Atmospheric Profiles & Interpreting
Thermodynamic Diagrams
Project Overview
The American Meteorological Society DataStreme Atmosphere website is a
science education website which is part of a course designed for K-12 teachers.
The website includes real-time weather data (weather maps, satellite images,
radar imagery, weather balloon data) that can be easily accessed.
The students will be provided basic foundational knowledge and examples prior
to this lesson to help them with their interpretation of this real-time data taken
from actual weather balloon information.
After the introduction to some basic theoretical knowledge, this RWLO allows the
students the excitement of analyzing real-time weather data -- the exact same
data that professional meteorologists are using. This should be much more
interesting than using only textbook-type examples. This lesson would occur
around midway through a typical semester after fundamental concepts of the
basic weather elements have already been studied. By this time, students should
have enough knowledge and skill to confidently interpret real-time data presented
in a Stuve Diagram.
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Student Learning Objectives
For this RWLO, the student will be able to:

Differentiate between “weather and “climate”.

Draw the Earth’s general atmospheric temperature profile, and identify the
atmospheric layers based on temperature.

Convert between different units of temperature.

Plot data points on a thermodynamic diagram and interpret results.

Interpret “sounding” data from a real-time Stuve thermodynamic diagram.
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Procedure
Time: Approximately 60 minutes
Materials: Access to the Internet
American Meteorological Society DataStreme Atmosphere Project,
http://www.ametsoc.org/amsedu/dstreme/
For real-time weather sounding data:
http://www.ametsoc.org/amsedu/dstreme/  “Upper Air”  “Stuves for Selected
Cities”  Select a City
For basic background information on Stuve Thermodynamic Diagrams:
http://www.ametsoc.org/amsedu/dstreme/  “Extras”  “User’s Guide” 
“Weather Products”  “Upper Air Information”  “Stuves For Selected Cities”
For basic background information on weather map symbols:
http://www.ametsoc.org/amsedu/dstreme/  “Extras”  “Weather Map Symbols”
The following tables & graphs (provided in the lesson activities):
- Air Pressure – Air Temperature Table
- General Atmospheric Profile graph
- Blank Atmospheric Thermodynamic (Stuve) diagrams
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Prerequisites:
Basic prerequisite skills and knowledge:
- Ability to define and give examples of “weather” and “climate”.
- Weather describes the state of the atmosphere at a particular place and time.
- Climate provides a general description of the atmosphere over a region and/or over a
period of time. This involves the incorporation of statistical weather data and includes
extreme and record conditions in addition to average conditions.
- Ability to draw the Earth’s general atmospheric temperature profile, and identify
the atmospheric layers based on temperature. (See Figure 1 of lesson).
- Ability to convert between the different units of temperature (Fahrenheit,
Celsius, Kelvin).
- Ability to plot data points on a graph, and to interpret various graph parameters.
- Ability to describe wind data from conventional “wind barb” drawings.
Wind symbol convention can be found in:
http://www.ametsoc.org/amsedu/dstreme/  “Extras”  “Weather Map Symbols”
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Implementation: This RWLO can be used in a meteorology or general science
classroom to let students access and interpret real-time weather data originating
from launched weather balloons.
General Steps:
1. Students will first perform basic exercises dealing with the general
temperature profile of the Earth’s atmosphere, including the conversion of
temperature units, plotting points on a simple thermodynamic graph, and
interpreting basic results.
2. Students will then be introduced to a more complex thermodynamic
diagram (similar to the type used by professional meteorologists), and will
evaluate and interpret the plotted data found on a real-time diagram.
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Content Material
Student Directions:
See activities outlined in lesson:
“Atmospheric Profiles and Interpreting Thermodynamic Diagrams”.
1. Get familiar with Figure 1 – the general temperature profile of the Earth’s
atmosphere -- and note the shape of the temperature profile and the different
atmospheric layers formed by the temperature changes.
2. Complete Table 1 by converting temperature values from ºC to ºK and ºF.
Then plot pressure-temperature points from Table 1 onto Figure 2.
(Conversion formulas can be found in textbooks or in various Internet resources).
3. Answer questions (#3 - #5) dealing with the plotted data in Figure 2.
4. Read and study the descriptions and explanations about Stuve Diagrams and
the interpretation of basic data shown on these diagrams.
5. From the given directions (steps #6 and #7), access a real-time Stuve
Diagram from the American Meteorological Society DataStreme Atmosphere
website and make a copy or printout of the Stuve Diagram. Then answer the
questions (#8 and #9) about the data found in the chosen Stuve Diagram. These
answers will be based on practical extensions of the previous idealized Figure 2
