Lesson 2 Introduction to Meteorology

 What is Meteorology
 What is satellite Meteorology
 Brief history of satellite Meteorology
 How do satellite “SEE THINGS”
 Careers in satellite Meteorology
 Weather satellites and orbits

Intended Learning Outcomes

At the end of the lesson, students will be able to:
 Define Meteorology;
 Compare weather watching basic;
 Identify brief history of satellite meteorology;
 Demonstrate skills for interpreting and applying atmospheric observations;
 Appreciate meteorology in the importance to our daily life.

Activity
1. Meteorology Word Search
Direction: Kindly encircle the words that define and talks about Meteorology. Locate the given words in the
grid, running in one of ten possible directions horizontally, vertically, or diagonally.

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ROZETTE E. MERCADO, PhD
Source: https://study.com/academy/lesson/what-is-meteorology-definition-history-facts.html
2. Let us compare it!
Direction: Compare the two basic methods in observing the atmosphere.

Direct Methods vs Indirect Methods

Analysis
1. What did you feel while doing the activity?
2. Among the words that you locate, what word struck you the most? Why?
3. Among the two basic methods, what do you think is the best method for you to use in observing the
atmosphere? Why?
4. From the activity that you had, what is the definition of Meteorology?
Analysis

 5 points max - factual, complete, accurate, concise, comprehensive, and efficient relay of ideas
 3 points max - effective manner or structure of explanation of knowledge or ideas (grammar and
convincing or persuasiveness factor)
 2 points max – less factual, complete, accurate, concise, comprehensive, and efficient relay of ideas

Abstraction

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ROZETTE E. MERCADO, PhD
 Introduction to Meteorology

An introduction to atmospheric science including climate, cloud types and structure, fronts and
cyclones, precipitation, severe storms, and air pollution. Upon successful completion of this course students
will have an understanding of the Earth’s atmospheric systems, weather forecasting, and the impact of weather
on humanity.

Basic concepts of weather forecasting are introduced. Investigations will include examination of
precipitation processes, severe weather, circulation systems, and air pollution. Upon successful completion of
this course, students will have an understanding of the physical factors that affect the atmosphere as well as
experience analyzing meteorological data and forecasting

Source:
https://www.doane.edu/open-learning/courses/introduction-to-meteorology

Satellite Meteorology

Satellite Meteorology refers to the study of the earth's atmosphere and oceans using data obtained
from remote sensing devices flown on board satellites orbiting the earth.

Observations and Measurements

Meteorology, like every other science, relies on careful and precise measurement of its subject.
Meteorologists observe the atmosphere using two basic methods.

Direct methods, also called in situ for "in place," measure the properties of the air that are in contact with
the instrument being used.

Indirect methods, also referred to as remote sensing, obtain information without coming into physical
contact with the region of the atmosphere being measured. Launching satellites into space equipped with
remote sensing instruments allows us to continuosly monitor planet Earth from afar.

Direct method: A thermometer is in contact with the air around it and measures the temperature directly.

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ROZETTE E. MERCADO, PhD
Indirect Method: Our eyes see (and remotely sense) the steam rising from the pan and the red, hot burner
below.
Source :
http://cimss.ssec.wisc.edu/satmet/modules/1_intro/intro-1.html#tag

Brief History of Satellite Meteorology

Until the invention of hot-air balloons in 1792, the only way humans
could get a birds-eye-view of the Earth was to climb a tree or hike to
the top of a mountain. When the camera was developed in the mid-
1800’s people began to take aerial photographs from hot-air
balloons.

Human ingenuity in 1906 resulted in the construction of an array of

17 kites tied to a boat in the San Francisco Bay to take pictures of
the aftermath of the historic earthquake and resulting fires.

Imagine the excitement in the 1950's when scientists readied to

launch satellites that would orbit the Earth and enable continuous
remote sensing of our atmosphere, lithosphere, biosphere, and
hydrosphere.

Today, satellites record natural disasters such as fires, earthquakes,

and volcanoes on a routine basis, along with monitoring the oceans,
weather and just about everything else that goes on between the
Earth's surface and the top of the exosphere.

