Environmental Monitoring
& Technology Series
Collect & evaluate
meteorological data
For Technicians
Study module 2
cffet.net/env
Collect & evaluate meteorological data
Study Module 2
Assessment details
Purpose
This subject covers the ability to site and set up basic ‘ground level’ meteorological
equipment and collect and record reliable data. It also includes the ability to assess data
quality, interpret significant data features and use the data to ensure the validity of air and
noise monitoring measurements.
Instructions
◗ Read the theory section to understand the topic.
◗ Complete the Student Declaration below prior to starting.
◗ Attempt to answer the questions and perform any associated tasks.
◗ Email, phone, book appointment or otherwise ask your teacher for help if required.
◗ When completed, submit task by email using rules found on last page.
Student declaration
I have read, agree to comply with and declare that;
◗ I know how to get assistance from my assessor if needed…
☐
◗ I have read and understood the SAG for this subject/unit…
☐
◗ I know the due date for this assessment task…
☐
◗ I understand how to complete this assessment task…
☐
◗ I understand how this assessment task is weighted…
☐
◗ I declare that this work, when submitted, is my own…
☐
Details
Student name
Type your name here
Assessor
Marker’s use only
Class code
CMD
Assessment name
Study module 2
Due Date
Speak with your assessor
Total Marks Available
45
Marks Gained
Marker’s use only
Final Mark (%)
Marker’s use only
Marker’s Initials
Marker’s use only
Date Marked
Click here to enter a date.
Weighting
This is one of seven formative assessments that make up 20% of
the overall mark for this unit
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 1
Collect & evaluate meteorological data
Study Module 2
Introduction
The universe is made up of two (main) things, matter and energy. The energy we need to
talk about is complex and varied, so the bad news is that we have to talk about physics. The
good news is that if you have not studied physics (or if you did but you did not like it very
much), then we only learn exactly what we have to, step by step.
Exercise 2.1
Use the table below to identify some everyday examples of matter and energy
Example
Energy or matter?
Heat
Choose an item.
Metal
Choose an item.
Wind
Choose an item.
Light
Choose an item.
Noise
Choose an item.
Electricity
Choose an item.
Water
Choose an item.
Infra red
Choose an item.
Ultrasonic
Choose an item.
Our Solar System
How well do you know the Solar System? It may seem strange to look outside of the Earth’s
atmosphere to answer questions about the Earth’s weather, yet it is essential to understand
the idea of energy on a grander scale, which for us, means extra-terrestrial.
Exercise 2.2
Complete the Important Terms found at the end of this Chapter before continuing to aid
your comprehension
We need to get some idea of the relative position of the Sun to the position of the Earth so
we can see how the Sun’s energy gets to the surface of the Earth.
In Figure 2.1 below, we can see how the sun and the Earth are related in space. The Sun is
approximately 109 times bigger than Earth, and there are approximately 150 000 km
between the two celestial bodies, but how does the Sun’s energy get to our Earth?
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 2
Collect & evaluate meteorological data
Study Module 2
The Sun
Our Sun (whose name is ‘Sol’) is the source of all of Earth’s energy. The Sun’s energy comes
from the nuclear fusion furnace that it actually is. In this furnace, hydrogen is being fused
together to form helium, a reaction that releases enormous amounts of energy.
Figure 2.1 – Celestial relationship between Earth and Sun
Our Sun is an average-sized star, but compared to the Earth, however, the Sun is incredibly
large: the Sun has the diameter of 109 Earths, or about 1.35 million kilometers. The Sun has
the volume of 1.25 million Earths. The surface temperature of the Sun is about 6,000
degrees Celsius. Its density, because of its gaseous composition, is close to that of water,
about 1000 kg per cubic meter. The Sun sits about 150 000 kms from the Earth. Since light
travels at about 300 million meters per second, it takes light about 8 minutes to get from
the Sun to the Earth.
The Earth
Here are some facts you may or may not know about the rock you live on;
◗ The Earth is the third planet in the solar system in terms of distance from the Sun
◗ Earth is the the fifth largest planet
◗ It is also the largest of the Solar System's terrestrial planets
◗ It is also the densest planet in the solar system.