work.
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Referenced URLs:
American Meteorological Society DataStreme Atmosphere Project,
http://www.ametsoc.org/amsedu/dstreme/
For real-time weather sounding data:
http://www.ametsoc.org/amsedu/dstreme/  “Upper Air”  “Stuves for Selected
Cities”  Select a City
For basic background information on Stuve Thermodynamic Diagrams:
http://www.ametsoc.org/amsedu/dstreme/  “Extras”  “User’s Guide” 
“Weather Products”  “Upper Air Information”  “Stuves For Selected Cities”
For basic background information on weather map symbols:
http://www.ametsoc.org/amsedu/dstreme/  “Extras”  “Weather Map Symbols”
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Lesson:
Atmospheric Profiles & Interpreting Thermodynamic Diagrams
Figure 1 displays the average temperature profile of the Earth’s atmosphere from
the surface all the way to an elevation of over 70 miles (about 110 kilometers).
Based on this temperature profile, the atmosphere is divided into four layers (in
order from the surface upward):
-
Troposphere
Stratosphere
Mesosphere
Thermosphere
Almost all of the Earth’s weather is contained within the bottom atmospheric layer
– the troposphere.
While Figure 1 displays the average temperature profile of the Earth’s
atmosphere, Figure 4 displays specific temperature (plus dew point and wind)
conditions over a particular station at a particular time. This figure typically
displays data from the surface to the lowest regions of the stratosphere. The data
to create these graphs comes from “radiosondes” connected to weather balloons.
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Figure 1
General temperature profile of the Earth’s atmosphere
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Table 1 below shows the relationship of the “average” air temperature (in units
of degrees Celsius) as a function of air pressure (in units of millibars).
Table 1
Air
Pressure
(mb)
1013
1000
900
850
700
500
400
300
226
200
150
100
Air
Temperature
(ºC)
15.0
14.2
8.6
5.5
-4.6
-21.3
-31.8
-44.5
-56.5
-56.5
-56.5
-56.5
Air
Temperature
(ºK)
Air
Temperature
(ºF)
1. Complete the rest of the table by converting temperature values from ºC to ºK,
and from ºC to ºF.
The graph shown by Figure 2 is a type of thermodynamic diagram.
2. Plot the average air temperature as a function of air pressure in Figure 2,
and connect your data points.
Your resulting plot is referred to as the standard atmosphere profile
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Figure 2
Air
Pressure
(mb)
Air Temperature
(Celsius)
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3. Which axis on the Figure 2 graph is linear and which is non-linear? Explain.
(A reminder that the x-axis is the horizontal axis, and the y-axis is the vertical
axis).
4. Based on your plotted graph in Figure 2, at what millibar level is the
tropopause located at?
Explain how you came to your conclusion.
(A reminder that the tropopause is the boundary between the troposphere and
the stratosphere).
5. Does your plotted graph in Figure 2 represent “weather” or “climate”? Explain
your reasoning.
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Figure 3 is a blank atmospheric thermodynamic diagram (called a Stuve
Diagram) which depicts weather data taken by instruments (called radiosondes)
connected to weather balloons as the balloons ascend up the atmosphere.
The x-axis shows temperature in (ºC), while the y axis shows air pressure (in
millibars) and elevation (in meters) – note its similarity to Figure 2.
Figure 4 is a Stuve Diagram complete with data taken at Buffalo, New York
(station abbreviation “BUF”) at 1200Z 14 December 2004.
The two plotted curves in these diagrams (referred to as “soundings”) describe
important characteristics of the atmosphere during the time of the balloon launch.
The plotted curve on the right is air temperature, while the plotted curve on the
left is dew point temperature. In addition, wind velocities at various pressure
and elevation levels are displayed at the right edge of the diagram.
We can expect to see clouds and/or precipitation in regions of the atmosphere
that have high relative humidity values close to 100%. This usually happens
when the "dew point depression" is within 3ºC. In other words, clouds and/or
precipitation can be expected in regions where the difference between the air
temperature & the dew point is 3ºC or less.
For example:
The Buffalo sounding indicates high probability of clouds and/or precipitation
from about 180-meter elevation to 1414-meter elevation (or from about 990-mb
air pressure to 850-mb air pressure).
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Figure 3
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Figure 4
Buffalo, NY Sounding from:
AMS DataStreme Atmosphere Project,
http://dstreme.comet.ucar.edu/stuve.html
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From the example in Figure 4:
At the surface:
- air temperature is about -9C,
- dew point temperature is about -10C,
- winds are blowing at 10 knots from the NW.
The tropopause appears to be located at about 300 mb.
The air temperature at the tropopause is about -54C.
The strongest winds are blowing from the WSW at 60 knots (around 140 mb).
See basic information on weather map symbols including wind velocities at:
http://www.ametsoc.org/amsedu/dstreme/  “Extras”  “Weather Map Symbols”
