join

Emilia Crespo del Arco, Julio Juan Fernández Sánchez,

Ignacio Zúñiga López,

DEGREE IN ENVIRONMENTAL SCIENCES

METEOROLOGY AND
CLIMATOLOGY
1 .- WORKPLAN

The work plan that we propose to the student to achieve good use of this subject is
detailed below. The plan structures the activities according to the program topics with an
estimate of the time that should be dedicated to each give one of them

SCHEDULE

ACTIVITY PREPARATION HOURS TASK HOURS TOTAL

HOURS

Online exercises and

The atmosphere Study of the topic 3 5 8
test

Online exercises and

solar radiation Study of the topic 6 12 26
test

Online exercises and

Temperature Study of the topic 6 12 44
test

atmospheric Online exercises and

Study of the topic 6 12 62
stability ferric test

Atmospheric Online exercises and

Study of the topic 6 12 80
dynamics delicious test

Online exercises and

General circulation General circulation 6 8 94
test

Online exercises and

Masses and fronts Study of the topic 6 8 108
test

Online exercises and

The ocean and the
Study of the topic 6 8 122
climate test

Climate Online exercises and

Study of the topic 6 8 136
classification ethics test

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Online exercises and

Climate change Study of the topic 5 7 148
test
 AND. Crespo del Arco, JJ Fernández, I.
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Personal Test 2 150

The references of the study materials correspond to the text Meteorology and Climate
tology, Didactic Unit, UNED 2010, 2nd Edition.

The virtual course includes a calendar for both the study of the topics and the holding of
the distance evaluation tests.

2 .- GUIDELINES FOR THE STUDY OF THE CONTENTS

To take this subject it is advisable to have sufficient knowledge of physics, dynamics and
thermodynamics, elementary chemistry and mathematical calculation. All is The
knowledge has been taught in the corresponding subjects of the first year of the degree
(Physical Bases of the Environment, Chemical Bases of the Environment, Ma themes I)
whose texts must be consulted.

It is recommended that a comprehensive reading of the teaching unit be carried out and, if
necessary, the reading of other bibliographic sources . To clarify doubts and res To
consider the questions that the student asks himself during the study or those asked by
other students, it is advisable to use the virtual course forums frequently. It is therefore not
a matter of simple memorization of the contents.

Both at the end of each chapter of the teaching unit and in the virtual course, you can find
exercises and problems that the student must solve as a way of self-checking that he has
adequately assimilated the concepts discussed in the program. pio chapter.

As previously indicated in the Work Plan, the contents of the subject ra are structured into
the following themes.

2.1 Atmosphere

Introduction. Composition of the atmosphere. The structure of the atmosphere: The

temperature ra and the electric field.

2.1.1 . Guidance on the contents of the topic

This is a short introductory topic describing the atmosphere. Sign is started finding that the
existence of the atmosphere on a planet depends on the gravitational attraction and the
surface temperature. To explain the current composition of the atmosphere, the cycle of
each of the main component gases is briefly considered, from its source to its sink. The
residence time and concentration is a consequence of the rate at which it is produced and
the rate at which it is eliminated. In addition to its concentration

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tion, atmospheric gases are analyzed for the importance of the role they play in
meteorological phenomena.

2.1.2 . Learning outcomes:

Upon completion of the study of the topic, the student will be able to:
METEOROLOGY AND
CLIMATOLOGY
■ Understand the importance of the planet's mass and temperature in order to confine
the atmosphere.
■ Explain the concentration of the main atmospheric gases as a result of the
generation and elimination rates and know how to estimate the residence time.
■ Know the relative importance of each of the constituent gases in the faith
meteorological nomena.
■ Know the stratified structure of the atmosphere according to temperature and
conduct electrical activity.
■ Identify the causes of atmospheric stratification.
2.1.3 Contextualization

To understand meteorological phenomena it is essential to know the properties of the

atmosphere within which they take place. In addition to the composition mica of the
atmosphere, the interaction with solar radiation is described that explains the riation of
temperature with altitude and the formation of the ionosphere.

2.1.4 Study materials

The teaching material for the study of this topic is contained in chapter 1 of the Didactic
Unit. At the end of which a series of questions and exercises that are part of the text were
presented. In the virtual course the student will find complementary material river.