In the short span of 4 decades, humans have launched thousands

of satellites. According to NASA, there are currently over 2,500
satellites orbiting earth! Not all of them are operational but many are
visible in the night sky, just look for something that looks like a
distant star moving steadily and slowly across the sky.

NASA rocket carrying

the Terra satellite
into space
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ROZETTE E. MERCADO, PhD
Source :
http://cimss.ssec.wisc.edu/satmet/modules/1_intro/intro-2.html#tag

How Do satellite “SEE THINGS”

Satellites make measurements indirectly by sensing electromagnetic radiation (energy waves) coming
from the surfaces below. Because radiation can transport energy without a medium (water or air or any
substance) it is the only way in which the earth interacts with the rest of the universe. Thus, electromagnetic
radiation is the basis for remote sensing technology. Thus, understanding remote sensing technology starts by
by knowing properties of radiation and the electromagnetic spectrum.

Remote sensing instruments in space, on the ground, or in mid-air record different parts of the
spectrum absorbed, emitted, or scattered by the gases and particles in our atmosphere. Remote sensing
instruments flown on satellites provide ever-increasing insight into our planet Earth. Today, human made
satellites aid every aspect of modern life, providing scientists and educators with tools for investigation and
analysis. Data from satellites help us monitor lakes and oceans and landscapes so we can take better care of
our natural environment.

The 21st century is an exciting

and critical time to pursue a career in
satellite meteorology. Exciting because
there have been so many advances
and so much more information
available to scientists each year.
Critical because knowledge means
responsibility. As satellites increase
our ability to differentiate between
natural- and human-induced climate
and environmental changes, satellite
meteorologists will be on the frontlines
of social discussions determining
public policy to protect our home
planet.

Source:
http://cimss.ssec.wisc.edu/satmet/modules/1_intro/intro-3.html#tag

Careers in Satellite Meteorology

The career possibilities in satellite meteorology are diverse and challenging. You could work in weather
forecasting, air quality management, energy conservation, aviation safety, space exploration, education, or
oceanography. Satellites are the most comprehensive and least expensive (cost-effective) way to monitor
these systems remotely. Beig able to interpret satellite images provides a tremendous advantage for making
a positive contribution to the future of our planet.

Most satellite meteorologists work for the National Oceanic and Atmospheric Administration (NOAA), or the
National Aeronautics and Space Administration (NASA). Other Federal agencies that employ satellite
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ROZETTE E. MERCADO, PhD
meteorologists include the Environmental Protection Agency (EPA), the Forest Service, the Department of
Defense, and the Department of Energy. In the private sector, satellite meteorologists work for colleges and
universities, private weather companies, television and radio stations, commercial airlines, state
governments, public utilities, and consulting firms.

Satellite meteorologists often work in groups or teams with people in related careers such as engineers,
computer and communications technicians, science writers, data systems analysts, astronauts, pilots,
astronomers, physicists, geologists, oceanographers, and biologists.

How should I prepare myself for careers in Satellite Meteorology?

Most careers in satellite meteorology start with a bachelor’s degree in meteorology or some related field
such as physics, chemistry, geography, mathematics, computer science, astronomy, oceanography,
geophysics, or engineering. Most go on to graduate school to earn master’s degrees in meteorology or
satellite meteorology, some people go on to earn a doctorate degree.

It all starts in high school however where you lay the foundation for all further learning! Take all the science
and math you can if you want to work with satellite technology one day. Be earnest in your language arts
classes as well, since you'll need good communication skills (oral and written) to be a satellite meteorologist.
All scientists attend conferences and workshops to share results with other researchers. Along with
acquiring critical information about our environment via satellites, you will need to write papers and technical
reports explaining in detail the results of your research and be able to effectively share information with the
public.

Source;
http://cimss.ssec.wisc.edu/satmet/modules/1_intro/intro-4.html#tag

Weather Satellites And Orbits

In 1957, the launch of the Russian satellite Sputnik initiated our

exciting exploration of space and changed the course of
technology. The United States soon followed with its own satellite
launches. In 1959, scientists at the Space Science and
Engineering Center at the University of Wisconsin-Madison
conducted pioneering meteorological satellite experiments under
the direction of Dr. Verner E. Suomi, now known as the Father of
Satellite Meteorology.