◗ The Earth was formed around 4.57 billion years ago and its natural satellite, the Moon,
was orbiting it shortly thereafter, around 4.53 billion years ago.
◗ It takes the Earth, on average, 23 hours, 56 minutes and 4.091 seconds to rotate around
the axis that connects the north and the south poles (i.e. a day).
◗ The Earth spins at a rate of 15 °/h (15'/min)
◗ Earth orbits the Sun at an average distance of about 150 million kilometers (93.2 million
miles) every 365 mean solar days (i.e. a year).
◗ The orbital speed of the Earth averages about 30 km/s (108,000 km/h), which is enough
to cover the planet's diameter (~12,600 km) in seven minutes, and the distance to the
Moon (384,000 km) in four hours.
Why do you need to know this? Because all of these aspects of Earth play some role in
determining the weather on our planet, if not the climate. The most important aspects to
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 3
Collect & evaluate meteorological data
Study Module 2
consider are the rotation of the earth and the relative distance of the Earth away from the
Sun, and the tilt of the Earth’s axis by 23.5°.
Electromagnetic radiation
What is light?
It is extremely important to understand that all objects that radiate (such as the Sun, a
lounge room heater or even the palm of your hand) are emitting electromagnetic waves.
The wavelength associated with each object depends on that object's temperature.
Basically, the warmer/hotter the object, the faster the molecules vibrate, and the shorter
the wavelengths of the emitted radiation. Radiation is important to meteorology because it
is the form of energy that makes the air move, clouds form, and chemicals in the
atmosphere react with one another.
What is the EMS?
The light that you are familiar with, sunlight or visible light is only one part of a broad range
of ‘light’ types that exist. If we were able to put the Sun’s light ‘under a microscope’, we
would soon realise that it is a sort of mixture of different lights. Scientists have done exactly
this (using a spectroscope instead of a microscope), and what they found is this.
Figure 2.2 – The Electro-magnetic (radiation) Spectrum (EMS).
From http://zebu.uoregon.edu/~imamura/122/lecture-2/em.html
Wavelengths are measured in units of micrometers, because of the small distance between
respective wave crests. The sun emits radiation on many wavelengths, but its highest
intensity of energy is emitted at wavelengths from 0.4 to 0.7 micrometers. The golden rule
is this: the longer the wavelength, the weaker the energy. Based on this you should be able
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 4
Collect & evaluate meteorological data
Study Module 2
to determine that radio waves are longer than gamma waves, and are therefore weaker in
energy.
Theoretical (blackbody) radiation spectrum
Because the sun is very hot (approximately 6000 Kelvin (K), which is about 10000°F), it emits
radiation at very short wavelengths, most of it less than 2 micrometers. In contrast, the
earth has an average temperature of around 15 degrees C (288 K,). Therefore, the earth
emits radiation of much longer wavelengths, generally between 5 and 25 micrometers.
Thus, solar radiation is known as shortwave radiation, and terrestrial radiation (that from
the earth) is known as longwave radiation. These two categories are used widely when
discussing heat balances (in next session). There are, of course, many other forms of
radiation, some with wavelengths on the order of 100 or so meters.
The concept of a blackbody is very important in science, and as the Sun is very close to being
a blackbody emitter, we should try to understand a bit more about the idea. The diagram
below attempts to show both the ‘type’ of light energy emitted by the Sun, as well as how
much. As you can see, most of the light emitted from the Sun is in the ‘visible’ range (~ 48
%).
Figure 2.3 – Theoretical Blackbody emission. This is the distribution of light energy from all
wavelength’s that is theoretically emitted from the Sun. From MetExplore spreadsheet.
Mechanisms of Energy and Heat Transfer
As we have now seen, Earth’s energy comes from the Sun (Solar Energy). This energy
originates as radiant energy and is then transferred into other forms when it reaches the
Earth’s atmosphere, land and water, such as potential and kinetic energy. Energy can be
transferred by several different means, including radiation, conduction, convection, and
advection.