2.2 solar radiation

The electromagnetic spectrum. Thermal radiation. The laws of radiation: Kir's law chhoff,
Planck's law, Stefan-Boltzmann's law and Wien's displacement law. The ra solar diation:
the solar constant. The atmosphere and solar radiation: absorption, Rayleigh scattering,
Mie scattering and reflection. Earth radiation. The thermal balance and temperature of the
Earth. The greenhouse effect. Energy balance.

2.2.1 .Guidances on the contents of the topic

In this chapter the laws of radiation are studied. The mechanisms by which matter emits
radiation and its interaction with the atmosphere. The Earth absorbs part of the incident
solar radiation and, like any hot body, also emits radiation. tion. The energy balance
between absorbed and emitted radiation causes the Earth to have a constant global
temperature.

The energy balance of the simplest model of the Earth-Sun system predicts a
temperature equilibrium temperature for the Earth's surface relatively low. An improvement
of the

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estimate of global temperature is obtained considering the presence of the atmosphere ra,
due to the so-called greenhouse effect. The atmosphere acts as a selective filter for which
presents different absorption of the radiation emitted by the Earth than that which arrives
from the Sun.
2.2.2 Learning outcomes:
Upon completion of the study of the topic, the student will be able to:
 AND. Crespo del Arco, JJ Fernández, I.
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■ Understand the physical nature of electromagnetic radiation.
■ Know the mechanisms of generation and absorption of radiation by matter
■ Understand the difference between a discrete spectrum and a continuous
spectrum.
■ Understand the emission spectrum of a hot body and its dependence on
temperature.
■ Calculate the solar constant
■ Calculate the power flows absorbed and emitted by the Earth and obtain the global
temperature from the corresponding energy balance.
■ Understand how radiation interacts with the gases in the atmosphere and explain
car the greenhouse effect.
■ Modify the atmosphere model to explain the increase in the winter effect ro due to
the increase in the concentration of greenhouse gases.
■ Know and know how to compare the different power flows that in the form of radia
tion intervene in the energy balance of the Earth and the atmosphere.

2.2.3 Contextualization
Climate is the result of the evolution of the so-called climate system made up of the Sun,
which is the source of energy, and the planet Earth, which in turn is made up of a series of
subsystems that interact with each other, giving rise to the climate. Throughout the pro
Each of these subsystems and their interactions will be analyzed in this chapter, but in this
chapter the simplest case of a system formed by the Sun and the Earth is considered.
Next, the atmosphere is added and the so-called greenhouse effect is analyzed.
2.2.4 Study materials
The didactic material for the study of this topic is contained in chapter 2 of the Didactic
Unit, at the end of which a series of questions and problems are proposed that are
fundamentally exercises that complement the formative content of the text. either. There
are numerous pages with information on this topical topic on the Internet, some of whose
links are offered to the student in the virtual course.

2.3 Temperature
Solar insolation. The eccentricity of the orbit. The inclination of the axis of rotation. The
the solar ture. The atmosphere. Radiation balance according to latitude. Temperature
cycles ture and the factors that determine it.
2.3.1 . Guidance on the contents of the topic

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This topic deals with the solar radiation that finally reaches the Earth's surface. In the
previous topic we saw the global energy balance of the Earth as a whole. Now we
particularize for each place on the earth's surface. For this, we must take into account both
the astronomical factors that characterize our planet and those that derive from its own
spherical geometry. Among the astronomical factors we will distinguish first of all, the fact
that the Earth is rotating around the Sun describing an elliptical path. A much more
important factor for the climate is that the Earth is rotating around an axis that passes
through the poles and causes daily variations in sunshine between day and night. The
third astronomical factor is the inclination of the axis of rotation with respect to the plane of
 METEOROLOGY AND
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the orbit, which explains the seasons. The spherical shape of the plane ta is the cause of
the distribution of sunshine according to latitude. Insolation, which is nothing more than the
amount of radiation that reaches the Earth's surface per unit of super fice, determines the
temperature of the earth's surface itself.
2.3.2 . Learning outcomes:
Upon completion of the study of the topic, the student will be able to:

■ Estimate the relative importance of each of the factors on which sunshine depends.
■ Establish the cause of the seasons.
■ Define and identify the singular points of the Earth's orbit: Aphelion, perihelion,
solstices and equinoxes.
■ Define the singular parallels of the Earth's sphere: polar circles, tropics and
equator.
■ Define solar height, solar declination, and the relationship between maximum solar
height and solar declination for a given latitude location.
■ Understand the energy balance as a function of latitude and its relationship with the
distribution bution of temperatures of the earth's surface.
■ Recognize temperature cycles and the factors that cause them.
2.3.3 Contextualization
Chapter 1 described the global thermal balance of the Earth and how it is characterized.
zed the vertical variation in temperature, but assuming that it is uniform over the entire
surface. This chapter describes the insolation that reaches the surface of the Earth. rra
and analyzes how the insolation and, therefore, the temperature changes locally, both due
to the geographical position of the place considered, and due to movement and position.
tion of the Earth in its orbit. This explains the annual variation in temperature and the
tations and the daily variation of temperature. The temperature of the Earth's surface is not
uniform but depends on the lattitude due to the geometric shape of the planet and the
orientation of the axis of rotation with respect to the plane of rotation around the Sun.
2.3.4 Study materials
The didactic material for the study of this topic is contained in chapter 3 of the Didactic
Unit, at the end of which a series of questions are proposed that are fundamental such as
exercises that complement the training content of the text.

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2.4 atmospheric stability

Atmospheric pressure. The vertical temperature gradient. Humidity. Atmospheric stability.
Condensation phenomena: fog, clouds and precipitation.
2.4.1 . Guidance on the contents of the topic
This topic introduces the basic concepts of the most important thermodynamic processes
that take place in the atmosphere. It is advisable that the student review the topics of
Thermodynamics, Fluids and Thermodynamics and Dynamics of the Atmosphere of the
subject of Physical Bases of the Environment. Although some necessary mathematical
concepts, such as the gradient vector, are introduced in the chapter, it is also convenient
 AND. Crespo del Arco, JJ Fernández, I.
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The student will review notions of integral calculus and partial derivatives.
2.4.2 . Learning outcomes:
Upon completion of the study of the topic, the student will be able to:

■ Know the variation of pressure with altitude: use the hydrostatic and hypsometric
equations.
■ Know how to read isobaric maps of the atmosphere.
■ Calculate the thermodynamic variables of an air mass in an adiaba process titic.
■ Know how to deduce the value of the adiabatic gradient of dry air and calculate the
temperature potential temperature of the air.
■ Know how to express humidity according to the various indices used to measure
the.
■ Understand the effect of humidity on air thermodynamics. Know how to calculate
the virtual temperature of humid air.
■ Given a temperature profile, know how to determine atmospheric stability.
■ Identify the main types of fog and clouds, and the conditions necessary for their
formation.
■ Understand the condensation process in the form of droplets, the importance of
condensation nuclei and the radius of the drop.

2.4.3 Contextualization
Once the radiative part has been studied, which is the engine that moves the atmosphere,
they eat We begin to describe the behavior of the atmosphere itself, which is what is
known as meteorology itself. There are two fundamental topics, the dynamic part that
explains the generation of the wind, and thermodynamics, which is what this topic is
about. ma. This fourth chapter introduces the theoretical foundations necessary for the
study of atmospheric stability, which is one of the essential properties for the study of
meteorological phenomena. For this, the temperature variation is deduced What an air
mass suffers when it moves, changing its altitude, obtaining the adiabatic temperature
gradient. The concept of humidity is introduced and the differences There are three ways
to measure it, as well as the phase change from liquid water to water vapor, and the
inverse phenomenon of condensation.
2.4.4 Study materials

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2.5 Atmospheric dynamics

2.5.1 . Guidance on the contents of the topic
Wind overview. Forces in the atmosphere: baric or pressure gradient force, Coriolis force,
centrifugal force and friction force. The approximate solutions of the various types of wind:
Gradient wind and geostrophic wind. Boundary layer and Ekman spiral.
2.5.2 . Learning outcomes:
Upon completion of the study of the topic, the student will be able to:
■ Understand why and how the wind blows.
■ Understand the effect of the Coriolis force and the friction force on the wind, once
the air has been set in motion.
METEOROLOGY AND
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■ Know how to plot the direction of the wind from a surface map.
■ Know how to calculate wind intensity from a surface map.
■ Understand how the direction and intensity of the wind changes with altitude.
■ Understand the relationship between isobar maps, isohypsa maps and wind speed.
2.5.3 Contextualization
This is the second and last topic of meteorology proper, which is covered in the course. In
the previous topic we saw the thermodynamic processes that take place in the
atmosphere. mosphere and that give rise to the formation of vertical movements and how
this variation in altitude affects the temperature and humidity of the air. In this chapter we
will deal with the horizontal movements of the air, that is, the wind. The forces that cause
and modify the wind are described.