Since the 1960 launch of Tiros I, weather satellites have been our
"eyes in the sky". Today, the ubiquitous nature of satellite
technology augments every aspect of modern life while promising
ever-increasing capabilities for stewardship during the 21st
century.

Dr.
Vemer
E.
Suomi

http://profhorn.meteor.wisc.edu/wxwise/muse
um/

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ROZETTE E. MERCADO, PhD
In this lesson, you will learn about:
1. Satellite Orbits
 Geostationary Operational Environmental Satellites (GOES)
 Polar Operational Environmental Satellites (POES)
2. Remote Sensing Satellite Instruments
 Radiometers
 Sounders
3. Satellite Images
 POES Images
 GOES Images
4. Math and Physics Behind Satellite Technology
 Newton's Laws of Gravity
 Kepler's Laws of Motion

Source:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-1.html#tag

Satellite Orbits

A satellite is an object that orbits a larger object, such as a planet. The earth's moon is an example of a
natural satellite; weather satellites are the result of human ingenuity.

There are two main types of weather satellites, defined by their orbital characteristics: Polar Operational
Environmental Satellites (POES) and Geostationary Operational Environmental Satellites (GOES). Most
satellite images seen on the local television news or The Weather Channel are produced by GOES
satellites.

GOES Satellites orbit the earth above the equator at the same speed as the earth rotates so they can
transmit a continuous picture of the region below. POES orbits are significantly lower and shorter, taking
about 100 minutes to travel from pole to pole and produce high resolution "snapshots" of the Earth.

Source:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-2.html#tag

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ROZETTE E. MERCADO, PhD
Geostationary Orbit

Geostationary satellites orbit the Earth's axis as

fast as the Earth spins. They hover over a single
point above the Earth at an altitude of about
36,000 kilometers (22,300 miles). To maintain
constant height and momentum, a geostationary
satellite must be located over the equator.

Scientists determined this position by using

Newton's Law of Gravity. The same force that
makes apples fall from trees on Earth is the force
that keeps the satellite in its orbit. Sir Isaac
Newton realized that the force of gravity depends
on the masses of the objects involved (more
massive objects feel a stronger gravitational
force), and the distance between the objects involved (objects which are close together feel a stronger
gravitational force).

The United States typically operates two geostationary satellites called GOES (Geostationary
Operational Environment Satellite). One has a good view of the East Coast; the other is focused on the
West Coast. Another satellite in geostationary orbit is the European METEOSAT (METEOrological
SATellite), which views the eastern Atlantic Ocean, Africa, and Europe. The Japanese GMS
(Geostationary Meteorological Satellite) has a good view of Asia, Australia, and the western Pacific
Ocean.

Source:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-3.html#tag

Polar Orbit

Polar orbiting satellites travel in a circular orbit moving from pole

to pole. These satellites collect data in a swath beneath them as
the earth rotates on its axis. In this way, a polar orbiting satellite
can “see” the entire planet twice in a 24 hour period. The basic
operational mode deploys two polar orbiting satellites
continuously, one passing north to south (descending) and the
other passing south to north (ascending), circling the earth every
12 hours.

Polar Orbiting Satellites are inserted into sun-synchronous orbits

which place the spacecraft in a relatively constant relationship to
the sun so that the ascending node will remain at a constant solar
time, permitting images and data to be received by direct
broadcast at the same time each day.
This video shows how polar-orbitting satellites collect data.

“Watch This “
SCI 103 METEOROLOGY 17
ROZETTE E. MERCADO, PhD
https://youtu.be/y_jM_BxQGvE

Polar Operational Environmetal Satellites (POES) are significantly closer to Earth than GOES, orbiting at an
altitude of only 879 kilometers, (approximately 500 miles) so it only takes one hour and 42 minutes to complete
a full orbit. This proximity results in high resolution images and informative profiles of Earth's atmosphere.