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 5
Collect & evaluate meteorological data
Study Module 2
Radiation
Energy from the sun travels in the form of waves at the speed of light (300,000 kilometers
per second). These waves are either absorbed or reflected when they come in contact with
surfaces. Because these waves have electrical and magnetic attributes, they are referred to
as electromagnetic waves. You feel these electromagnetic waves as radiation when you lie
on the beach and the sun warms your skin and clothes. Radiative energy transfer (or
radiation) is the primary method of solar energy transfer to the earth's surface. The next
most common form of energy transfer is conduction.
Conduction
When one molecule comes in contact with another, a tiny amount of energy is transferred
from one to the other. This form of molecular energy transfer is known as conduction.
Conduction, unlike radiation, involves heat transfer. Heat is basically energy in the process
of being transferred due to a net difference in temperature between two molecules.
Temperature on the other hand, is a measure of a molecule's kinetic energy. As kinetic
energy increases, so does heat; therefore, we use temperature as a measure of heat for
general purposes. Conduction is why the lit burner on your stove feels very hot when you
touch it. Another form of energy transfer is convection.
Convection & Advection
Due to uneven heating of the earth's surface, things called ‘thermals’ are created in the
atmosphere. These thermals rise into the atmosphere carrying not just warmer air, but
moisture, pollutants, and anything else the air can hold. The idea of thermals leads us to the
main way by which we describe vertical movement of air, which is as parcels. An air parcel is
a theoretical bounded volume of air.
An ideal air parcel can expand and contract but cannot mix with the surrounding air. In
other words, the volume of an ideal parcel is variable while its mass is constant. In
convection, air parcels that are warmer than their surroundings rise, and water vapour in
them may condense to form water droplets. This contributes to the development of clouds.
There is also a similar type of heat transfer in the horizontal direction which is termed
advection.
The wind blows across Australia generally from west to east. Wind is the movement of air
and therefore, has the properties of the air of which it is composed. It can carry, or advect,
warm or cold air to areas further east. It can also advect moisture, pollutants, etc. There are
two main types of thermal advection - warm advection, which transfers warmer
temperatures into a region, and cold advection, which transfers cooler temperatures into a
region. Simply put, advection is the horizontal transfer of a property, like heat/temperature.
As the air moves across an area, it transports the heat, moisture, pollutants, and pressure
properties from that area.
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 6
Collect & evaluate meteorological data
Study Module 2
Diabatic / Adiabatic heat transfer
Have you ever heard of an animal being warm or cold blooded? What is the difference?
Warm blooded means that the animal (such as mammals (or us)) can make their own heat,
and even if it is cold, you can stay warm, at the expense of your body – you create the heat.
Cold blooded means that the animal (such as a reptile) has no means of creating internal
energy, and therefore relies on its environment to give it heat. So what is the fundamental
difference?
◗ Warm blooded animals make heat without the transfer of heat from elsewhere.
◗ Cold blooded animals get heat by transferring heat from somewhere else.
This same concept of heat being made or lost, with or without the transfer of heat also
applies to the physical realm, especially to gases such as the atmosphere. When such
processes occur in the physical sense, it is termed either adiabatic or diabatic.
The term adiabatic literally means without the transfer of heat, and diabatic means with the
transfer of heat. Therefore (for the purposes of understanding the concept) you may think
of adiabatic as being warm blooded, and diabatic as being cold blooded!
Interactions between energy and matter
When energy ‘hits’ a bit of matter, such as an atom of oxygen in the atmosphere for
example, the energy (generally as light or heat) has only two possible pathways to explore.
The energy can either;
Undergo Absorption, and be absorbed by the atom (like water into a sponge) Once energy
has been absorbed, it is usually emitted as weaker energy.
Undergo Reflection, and be re-directed away from the atom (like a mirror). A common type
of reflection is called scattering.
