the upper
layers of the atmosphere. The geo-stationary satellites provide space-based
observations about weather conditions. Satellite provides valuable
observations of temperature, cloud cover, wind and associated weather
phenomena.

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*Source: Essentials of Meteorology, 2001

Philippines: DIWATA-1
DIWATA-1 is the 1st micro-satellite build by Filipinos launched and deployed to
orbit on April 27, 2016. This satellite is as small as a coffee table and was sent
to space for three years via the Philippine Scientific Earth Observation Micro-
Satellite (PHL-Microsat) Program of DOST in collaboration with UP, Diliman
and two Japanese academic institutions, Tohoku University and Hokkaido
University. DIWATA-1’s mission is to assist in weather observation, disaster
risk management, environmental monitoring, monitoring and preservation of
cultural and historical sites and other services.
Since DIWATA-1 occupies a low Earth orbit (400 km), it is not considered as
geostationary satellite and cannot monitor weather conditions such as
typhoon.

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DIWATA-1 sends data and captured pictures to PEDRO or Philippine Earth
Data Resources Observation which is the ground receiving station.

*Image source: www.flipscience.ph

Japan: HIMAWARI-8
The HIMAWARI-8 is a geo-stationary weather satellite, successor to Japan
Meteorological Agency’s Multi-functional Transport Satellite (MTSAT) series. It
was installed at PAGASA last December 2015. It is the most utilized satellite
imagery in real time weather forecasting tropical cyclone analysis and for
research purposes as it generates images every 10 minutes.

*Image source: PAGASA, 2020

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Climate
Climate is the state of the atmosphere over long time periods, such as over
years, decades, centuries or greater. The climate therefore can be thought of
as a long-term summary of weather conditions as well as the variability of
these conditions. The fluctuations that occur from year to year, and the
statistics of extreme conditions such as severe storms or unusually hot
seasons, are part of the climatic variability.
A World with Many Climates
The Earth has different climate types. This creates variation of place where
tropical jungles are created to other parts of the world to the frigid polar
“wastelands,” there seems to be an almost endless variety of climatic regions.
The factors that produce the climate in any given place—the climatic controls—
are the same that produce our day-to-day weather. There are several factors
that control the climate by observation two weather factors, the temperature
and precipitation. Briefly, the controls are the:
1. intensity of sunshine and its variation with latitude
2. distribution of land and water
3. ocean currents
4. prevailing winds
5. positions of high- and low-pressure areas
6. mountain barriers
7. altitude

Main Climate Types

There are approximately five main climate types on Earth:

*Image source: www.scijinks.gov/climate-zones/

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Tropical
In this hot and humid zone, the average temperatures are greater than 18°C
yar-round and there is more than 59 inches of precipitation each year.
Dry
These climate zones are so dry because moisture is rapidly evaporated from
the air and there is very little precipitation.
Temperate
In this zone, there are typically warm and humid summers with thunderstorms
and mild winters.
Continental
These regions have warm to cool summers and very cold winters. In the
winter, this zone can experience snowstorms, strong winds, and very cold
temperatures – sometimes falling below -30°C.
Polar
In the polar climate zones, it is extremely cold. Even in summer, the
temperature there never go higher than 10°C.
Why do we study climate?

*Image source: NOAA, www.ncei.noaa.gov

Humans and all living organisms on Earth are affected by climate, climate
change, and weather events. The continuous rise of global temperature is
expected to further raise seas levels and change precipitation patterns and
other local climate conditions. Changing regional climates could alter forests,

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crop yields, and water supplies. They could also affect human health, animals,
and many types of ecosystem.
Weather and Climate in our Lives
Weather and climate affects our lives. Basic example of how weather dictates
the type of clothing we wear, while climate influences what type of clothing we
buy. Climate determines when is the right time to plant certain crops as well
as what type of crops can be planted. Weather determines if these same
crops will grow to maturity. Although weather and climate affect our lives in
many ways, perhaps their most immediate effect is on our comfort. In order to
survive the cold of winter and heat of summer, we build homes, heat them, air
condition them, insulate them—only to find that when we leave our shelter, we
are at the mercy of the weather elements.
Even when we are dressed for the weather properly, wind, humidity, and
precipitation can change our perception of how cold or warm it feels. On a
cold, windy day the effects of wind chill tell us that it feels much colder than it
really is, and, if not properly dressed, we run the risk of frostbite or even
hypothermia (the rapid, progressive mental and physical collapse that
accompanies the lowering of human body temperature).
On a hot, humid day we normally feel uncomfortably warm and blame it on the
humidity. If we become too warm, our bodies overheat and heat exhaustion or
heat stroke may result.
How does climate change?

*Image source: NOAA, www.ncei.noaa.gov

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 Weather can change in just a few minutes or hours within the day while
climate changes over longer time frames. Climate event, like El Niňo, happen
over several years with larger fluctuations happening over decades.
Today, climates are changing. Our Earth is warming quickly that it has in the
past according to the research of scientists. Hot summer days may be quite
typical of climates in many regions of the world, but warming is causing
Earth’s average global temperature to increase. The amount of solar radiation,
the chemistry of the atmosphere, clouds, and the biosphere all affects Earth’s
climate.
5. Teaching and Learning
Activities Activity 1: Weather
Data Log.
For a week, record the weather forecast including each day temperature in
your area through media or news. Record and compare the temperature and
weather forecast to the actual weather each day and answer the following
questions below.
Day and Mon: Tue: Wed: Thu: Fri: Sat: Sun:
date
Forecast
Weather
Forecast
Temperature
Actual
Weather
Actual
Temperature
1. What are your observations between forecast weather and temperature to
the actual weather and temperature?
a. Observation 1:

b. Observation 2:

c. Observation 3:

2. What is the importance of weather forecasting?

Activity 2: Answer the questions below.