2.5.4 Study materials

The material necessary to study this topic is described in chapter 5 of the teaching unit. In
this topic, problem solving is also essential and at the end of the chapter some problems
are proposed that should be considered part of the basic content. co of the same. As in
the other chapters, this one is complemented with some questions nes in order for the
student to evaluate their learning.

2.6 Circulation in the atmosphere

The scales of circulation. The General Circulation: Three-Cell Model, Jet Stream, and
Semi-Permanent Pressure Systems. The mesoscalar circulation: monsoons. Microscale
circulation: orographic and thermal winds.
2.6.1 . Guidance on the contents of the topic

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This is a more climatic than meteorological topic, in which atmospheric circulation is

introduced from the global scale to the microscale. We saw in chapter 3 that the insola
The Earth's temperature is not uniform and this causes the temperature to decrease from
the equatorial zone to the poles. The atmosphere heated with this latitudinal temperature
gradient is unstable and remains in motion forming three convectial cells. pathways that
transfer heat from hot to cold areas. That the number of cells is three is a consequence of
both the speed of rotation of the Earth and the thickness of the atmosphere itself. The
mesoe scalar circulation is associated with the movements tations of the intertropical
convergence zone that is formed following the position of maximum insolation in its annual
movement. The winds on the smaller scale are due to the orography of the terrain.
2.6.2 . Learning outcomes:
Upon completion of the study of the topic, the student will be able to:
■ Know the models that describe general atmospheric circulation.
■ Understand the relationship between general circulation and global distribution of
goods cough, pressure and temperature systems.
■ Understand the effect of the continents on the formation of semi-permanent
anticyclones.
■ Understanding wind generation at the mesoscale: monsoons.
 AND. Crespo del Arco, JJ Fernández, I.
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■ Understanding the generation of winds at the microscale: orographic winds and bri
sas.
2.6.3 Contextualization
Atmospheric circulation is closely related to climate at all spatial scales. Therefore,
knowledge of atmospheric circulation allows us to understand the formation of various
climates and their geographical distribution. The zones of ascendancy that form between
the three convective cells are zones of storm formation, while the zones of subsidence or
descent are zones of high pressure under which anticyclones form. Likewise, the
mesoscale circulation, of which the monsoons are the most important example, but also
the trade winds, etc., are definitive agents in the formation of various types of climates.
2.6.4 Study materials
The didactic material for the study of this topic is contained in chapter 6 of the Didactic
Unit, at the end of which a series of questions are proposed that are fundamental such
evaluation exercises. Although they are of lesser importance in this issue, there are also
some practical problems.

2.7 Masses and fronts

Air masses, their formation and types. The fronts or boundaries of separation between air
masses. Types of fronts: cold, warm, stationary and occluded. The genesis of the bo
oscillatory scratches. Cloud systems.
2.7.1 . Guidance on the contents of the topic

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This topic begins with a certain climatological classification of the spring regions of air
masses, to acquire meteorological importance by describing the fronts that know range the
different masses. The formation of air masses requires a spring region with the
climatological characteristics that it will transmit and also environmental conditions.
stability that allows the air to remain over the region long enough for it to acquire these
characteristics. The border between different air masses are the fronts, which move as the
corresponding air masses do. mine combined movement of air masses on the surface and
at altitude determine the stability of the fronts giving rise to the formation of undulatory
storms. On the frontal surface, ascending air movements occur that cause the formation of
cloud structures and precipitation.
2.7.2 . Learning outcomes:
Upon completion of the study of the topic, the student will be able to:
■ Understand the generation, classification and evolution of air masses.
■ Recognize the importance of air masses in the climate.
■ Understand the formation of fronts.
■ Recognize on a map the different types of fronts and, according to their
characteristics, the evolution of time.
■ Understand the generation and evolution of storms on the polar front.
2.7.3 Contextualization
 METEOROLOGY AND
CLIMATOLOGY
This topic completes the block, composed of two topics, dedicated to the formation of the
climate. Air masses form over regions from which they acquire their properties.
temperature and humidity data. In this sense, the geographical distribution of the ma Air
flow responds to the distribution of climates. However, this issue also has a fundamental
character from a meteorological point of view. The discovery of the role that fronts play in
the formation of oscillatory storms represented a definitive advance in the modern
formulation of meteorology. Especially in the zone Where we live, weather is governed by
the passage of fronts over the Iberian Peninsula and, in general, over the European
continent.
2.7.4 Study materials
The didactic material for the study of this topic is contained in chapter 6 of the Didactic
Unit, at the end of which a series of questions are proposed that are fundamental such
evaluation exercises.