Rayleigh scattering is the scattering of light by particles much smaller than the wavelength
of the light. It is most prominently seen in gases. Rayleigh scattering of sunlight in clear
atmosphere is the main reason why the sky is blue. But why do we see other colours in the
sky other than blue? You would note this around sunrise and sunset, and also with clouds
being a grey colur (which can be from scattering or a shadow effect). The cause of these
colours is again due to Rayleigh phenomena, but also due to the Tyndal effect and Mie
scattering
The Solar Constant
As mentioned earlier, almost all the energy we see and feel comes from the sun. Scientists
have determined a standard value for that amount of energy, which is called the solar
constant. It is the average amount of energy that reaches the top of the atmosphere, on a
plane perpendicular to the sun's rays, at an average distance from the sun. This value is
approximately 1370 watts per square meter (W/m2). There are two key points, however.
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 7
Collect & evaluate meteorological data
Study Module 2
First, the sun's energy output is relatively constant, and there is essentially no interference
(obstructions) with that radiation until it enters the atmosphere.
Earth's Energy Budget
The Earth's average temperature remains fairly constant from year to year. There are long
term trends (like the ice ages), but no evidence of any dramatic temperature change from
one year to the next. Therefore, the Earth must be releasing into space the same amount of
energy that it receives from the sun. If this did not occur, the atmosphere would measurably
warm or cool, depending on the amount of heat lost to space. So what happens to solar
radiation once it enters the atmosphere, and how does energy get radiated into space?
Well, we can think of the incoming solar radiation as being broken up into parts. The
diagram below shows the average break down of solar radiation as it enters the
atmosphere.
Figure 2.4 – Earth’s energy budget.
From http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/Earthebal.html
When we combine the break down of incoming radiation with the break down of outgoing
radiation, we have the earth-atmosphere energy balance. The units used are relative to the
amount of incoming radiation. Notice that the total energy lost at the earth's surface is
equal to the amount gained at the surface.
The net energy at the earth's surface can be thought of as the sum of the incoming energy
minus the energy required to heat the air minus the energy to evaporate water. This simple
equation is known as the energy budget equation. The energy used to heat the air is
directed upward, away from the surface, and so is considered a subtraction. The same is
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 8
Collect & evaluate meteorological data
Study Module 2
true for the energy required to evaporate water. This energy, however, is in the form of a
heat we can't feel. It is known as latent heat.
Sensible & Latent Heat
Sensible heat is called sensible because you sense it via the sense of fell. It is anything that
you could describe as being hot or cold.
Latent heat is not heat you can feel, but energy required to break the molecular bonds that
keep molecules in a single phase such as solid, liquid or gas. For example, it is latent heat
that is used when you boil water and form steam. Latent heat is absorbed from the
surroundings to melt ice and evaporate water. Latent heat is released when freezing water
and condensing vapour. The concept of latent heat is crucial to understanding why clouds
develop. As the water vapour in the air cools, it condenses, releasing huge amounts of
energy that allow the cloud to develop.
Temperature Variations
The earth radiates its maximum amount of heat at sunset, and does not begin to slow down
until the sun sets (no more incoming radiation). The earth is releasing the least amount of
energy early in the morning, before the sun rises.
The net energy at the surface is therefore the difference in the incoming radiation
(shortwave) and the radiation emitted from the earth (longwave). The total amount of net
energy gained is zero which means there is an energy balance.
Figure 2.5 – Difference in energy distribution between summer and winter. Dark areas indicate most
Sun. From data collected by the University of Oregon.
The earth emits and absorbs radiation much more efficiently than the atmosphere. That is
why the late afternoon is often much warmer than at noon, when the incoming shortwave
radiation is a maximum. That's also why the early morning is the coolest time of day. The
atmosphere warms and cools slowly, but the ground warms and cools much more quickly.
So there are variations over the period of a day, called diurnal variations, but the Earth’s
temperatures vary much more considerably than diurnally, it also changes with the seasons.
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 9
Collect & evaluate meteorological data
Study Module 2
The seasons are associated with the relative position of the Earth to the incident light from
the Sun. When the Southern Hemisphere is experiencing summer, it means that the main
focus of the Sun is directed well south of the equator, and the reverse applies when the
Northern Hemisphere is experiencing its summer. This effect can be visualised from the
figure above.