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6. Go to the American Meteorological Society DataStreme Atmosphere website
at:
http://www.ametsoc.org/amsedu/dstreme/  Upper Air  Stuves for Selected
Cities
7. Choose a city’s Stuve Diagram to view, then copy or print that diagram.
8. Based on your chosen city’s Stuve Diagram, list the following:
a. The city and its “3-letter identifier”.
b. The air temperature and dew point at the surface.
c. The wind speed and direction at the surface.
d. The speed and direction of the strongest winds,
and the level in millibars.
e. The millibar level of the tropopause.
Explain how you got your answer.
f. The air temperature at the tropopause.
g. The millibar level(s) having a good possibility of clouds and/or
precipitation.
Explain how you got your answer.
9. Is this plotted Stuve thermodynamic diagram an example of “weather” or
“climate”? Explain your answer.
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Teacher Keys/ Basic Example
-
Completed temperature values in Kelvin and Fahrenheit are shown in red
in the Table on the next page. (Student answers may be off by 1 or 2
degrees depending on how numbers were rounded off).
(6 pts)
-
The plotted graph from the Table 1 data is shown in the Figure 2 (Key).
(4 pts)
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Table 1 (Key)
Air
Pressure
(mb)
1013
1000
900
850
700
500
400
300
226
200
150
100
Air
Temperature
(ºC)
15.0
14.2
8.6
5.5
-4.6
-21.3
-31.8
-44.5
-56.5
-56.5
-56.5
-56.5
Air
Temperature
(ºK)
Air
Temperature
(ºF)
288.0
287.2
281.6
278.5
268.4
251.7
241.2
228.5
216.5
216.5
216.5
216.5
59.0
57.6
46.4
41.9
23.7
-6.3
-25.2
-48.1
-69.7
-69.7
-69.7
-69.7
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Figure 2 (Key)
Air Temperature
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3. Which axis on the Figure 2 graph is linear and which is non-linear? Explain.
(2 pts)
In Figure 2, the x axis (air temperature in Celsius) is linear while the y axis (air
pressure in millibars) is non-linear. The incremental spacing of air
temperature values is constant (similar to the numbers on a ruler), while the
incremental spacing of air pressure values is not constant (the 100-mb
spacing at the bottom of the graph is smaller than the 100-mb spacing at the
top of the graph).
4. Based on your plotted graph in Figure 2, at what millibar level is the
tropopause located at? Explain how you came to your conclusion.
(3 pts)
The plotted graph in Figure 2, show that the tropopause is located at 226 mb.
That is the millibar level at which the air temperature stops decreasing with
increased elevation. (Note the boundary between the troposphere and
stratosphere as shown in Figure 1).
5. Does your plotted graph in Figure 2 represent “weather” or “climate”? Explain
your reasoning.
(2 pts)
The plotted graph in Figure 2 represents “climate” – the air temperatures
represent “average” values.
8. Based on your chosen city’s Stuve Diagram, list the following:
(See Stuve Diagram Example which follows)
a. The city and its “3-letter identifier”. (2 pts)
Caribou, Maine – “CAR”
b. The air temperature and dew point at the surface. (2 pts)
surface air temperature = -3ºC
surface dew point temperature = -4ºC
c. The wind speed and direction at the surface. (2 pts)
5 knots blowing “from” the NNE
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d. The speed and direction of the strongest winds,
and the level in millibars. (3 pts)
50 knots blowing “from” the SW (at 200 mb & 280 mb)
e. The millibar level of the tropopause. Explain how you got your answer.
(3 pts)
The tropopause is at 350 mb. Again this the millibar level at which
the air temperature appears to stop decreasing with increased
elevation.
f. The air temperature at the tropopause. (2 pts)
The air temperature at the tropopause is about -46ºC
g. The millibar level(s) having a good possibility of clouds and/or
precipitation. Explain how you got your answer.
(4 pts)
A good possibility of clouds and/or precipitation can be found at
about 550 mb down to the surface. Here the ‘dew point depression’
(difference between the air temperature and dew point) is 3ºC or
less.
9. Is this plotted Stuve thermodynamic diagram an example of “weather” or
“climate”? Explain your answer. (3 pts)
The plotted graphs in Figure 4, and in any of the real-time Stuve diagrams,
represent “weather”. The data is for a specific location and specific time.
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Practical Stuve Diagram
(Example Key)
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Assessment
Students will be assessed on:
- Accurate completion of values in Table 1.
- Proper plotting of data points in Figure 2.
- Accurate answers to questions based on Figure 2 graph.
- Accurate answers to questions based on accessed real-time Stuve
Thermodynamic Diagram data.
Recommended point values for each question or activity in the lesson is provided
within the “Teacher Keys/ Basic Example” section. A perfect score is 38 points.
Instructors may assign credit/ partial credit for each question and activity as they
see fit for their students.
Points
Rating
34 - 38 pts
Excellent
General Rubric
29 – 33 pts
24 – 28 pts
Good
Fair
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<24 pts
Needs Work
Course Competencies
This RWLO could be applied in a meteorology course or general physical
science course. This RWLO meets the following general competencies:

Scientific, Mathematical, & Technological.
Demonstrate ability to collect, organize, compute, and interpret
quantitative and qualitative data and/or information. Demonstrate the
ability to apply mathematics, science, and technology to make decisions.

Critical Thinking and Problem Solving.
Demonstrate ability to think critically and to solve problems using basic
research, analysis, and interpretation.

Information Literacy and Research.
Demonstrate ability to identify, locate, and use informational tools for
research purposes
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Supplementary Resources
Thermodynamic Diagrams:

Plymouth State Weather Center. http://vortex.plymouth.edu/uacalplt.html

University of Wisconsin – Madison, Thermodynamic Diagrams
http://www.meteor.wisc.edu/~hopkins/aos100/stuve.htm
Weather Symbols (Station Models):

University of Wisconsin - Madison,
Cooperative Institute For Meteorological Satellite Studies
http://cimss.ssec.wisc.edu/wxwise/station/page5.html

WW2010 – University of Illinois
http://ww2010.atmos.uiuc.edu/(Gh)/guides/maps/sfcobs/home.rxml
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Recommendations
Recommendations for Integration:
It is recommended that these activities be given as part of a lesson on
Meteorology, after students have been introduced to some basics of atmospheric
science. The real-time aspect of interpreting a thermodynamic diagram should
help the students gain an excitement and appreciation for the complex, everchanging, and uncertain conditions of our atmosphere.
Back-ups:
1. In case the American Meteorological Society’s DataStreme Atmosphere
website is down, a backup website from the Plymouth State Weather
Center: http://vortex.plymouth.edu/uacalplt.html can be used. A real-time
Stuve diagram may also be accessed from this site.
2. In case there is no access to the Internet, use of “canned” data can be
used such as provided in Figure 5. This would be non-real-time data,
however would still allow similar learning experience for the students.
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Figure 5
Stuve Diagram for Great Falls, Montana
28 Jan 2007, 1200Z
From:
American Meteorological Society, DataStreme Atmosphere Project
http://www.ametsoc.org/amsedu/dstreme/stuve.html
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