1. Describe some ways on how weather and climate can influence people’s
lives.

2. Convert the following temperature. Show your solution.

a. 37.5°C

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b. 78 F

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 3. Identify the climate type of each country based on their location.
a. Philippines:
b. Japan:
c. Australia:
d. South Africa:
e. Iceland:
Activity 3: Weather Instrument: Measuring the wind speed using an
anemometer.
Materials List
 4 small paper cups
 Push pin
 Sharpened pencil with eraser on the end
 Timer on a phone, clock or watch
 Stiff, corrugated cardboard (enough to cut two, same size strips, each 13
to 23 cm long; used boxes are ideal)
 Modeling clay
 Scissors
 Marking pens
 Rulers (for measuring)
 stapler
Instruction: How to build an anemometer
For reference of the images below and video, please visit the site below.
www.teachengineering.org/activities/view/cub_energy2_lesson07_activityl
1. Using a ruler, measure and cut cardboard into 5-9 inch strips (make 2 strips).

2. Staple the cardboard strips together and should cross in an “X”.

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3. Color one cup a different color using a marker or any coloring pencil or
crayon.

4. Staple all the cups on each edge of the cardboard crossed strips and make
sure each cup facing the same direction.

5. Push the pin through the center of the cardboard crossed strips and attach
it to the pencil’s eraser.

6. Roll modeling clay into a ball and then stick the other edge of the pencil
into the clay.

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 Place the anemometer in a windy spot in your area. To measure wind speed,
count the rotation of the anemometer per minute using your clock, watch or
phone’s timer per minute. Record your data on the table below and answer the
following questions.
1. Take a selfie of you holding your own anemometer. Attach a picture below.

2. Where did you place the anemometer? Describe the area.

3. Measure the wind speed and record your data below.

Rotational Rate per minute

Trial Time and date (rpm)
1
2
3
Total
Average
*Average= (Trial 1+ Trial 2+ Trial 3) / 3

4. What is average rpm for your anemometer based on your trials?

5. What is the importance of measuring the wind speed particularly on

weather reports about rains and typhoons?

6. Recommended learning materials and resources for supplementary reading.

 HANDBOOK OF WEATHER, CLIMATE, AND WATER Dynamics, Climate,
Physical Meteorology, Weather Systems, and Measurements by Thomas D.
Potter and Bradley R. Colman
 Essentials of Meteorology An invitation to the Atmosphere 3rd Edition by
Donald Ahrens
 Earth: Climate and Weather – National Geographic – 24hToday
https://m.youtube.com/watch?v=zz_CRzcIT-Q
 How does the climate system work?
https://m.youtube.com/watch?v=IrPS2HiYVp8
7. Flexible Teaching Learning Modality (FTLM) adopted
Example:
Online (synchronous)
//Youtube
Remote (asynchronous)
//module, exercises, problems sets, powerpoint lessons

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8. Assessment Task
Before answering the following questions, you have to first watch the YouTube video
entitled, ESS2D – Weather and Climate by Bozeman Science, at the given link
below:
https://www.youtube.com/watch?v=gLTIJ8je5lo
A. Short-response/Essay writing: Limit your answer in 2 to 3 sentences.
1) What are the similarities between weather and climate?
2) What causes change in weather and climate?
B. Write an essay with at least 10 to 15 sentences about how different factors
affects and causes change in the weather and climate of the Earth.
Your answers will be graded according to the given standards/basis for grading:
Score Criteria
0 Unable to elicit the ideas and concepts from the video
1 Able to elicit the ideas and concepts from the video but shows
erroneous understanding
3 Able to elicit the ideas and concepts from the video and shows
correct understanding
5 Able to elicit the correct ideas from the video and also shows
evidence of internalization and consistently contributes additional
thought to the core idea

9. References (at least 3 references preferably copyrighted within the last 5

years, alphabetically arranged)
Ahrens, Donald C. 2001. Essentials of Meteorology: An invitation to the
Atmosphere, 3rd Edition. Brooks/Cole Publishing Co.
International Environment. 2008. International Strategy for Disaster Reduction.
UNISDR, Palais des Nations, CH-1211 Geneva 10, Switzerland.
Climate Zones retrieved at www.scijinks.gov/climate-zones/ on July 15, 2020
De Jesus, Faye. 2017. 10 –Things you need to know about The Diwata-1
Project retrieved at www.flipscience.ph on July 15, 2020
HIMAWARI-8 retrieved at www.bagong.pagasa.dost.gov.ph on August 13,
2020
How to make an Anemometer retrieved at
www.teachengineering.org/activities/view/cub_energy2_lesson07_activityl on
July 15, 2020
Weather and Climate retrieved at www.nasa.gov/mission_pages//noaa-
n/cimate/change_weather.html on July 15, 2020
Weather vs Climate retrieved at www.ncei.noaa.gov/news/weather-vs-climate
on July 15, 2020

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