In a little bit we'll look at some sample images from the two different satellite orbits. But first let's move on to
learning about the satellite instruments that provide us with the data for these images.

Source:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-4.html#tag

Satellite Remote Sensing Instruments I

The instruments that measure electromagnetic energy are called radiometers. In this section we'll focus
on two kinds of radiometers: imagers and sounders.
Imagers
Contrary to a common conception, there are no cameras on satellites. Two main types of imagers are
utilized in satellite meteorology. One measures the amount of visible light from the sun reflected back to
space by the Earth's surface or by clouds. The second measures the amount of radiation emitted by these
entities. Data from these radiometers are transmitted to earth where visible and infrared (IR) images are
produced by computers. Usually, these images are "loop animated" to show the progression and
movement of storms.

Visible images are the same thing we would see with our naked eye and require daylight. Infrared images
depend on the amount of radiation an object emits. The obvious advantage to having infrared capability is
that weather systems can be monitored both day and night.

Below are samples of an infrared image and a visible image. You'll learn more about these types of
images in a later module.

Infrared Image
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/images/goes-16-CONUS-IR.jpg

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ROZETTE E. MERCADO, PhD
Visible Image
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/images/goes-16-CONUS-VIS.jpg

Source:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-5.html#tag

Satellite Remote Sensing Instruments II

Sounders
The other type of radiometer flown on weather
satellites is called a sounder. "Sounder" is a shorter
name for Vertical Atmospheric Sounder (VAS), don't
let this name mislead you, these radiometers
measure infrared radiation, not sound waves.
Sounders provide vertical profiles of temperature,
pressure, water vapor and critical trace gases in the
earth's atmosphere. Trace gas profiles such as carbon
dioxide or ozone are important for climate studies while
temperature, water vapor and pressure information are
crucial to forecasting severe weather conditions long
before dangerous weather even develops.

Prior to satellites this information was only available

from weather balloons launched by meteorologists at
one or two locations in each state twice a day. The
increase in data made available by sounders on
weather satellites is truly astronomical in size. Instead
of having about 100 profiles of the atmosphere to
analyze every day, scientists now have an unlimited
number of atmospheric profiles, primarily from polar-
orbitting satellites.

“Watch This “
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/images/Sounding-KMIA.png

Source:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-6.html#tag

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ROZETTE E. MERCADO, PhD
Visible and Infrared Image Examples I

GOES Images
An advantage of GOES is that it provides a view of the weather over a hemisphere. Below is a GOES
view of the Western Hemisphere at 17:45 UTC on 18 July 2002. (What is UTC?)
“Read this”
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/utc.html

GOES satellite provide visible and infrared images. Below

is an animation fades between two images from the GOES
satellite, both showing the same geographical area from
the same time on 26 September 2002 (near sunset). When
you move your pointer to the left, you'll see a visible image
and when you move to the right, you'll see an infrared
image.

What do you notice is different about the two

images?
“Watch This “
http://cimss.ssec.wisc.edu/satmet/modules/
2_weather_satellites/ws-7.html#tag

Visible and Infrared Image Examples II

POES Images
Polar orbiters observe a swath of the earth each orbit around the Earth. To get a larger view of the weather,
we need to combine these swaths. Below are examples of infrared image swaths from the POES satellite.

“Watch This”

http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/images/poes_ir1.GIF

http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/images/poes_ir2.GIF

http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/images/poes_ir3.GIF

But wait, there's more... These three images can be combined to create a composite image!

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ROZETTE E. MERCADO, PhD
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/images/poes_ir4.GIF

Math and Physics Behind Satellite Technology

Newton's Laws of Gravity

Newton was able to express the gravitational force between a pair of objects in the form of a single
equation:

F = G m1 m2 / r2

where the symbol represent:

F = gravitational force
m1 = mass of the first object
m2 = mass of the second object
r = distance between the centers of the objects
G = "universal constant of gravitation"

Using this equation and knowing the mass of the earth and the mass of GOES satellites, scientists launch
GOES satellites to an elevation that locks them into a permanent orbit over the same location of the earth
indefinitely.