2.8 The ocean and the climate

Structure of the ocean by its salinity, temperature and density. The general circulation of
the ocean. The dynamics of surface current, geostrophic flow and E k-man transport.
Ocean-atmosphere interaction, the El Niño phenomenon.

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2.8.1 . Guidance on the contents of the topic

The importance of the ocean in the climate is due to its heat capacity and the heat
transport it carries out between the equatorial zone and the regions located in the lower
latitudes. days and the poles. The exchange of energy with the atmosphere in the form of
latent heat of evaporation is also very important. The salinity of ocean waters plays a
decisive role in maintaining the thermohaline current. Another source of generation tion of
currents is the drag due to the constant winds generated in the anticipations permanent
clones. The surface movement of water is affected by the Coriolis force, making the
effective transport of the current perpendicular to the direction. tion of the wind. This
transport in coastal areas generates vertical currents of deep water, both from the depths
to the surface and from sinking water in the opposite direction. The chapter concludes with
an example of thermal oscillation known as El Niño, which mainly affects the Pacific
Ocean.
2.8.2 . Learning outcomes:
Upon completion of the study of the topic, the student will be able to:

■ Know the vertical structure of the ocean and how the temperature varies with depth.
perature, salinity, density of ocean waters.
■ Know how to explain the relationship between general atmospheric circulation and
surface ocean currents.
■ Define the fundamental characteristics of the thermohaline current or trans belt
global carrier. Its sinks and outcrop areas.
■ Understand the different forces that intervene in currents near the surface surface
 AND. Crespo del Arco, JJ Fernández, I.
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and its effect on them.
■ Explain the process by which deep water sinkholes and upwellings occur near
coasts.
■ Describe the processes that explain the El Niño phenomenon and frame it within the
general atmosphere-ocean interaction.
2.8.3 Contextualization
The Earth's climate cannot be understood without taking into account the ocean, whose
extension exceeds 70% of the planet's surface. Its enormous heat capacity makes it a
thermal stabilizer, while the currents transport approximately the same amount. tad of the
net heat flow between the equatorial zone and the poles. It also has enormous importance
as a storehouse of carbon dioxide and other atmospheric gases, and is also well spring of
gases among which water vapor itself stands out.
2.8.4 Study materials
Chapter 8 of the teaching unit contains the material necessary to study this topic. The text
includes evaluation questions and references and links to web pages with complementary
content.

2.9 Climate classification

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Climate classifications: genetic and empirical classifications. Climatic indices and

climograms. The Köppen classification.
2.9.1 . Guidance on the contents of the topic
Climate classification is a complex problem that has no single solution, not only because it
depends on the criteria used for classification, but because climate is a non-univocal result
of numerous factors. There are two ways to approach climate classification: the genetic
approach, based on the classification of the climate based on the causes that cause it, this
type of classifications are qualitative and explanatory. The other approach is the so-called
empirical classifications, based on quantitative measurements of climatological variables,
both direct and derived in the form of indices. The most used variables are temperature,
precipitation and indices such as aridity, vapor-transpiration, etc. The most important
classification is the Köppen classification based on both temperature and precipitation, but
taking into account the vegetation as a result. unifying state of the conditions that give rise
to the climate and, therefore, useful as a criterion to delimit the different climatic regions.
2.9.2 . Learning outcomes:
Upon completion of the study of the topic, the student will be able to:
■ Distinguish between climate and meteorological weather.
■ Understand the causes of the difficulty involved in climate classification.
■ Know how to use indices and climograms to identify the climate.
■ Know the criteria used in the different classification systems of cli further.
■ Know how to determine a certain climate according to the criteria of the Köppen
classification.
METEOROLOGY AND
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2.9.3 Contextualization
This topic offers a current representation of the different types of climates that exist. open
the earth's geography. Most of the course content has been dedicated to the study and
analysis of climate science and consequently to prepare ourselves towards an
appropriate genetic estimation of climate. In this chapter, the climate is approached from
the other point of view, the empirical one that is based on quantitative data of temperature
and precipitation, but using the vegetation of the area as a climatic effect. In this way, the
inclusion The inclusion of this chapter in the program allows the student to acquire a joint
vision of both types of classifications, enriching knowledge about the climate by combining
the advantages of both types of classifications.
2.9.4 Study materials
Chapter 9 of the teaching unit contains the material necessary to study this topic. The text
includes evaluation questions and references and links to web pages with complementary
content. No practical problems are proposed on this topic. numerical titics.

