Natural Hazards: Causes and Effects - Disaster Management Center ...
Natural Hazards: Causes and Effects - Disaster Management Center ... Natural Hazards: Causes and Effects - Disaster Management Center ...
Lesson 5 - Tropical Cyclones Study Guide Overview Tropical cyclones have different names around the world. You will learn in this lesson the conditions that make up the conventional definition of this type of storm. The regions where cyclones take place are also defined. You will study how cyclones are formed. This knowledge will help you determine the times and temperatures when high-danger or low-danger conditions may exist for your area. The primary and secondary effects such as storm surges and tidal floods are also evaluated. Long-range planning goals are explained. The effectiveness of local regulatory controls in reducing losses is examined. Social and cultural factors such as ownership patterns, existing land use, and the established way of life are also studied since they influence inhabitants’ perceptions of how cyclones can best be handled. Learning Objectives • Identify the regional terms used to describe a cyclone. • Locate areas of highest cyclone activity in the world. • List the natural conditions necessary for a cyclone to form. • Describe the different scales used to measure cyclones. • Identify primary and secondary effects of cyclones. • Identify vulnerable land areas. • Explain storm surges. • Set up a model cyclone warning system. • Describe structure failure due to cyclones. • Assess the impact of a cyclone on a country’s development. • List steps used in preparation, mitigation and response to a cyclone disaster. Learning Activities • Read Chapter 5 in the text. • Study Tropical Cyclone Disaster Overview. • Review Appendix I. Evaluation Complete the self-assessment test.
Lesson 5 - Self-Assessment Test Multiple Choice Circle the best answer(s): 1. The difference between a harmless thunderstorm and a cyclone is: a) vorticity b) Coriolis effect c) the doldrums d) the direction of spin e) negative climatic depressions 2. The percent of tropical depressions that become cyclones is: a) 60 percent b) 70 percent c) 80 percent d) 90 percent e) 33 percent 3. A tropical depression becomes a tropical storm when: a) its winds reach 120 kilometers per hour b) its winds reach 62 kilometers per hour c) its winds reach 82 kilometers per hour d) its winds contract into a 50 kilometer circle e) its winds widen to a 50 kilometer storm front 4. Cyclones cannot develop when the ocean temperature is below 24 degrees Centigrade (76°F) because: a) of insufficient heat b) of insufficient temperature difference between the air and water c) cooler water temperatures prevent doldrums d) of insufficient evaporation e) thunderstorm seedlings are unable to form 5. When two wind currents travel side by side, the faster current: a) curls away from the slower one b) curls away from the vorticity of the earth’s force c) curls in the directon of the earth’s rotation d) curls around the slower one e) creates trade winds in the equatorial trough 6. Wind velocity is measured: a) on the Saffir/Simpson scale. b) by the National Hurricane Center in the Hawaiian Islands. c) on the Richter scale. d) by the Seamen’s Multinational Wind Bureau. e) on the Beaufort scale. 7. Tropical cyclones often generate: a) high rates of injured people b) tidal floods c) very heavy rainfall d) agricultural soil erosion e) countercurrents beneath the ocean’s surface 8. Modern technology usually first identifies and follows a cyclone using: a) World Weather Watch b) satellite photos c) weather radar d) automatic weather stations
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Lesson 5 - Tropical Cyclones<br />
Study Guide Overview<br />
Tropical cyclones have different names around the world. You will learn in this lesson the<br />
conditions that make up the conventional definition of this type of storm. The regions where<br />
cyclones take place are also defined. You will study how cyclones are formed. This knowledge<br />
will help you determine the times <strong>and</strong> temperatures when high-danger or low-danger conditions<br />
may exist for your area.<br />
The primary <strong>and</strong> secondary effects such as storm surges <strong>and</strong> tidal floods are also evaluated.<br />
Long-range planning goals are explained. The effectiveness of local regulatory controls in<br />
reducing losses is examined. Social <strong>and</strong> cultural factors such as ownership patterns, existing<br />
l<strong>and</strong> use, <strong>and</strong> the established way of life are also studied since they influence inhabitants’<br />
perceptions of how cyclones can best be h<strong>and</strong>led.<br />
Learning Objectives<br />
• Identify the regional terms used to describe a cyclone.<br />
• Locate areas of highest cyclone activity in the world.<br />
• List the natural conditions necessary for a cyclone to form.<br />
• Describe the different scales used to measure cyclones.<br />
• Identify primary <strong>and</strong> secondary effects of cyclones.<br />
• Identify vulnerable l<strong>and</strong> areas.<br />
• Explain storm surges.<br />
• Set up a model cyclone warning system.<br />
• Describe structure failure due to cyclones.<br />
• Assess the impact of a cyclone on a country’s development.<br />
• List steps used in preparation, mitigation <strong>and</strong> response to a cyclone disaster.<br />
Learning Activities<br />
• Read Chapter 5 in the text.<br />
• Study Tropical Cyclone <strong>Disaster</strong> Overview.<br />
• Review Appendix I.<br />
Evaluation<br />
Complete the self-assessment test.
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