Source:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-9.html#tag

Math and Physics Behind Satellite Technology

Kepler's Laws of Motion

The motion of a satellite around earth is defined by Kepler's Laws of Motion. So, to better understand the
GOES and POES observations, we need to review these laws. The physics of any object in orbit about a
more massive body is best explained by Kepler's laws of motion. These laws are true for any orbit: a
planet orbiting a star, a moon orbiting a planet, or an artificial satellite orbiting the Earth.

1. The path of the object will be an ellipse, with the massive body at one focus

SCI 103 METEOROLOGY 21

ROZETTE E. MERCADO, PhD
 An ellipse is a closed, curved shape that looks like a flattened circle.
An ellipse contains two foci and the sum of the distances to the foci
from any point on the ellipse is a constant.

The Earth occupies one focus of the ellipse, not the center.

2. A straight line joining the central body and the orbiting body will sweep out equal areas in equal
times

Satellites do not orbit at a constant speed -- they speed up and slow

down. The time between points A and B is the same as the time
between points C and D. The areas of the two wedges are the same.

Does this work for earth's orbit? Count the number of days between
September 21 (Autumn Equinox) and March 21 (Spring Equinox) and
the number of days between March 21 and September 21.

3. The square of a planet's year always equals some multiple of the

cube of the planet's distance from the sun
P²=a³
P is the orbital period in Earth years
a is the length of the semi-major axis (average distance from the Sun) in Astronomical Units.

This means that if you know how much time a planet's orbit around the Sun takes, you can know it's
average distance from the Sun, or vice-versa!

Problems and Solutions

Newton's Law of Gravity

(1) Calculate the altitude at which a satellite of mass 2105 kg orbits the Earth. The gravitational force is
649 N and the universal constant of gravitation G is 6.673*10-11 N*m2/kg2. The mass of the Earth is
5.988*1024 kg. 

(2) Calculate the altitude at which a satellite of mass 2100 kg orbits a planet of mass 2.736*1023 kg. The
gravitational force is 450 N and the universal constant of gravitation G is 6.673*10-11 N*m2/kg2. 

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ROZETTE E. MERCADO, PhD
 SOLUTIONS
(1) Altitude is 36,000 km
HOW TO SOLVE THIS PROBLEM:

G = Universal constant of gravitation = 6.673*10-11 N*m2/kg2

m1 = mass of planet = 5.99*1024 kg
m2 = mass of satellite = 2105 kg
F = gravitational force = 649 N
r = altitude of satellite = ?

F= (G*m1*m2)/r2

r2= (G*m1*m2)/F

r= ((G*m1*m2)/F)1/2

r= (((6.673*10-11 N*m2/kg2)*(5.988*1024 kg)*2105 kg)/649 N)1/2

r= 3.6*107 m

r= 36,000 km

(2) Altitude is 9230 km

HOW TO SOLVE THIS PROBLEM:

G = Universal constant of gravitation = 6.673*10-11 N*m2/kg2

m1 = mass of planet = 2.736*1023 kg
m2 = mass of satellite = 2100 kg
F = gravitational force = 450 N
r = altitude of satellite = ?

F= (G*m1*m2)/r2

r2= (G*m1*m2)/F

r= ((G*m1*m2)/F)1/2

r= (((6.673*10-11 N*m2/kg2)*(2.736*1023 kg)*2100 kg)/450 N)1/2

r= 9.2*106 m

r= 9200 km

Source
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-11.html#tag
Application and Assessment

Direction: Discuss the following questions. Discuss briefly.

1. Why is it important to study the introduction of Meteorology? Does it help us in day to day living?
Why?

2. What country launched the first satellite and what did they name it?
SCI 103 METEOROLOGY 23
ROZETTE E. MERCADO, PhD
 3. What Wisconsin scientist pioneered satellite meteorology research and became known as the
"Father of Satellite Meteorology"

4. When were the first weather satellite launched and what country accomplished this?

5. What are the two main types of satellites? Which is closest to the Earth?

6. What type of satellite is used to track large scale weather systems?

7. What type of satellite is better for viewing small scale features on the Earth over a single country?

8. What are the two main types of remotes sensing instruments flown on weather satellites?

9. Which radiometers can collect data at night? Why?

10. Satellite technology is one of the biggest scientific breakthroughs of the 20th century, name at least 2
more and list your reasons for your choices.