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2.10 Climate change

The climate system. Climate history. Natural causes of climate variability. I feedback
channels. Global warming.
2.10.1 Guidelines on the contents of the topic
The study of the problem of climate change requires all the knowledge acquired learned
during the course and also some new techniques, especially regarding the part dealing
with the climate of the past. The importance of the study of paleoclimate lies in showing
that the current global warming cannot be explained by natural causes and that it is a
consequence of the emission by human civilization of greenhouse gases into the
atmosphere. In order to prove this statement, it is They study the natural causes of climate
variability, trying to estimate the magnitude of their effects and the characteristic time of
their variation. The topic also describes the consequences of climate change, both
currently and foreseen. sions according to the different future emissions scenarios.
2.10.2 Learning outcomes:
Upon completion of the study of the topic, the student will be able to:
■ Know the most used techniques to obtain data on the climate of the past.
■ Understand the climate as a global system, identify the parts of which it is
composed and the interaction between them.
■ Know the natural causes of climate variability and know how to describe how each
of them affects climate change.
■ Understand the effect of man on recent climate change.
2.10.4 Study materials
Chapter 10 of the teaching unit contains the material necessary for the study of es I fear
you. Evaluation questions and references and links to pages are included in the text. webs
 AND. Crespo del Arco, JJ Fernández, I.
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with complementary content.

3 .- GUIDELINES FOR CARRYING OUT THE ACTIVITY PLAN

3.1 Study of the contents
The Work Plan that appears in section 1 of this Guide includes a tentative schedule for the
study of the subject. As the course progresses, complementary material for the study of
the different chapters will be introduced into the Virtual Course. Said material will basically
consist of solved problems that will clarify and apply the ideas presented in the base text.
Therefore, it is advisable that the student begin by reading the individual chapters.
ced from the base text (as noted in the cited schedule) and then go on to consult the
complementary material in the Virtual Course. Since many of the problems in this
supplementary material are purely practical applications, it is advisable that the student try
to solve them himself before looking at the solution. In this way

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It will give you an idea of whether you have overlooked any important concepts. If so, you
should return to the textbook or to the sections of the supplementary material where this
concept is explained.

3.2 Evaluation activities

In-person tests

The in-person test is mandatory, lasts two hours, and consists of several
theoretical/practical questions and problems related to all the topics in the program. The
content of the in-person test is the same for all students, whether they have completed
continuous evaluation or not. Books or other types of auxiliary material may not be used to
carry out the In-Person Tests. The management of basic concepts will be valued. physics
and clarity in the approaches. The use of formulas without explanation will be valued, but
will not be enough to obtain the maximum grade for the exercise. The answer to the
questions, even if it is short, must be precise and equally based on fundamental concepts.
The maximum grade for the in-person test will be 10 points.

Continuous assessment

The continuous evaluation will be carried out through five evaluation tests with tinua (PEC)
that they distribute temporarily according to the course calendar. The tests will be
objective (short multiple response questions), online , on the subject matter. corresponding
to the ten chapters of the syllabus.
The dates and deadlines of the PEC will be provided through the virtual course of the
subject. This evaluation is voluntary and will always contribute positively to the quality final
qualification of the student. Students will only be able to carry out each of the PECs within
the corresponding time period established for their completion.
The continuous evaluation score is the sum of the scores of all the PECs. The maximum
grade for the continuous evaluation is 2 points (up to 0.4 points per PEC), and it is not
necessary to complete all the PECs.
The grade obtained in the continuous evaluation during the course will be kept for the
extraordinary in-person test in September.
METEOROLOGY AND
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Final score

The final grade will be the sum of the grade obtained in the face-to-face test and the grade
corresponding to the continuous evaluation, with the condition that it qualifies tion in the in-
person test is greater than 4.0 points.
To pass the subject the final grade must be equal to or greater than 5 points. I rated her
final grade, which can be up to 12 points, will be reduced to a maximum value of 10 points,
taking into account points that exceed 10 for the assignment of honors degrees.

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