Factors Influencing Energy Balance
We have mentioned that different surfaces absorb and emit radiation at different intensities
and wavelengths. The atmosphere and earth's surface are composed of countless
substances, each with its own energy properties. In this section, we discuss how some of the
more important factors and substances affect energy balance in the atmosphere. These
areas include ground cover, cloud cover, and pollution.
Albedo
Radiation is not only absorbed, but also reflected. The albedo of a surface is its reflectivity,
or the ratio of radiation that is reflected to that which hits the surface. Snow, for example,
can reflect over 85 percent of the light that hits it, so the albedo for snow would be 0.85.
Still water on the other hand, absorbs around 90 percent of the light that reaches it. So the
albedo for still water would be 0.1. A table of typical albedo values for various surfaces is
given below.
Surface
Albedo value %
Road
4
Forest
8
Gravel road
12
Bare soil
17
Green grass
25
Sand
40
Concrete
55
Snow
85
Table 2.1 – Commonly reported Albedo values for common surface types.
Specific heat
The specific heat of a substance is the amount of energy required to raise the temperature
of one unit of mass of the substance one degree. Pure water, with an initial temperature of
15 C, has a specific heat of one calorie/g for a change of one degree Celsius. The specific
heat of sandy clay is only 0.33 calorie/g x C. Though a body of water may receive intense
summer sunlight, it will warm much slower than the land near it.
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 10
Collect & evaluate meteorological data
Study Module 2
Ground
Sunlight (shortwave radiation) hits the surface of the earth, and is converted into heat.
However, the earth's surface is made up of highly varied areas each with their own radiation
absorption and emission characteristics. For instance, a forest does not absorb or release
heat as quickly as asphalt on a highway. The heated air on the highway will rise more quickly
than air in the forest. This may seem obvious to some, but the details are very important
when looking at the specifics of turbulence in the atmosphere. In general, darker surfaces
absorb and emit energy more quickly than lighter surfaces. Lighter surfaces tend to reflect
more energy and absorb less of it (see albedo table).
Water
Water is another surface of great importance. You may have noticed that air temperatures
near major bodies of water seem warmer in the winter and cooler in the summer. That is
because water absorbs and emits radiation much slower than land. Water also has a much
greater heat capacity than the land. The heat capacity of a substance is the ratio of the
amount of heat absorbed by the substance to the amount of temperature rise.
Cloud Cover
Clouds play an important part in energy balance. Clouds both reflect and release radiation
efficiently. Shortwave radiation from the sun is efficiently reflected, and longwave radiation
from the earth is efficiently absorbed and emitted. High, thin clouds radiate heat (longwave
radiation) back towards the earth, whereas low, usually thicker clouds, reflect incoming
sunlight, but also absorb and emit heat from the surface. That is why in the summer, very
cloudy days seem cooler than clear days, and cloudy nights seem warmer than clear nights.
The clouds act as trapping agents, keeping the surface heat in, but not allowing much more
to enter or escape.
Pollution
Airborne pollutants also affect energy balance. Pollutants in the atmosphere sometimes
absorb heat energy. Some pollutants also play a role in the greenhouse effect, and overall,
chemistry plays an important role in energy balance in the atmosphere.
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 11
Collect & evaluate meteorological data
Study Module 2
Assessment task
After reading the theory above, answer the questions below. Note that;

Marks are allocated to each question.

Keep answers to short paragraphs only, no essays.