Rubric for Discussion

Score Knowledge Understanding Writing skills Application/

Analysis
5 Comprehensive, in-depth Outstanding ability Excellent Grasps inner
and wide ranging to grasp concepts mechanics, relationship of
and Relate theory sentence structure, concepts, Excellent
SCI 103 METEOROLOGY 24
ROZETTE E. MERCADO, PhD
 to practice and organization use of a wide range
of supporting
material
4 Up to date and relevant High level of ability Significant Demonstrates the
to conceptualize mechanics, ability to analyze
essential ideas and structure and and synthesize,
relate theory to organization independent
practice analysis, good use
of a range of
supportive material
3 Relevant but not Some ability to Some grammatical Informed
comprehensive conceptualize lapses, uses commentary with
essential ideas and emotional response some evidence of
relate theory to in lieu of relevant genuine analysis;
practice points some supportive
materials used
2 Limited superficial Limited ability to Poor grammar, Some observations,
knowledge/respo nse draw out concepts weak some supportive
and relate theory to communication evidence used
practice
1 Little relevance/some Minimal awareness Lack of clarity, poor
Lacks evidence of
accuracy that external presentation of
critical analysis,
concepts exist thinking poor use of
supportive evidence
Source: https://www.utica.edu/academic/Assessment/new/rubrics%20for%20discussion.pdf

Assignment
Watch this video about Meteorology Chapter 1 Lecture. Retrieved from: https://www.youtube.com/watch?
v=oN9N0qSX7KQ. Retrieved on September 8, 2020.
In a separate sheet of paper, make a reflection at least 300 words about the video.

Determine what you have learned (the knowledge that serve as your foundation to stand and keep); the
things you have realized and appreciated (attitude towards learning) and the things you discovered (skills that
you will cherish in life).
Rubric for Student Reflections

Above Meets Approaching Below

Expectations Expectations Expectations Expectations
10-9 8-7 6-5 4-3
Reflective The reflection The reflection The reflection The reflection does
Thinking explains the explains the attempts to not address the
student’s own student’s thinking demonstrate student’s thinking
thinking and about his/her own thinking about and/or learning
learning processes, learning processes. learning but is
as well as vague and/or
implications for unclear about the
future learning. personal learning
process.
Analysis The reflection is an The reflection is an The reflection The reflection does
in-depth analysis of analysis of the attempts to analyze not move beyond a
the learning learning experience the learning description of the
SCI 103 METEOROLOGY 25
ROZETTE E. MERCADO, PhD
 experience, the and the value of the experience but the learning
value of the derived derived learning to value of the experience.
learning to self or self or others. learning to the
others, and the student or others is
enhancement of vague and/or
the student’s unclear.
appreciation for the
discipline.
Making The reflection The reflection The reflection The reflection does
Connections articulates multiple articulates attempts to not articulate any
connections connections articulate connection to other
between this between this connections learning or
learning experience learning experience between this experiences.
and content from and content from learning experience
other courses, past other courses, past and content from
learning, life learning other courses, past
experiences and/or experiences, and/or learning
future goals. future goals. experiences, or
personal goals, but
the connection is
vague and/or
unclear.
Total 30-27 24-21 18-15 12-9
http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

References:

Satellite Meteorology: Introduction to Satellite Meteorology. Retrieved from:

http://cimss.ssec.wisc.edu/satmet/modules/1_intro/intro-1.html. Retrieved on September 3, 2020
Satellite Meteorology: Weather Satellites and Orbit. Retrieved from:
http://cimss.ssec.wisc.edu/satmet/modules/2_weather_satellites/ws-1.html#tag. Retrieved on: September 4,
2020

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ROZETTE E. MERCADO, PhD