Make sure you have access to the references (last page)

If a question is not referenced, use the supplied notes for answers
a) What is the difference between energy and matter? 2 mk
Type your answer here
Leave blank for assessor feedback
b) What is the electro-magnetic spectrum? 2 mk
Type your answer here
Leave blank for assessor feedback
c) What is a blackbody emitter? 2 mk
Type you answer here
Leave blank for assessor feedback
d) List and describe the four mechanisms of energy transfer? 8 mk
Type your answer here
Leave blank for assessor feedback
e) What is the difference between absorption and reflection? 4 mk
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 12
Collect & evaluate meteorological data
Study Module 2
Type your answer here
Leave blank for assessor feedback
f) What value is given for the Solar Constant? 1 mk
Type your answer here
Leave blank for assessor feedback
g) What is meant by the energy budget? 2 mk
Type your answer here
Leave blank for assessor feedback
h) What is the difference between sensible and latent heat? 2 mk
Type your answer here
Leave blank for assessor feedback
i) How does the Earth’s temperature vary over time? 4 mk
Type your answer here
Leave blank for assessor feedback
j) List five factors that influence the Earth’s energy balance. 5 mk
Type your answer here
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 13
Collect & evaluate meteorological data
Study Module 2
Leave blank for assessor feedback
k) Complete the following table of terms and definitions 13 mk.
Term
Definition
Matter
Type your answer here
Energy
Type your answer here
Light
Type your answer here
Spectrum
Type your answer here
Wavelength
Type your answer here
Scattering
Type your answer here
Diabatic
Type your answer here
Adiabatic
Type your answer here
Albedo
Type your answer here
Heat capacity
Type your answer here
Specific heat
Type your answer here
Calorie
Type your answer here
Calorie
Type your answer here
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 14
Collect & evaluate meteorological data
Study Module 2
Assessment & submission rules
Answers
◗ Attempt all questions and tasks
◗ Write answers in the text-fields provided
Submission
◗ Use the documents ‘Save As…’ function to save the document to your computer using
the file name format of;
name-classcode-assessmentname
Note that class code and assessment code are on Page 1 of this document.
◗ email the document back to your teacher
Penalties
◗ If this assessment task is received greater than seven (7) days after the due date (located
on the cover page), it may not be considered for marking without justification.
Results
◗ Your submitted work will be returned to you within 3 weeks of submission by email fully
graded with feedback.
◗ You have the right to appeal your results within 3 weeks of receipt of the marked work.
Problems?
If you are having study related or technical problems with this document, make sure you
contact your assessor at the earliest convenience to get the problem resolved. The name of
your assessor is located on Page 1, and the contact details can be found at;
www.cffet.net/env/contacts
Resources & references
References
Turco, R.P., (1997). Earth under Siege: from Air Pollution to Global Change. Oxford University press.
New York. USA.
Sturman, A.P, Tapper, N.J., (2000). The weather and climate of Australia and New Zealand. Oxford
University Press. Melbourne. Australia.
Exploratorium website. http://www.exploratorium.edu/ronh/solar_system/index.html
The Shodor Education Foundation Inc. Air Quality Meteorology. A Developmental Course of the US
Environmental Protection Agency in conjunction with the US National Oceanic and Atmospheric
Administration. http://www.shodor.org/metweb/index.html
further reading & online learning aids
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 15
Collect & evaluate meteorological data
Study Module 2
The MetExplore spreadsheet for Chapter 2 has several energy based activities to help you explore
the concepts of radiation and energy in our Earth’s atmosphere as well as some of the more basic
concepts pertaining to energy in general
Further reading and online aids
www.bom.gov.au
International Commission of History of Meteorology. ICHM. (accessed 10/12/06)
http://www.meteohistory.org/
Hunter Valley Weather. Newcastle. (accessed 17/11/06)
http://www.hunterweather.com/pages.php?pageID=climate
Bureau of Meteorology. Melbourne. Department of Environment & Heritage (accessed 12/01/07)
http://www.bom.gov.au/climate/averages/wind/selection_map.shtml
Bureau of Meteorology. Melbourne. Department of Environment and Heritage. (accessed
12/12/06)http://www.bom.gov.au/lam/climate/levelthree/ausclim/ausclim.htm
Bureau of Meteorology. Melbourne. Department of Environment and Heritage. (accessed 12/12/06)
http://www.bom.gov.au/info/weathmap/patterns.htm
Hunter TAFE - Chemical, Forensic, Food & Environmental Technology [cffet.net]
Course Notes for delivery of MSS11 Sustainability Training Package
Page | 16