Air
&EPA APT I
Course 411
Air Pollution
Meteorology
Student Workbook
United States Air Pollution Training Institute EPA 450/2-81-014
Environmental Protection MD 20 April
Aqency Environmental Research Center
Research Triangle Park NC 27711
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United States
Environmental Protection
Agency
Air Pollution Training Institute
MD20
Environmental Research Center
Research Triangle Park NC27711
EPA 450/2-81-014
April 1981
Air
APTI
Course 411
Air Pollution
Meteorology
Student Workbook
Technical Content:
Donald R. Bullard
Instructional Design:
Marilyn M. Peterson
Northrop Services. Inc.
P.O.Box 12313
Research Triangle Park, NC 27709
Under Contract No.
68-02-2374
EPA Project Officer
R. E. Townsend
United States Environmental Protection Agency
Office of Air, Noise, and Radiation
Office of Air Quality Planning and Standards
Research Triangle Park, NC 27711
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Notice
This is not an official policy and standards document. The opinions and selections are
those of the authors and not necessarily those of the Environmental Protection
Agency. Every attempt has been made to represent the present state of the art as well
as subject areas still under evaluation. Any mention of products or organizations does
not constitute endorsement by the United States Environmental Protection Agency.
Availability
This document is issued by the Manpower and Technical Information Branch, Con-
trol Programs Development Division, Office of Air Quality Planning and Standards,
USEPA. It was developed for use in training courses presented by the EPA Air Pollu-
tion Training Institute and others receiving contractual or grant support from the
Institute. Other organizations are welcome to use the document.
This publication is available, free of charge, to schools or governmental air pollution
control agencies intending to conduct a training course on the subject covered. Submit
a written request to the Air Pollution Training Institute, USEPA, MD-20, Research
Triangle Park, NC 27711.
Others may obtain copies, for a fee, from the National Technical Information Service
(NTIS), 5825 Port Royal Road, Springfield, VA 22161.
Sets of slides and films designed for use in the training course of which this publication
is a part may be borrowed from the Air Pollution Training Institute upon written
request. The slides may be freely copied. Some films may be copied; others must be
purchased from the commercial distributor.
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INTRODUCTION
The Air Pollution Training Institute has developed Course 411 Air Pollution Meteorology
to train meteorologists, engineers, and physical scientists responsible for measuring and
evaluating meteorological factors that affect the dispersion and concentration of pollutants
in the atmosphere. Meteorological factors and the role they play in the transport and
dispersion of air pollution are presented. You will have an opportunity to calculate
estimates of continuous-release pollutant concentrations and become familiar with
meteorological instruments. Discussions will be held to enable you to evaluate air pollution
control strategies, and the planning and interpretation of surveys.
This workbook is designed to provide you with a guide to the lecture materials.
Included herein are the course goal, course objectives, and lesson objectives and outlines.
A Study Guide lists reading assignments, homework assignments, and class exercises
associated with this course. The homework problems and class exercises are included in
this workbook.
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TABLE OF CONTENTS
Lesson
Lesson
Lesson 5:
Lesson
Lesson
6:
7:
Lesson 8:
Course Goal and Objectives 0-1
Study Guide 0-2
Lesson 1: Registration, Course Information, and Pretest 1-1
Lesson 2: Radiation, General Circulation, and Meteorological Scales of Motion 2-1
3: Winds, Temperature, Pressure Systems, and Fronts 3-1
4: Atmospheric Stability and Atmospheric Stability Analysis 4-1
Attachment 4-1. Derivation of the dry adiabatic lapse rate 4-3
Figure 4-1. Adiabatic diagram 4-5
Maximum Mixing Depth Exercises 1 and 2 (and solutions) 4-6
Effects of Meteorological Factors on the Transport
and Dispersion of Air Pollution 5-1
Influence of Topography on Atmospheric Motion 6-1
Wind Roses and Air Pollution Roses 7-1
Figure 7-1. Local climatological data 7-2
Fundamentals and Applications of Basic Statistics 8-1
Figure 8-1. Wind data for Cincinnati, Ohio 8-2
Figure 8-2. Frequency of occurrance 8-2
Figure 8-3. Cumulative frequency distributions 8-2
Attachment 8-1. Wind speed: standard deviation 8-3
Attachment 8-2. Wind direction: standard deviation 8-4
Attachment 8-3. Long term/short term methodology 8-5
Problem Set A: 9-1
Atmospheric Stability Analysis (Al.) 9-2
Figure Al. Adiabatic diagram 9-3
Meteorological Roses (A2.) 9-4
Figure A2-1. Local climatological data 9-5
Figure A2-2. Air pollution wind rose worksheet 9-6
Figure A2-3. Air pollution wind rose graph 9-6
Effective Stack Height 10-1
Basic Principles of Turbulence and Dispersion 11-1
Atmospheric Dispersion Estimates 12-1
Figure 12-1. Coordinate system showing Gaussian distributions in
horizontal and vertical 12-3
Figure 12-2. Generalized Gaussian equation 12-3
Figure 12-3. Generalized Gaussian diffusion equation 12-4
Figure 12-4. Special forms of Gaussian diffusion equation 12-4
Attachment 12-1. Dispersion Estimate Suggestion No. 1 12-5
Class Exercise 1: Atmospheric Dispersion Estimates 13-1
Figures 13-1. —13-5. Examples of Dispersion Estimate problems 13-2
Introduction to the Guideline on Air Quality Models,EPA-4bQ/2-78-Q27 14-1
Table 14-1. Models applicable to specific pollutants, sources,
and averaging times 14-2
Lesson 9:
Lesson 10
Lesson 11
Lesson 12
Lesson 13:
Lesson 14:
v
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Lesson 15: Selected Meteorological Instruments 15_1
Attachment 15-1. Meteorological instrumentation: advantages
and disadvantages 15-2
Lesson 16: Meteorological Data Reduction and Sigma y Calculation 16-1
Lesson 17: Class Exercise 2: Meteorological Data Reduction and Sigma y Calculation 17-1
Attachment 17-1. Meteorological data reduction exercise sheet 17-2
Attachment 17-2. Calculation of OQ and oy 17.3
Lesson 18: Problem Set B: Effective Stack Height and Dispersion Estimates 18-1
Lesson 19: Air Pollution Climatology, Stagnation, and Forecasting 19-1
Lesson 20: Natural Removal Processes in the Atmosphere 20-1
Lesson 21: Class Exercise 3: Site Analysis 21-1
Figure 21-1. Lake Winnemucca 21-3
Figures 21-2. —21-4. Wind roses 21-4
Table 21-1. Percentage frequencies of annual wind direction and speed .... 21-5
Table 21-2. Normal precipitation amounts by month 21-6
Table 21-3. Summary data sheet for Lake Winnemucca 21-7
Table 21-4. National Ambient Air Quality Standards 21-7
Appendix: Maximum Mixing Depth (solution) Example 1 A-3
Maximum Mixing Depth (solution) Example 2 A-4
VI
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COURSE GOAL AND OBJECTIVES
Course Goal
The purpose of Course 411 Air Pollution Meteorology is to familiarize you with
meteorological factors and their role in the transport and dispersion of air pollution, with
calculation methods for continuous-release pollutant concentrations, and with
meteorological instruments.
Course Objectives
Upon completion of this course, you should be able to:
1. describe the effect that solar radiation has on the earth's surface and its resulting
influence in the atmosphere.
2. identify statements that correctly explain how the topography of an area, relevant
meteorological factors, and the location of sources collectively effect the transport and
dispersion of source emissions.
3. calculate an estimate of plume rise, given relevant meteorological and source
parameters for a particular site, using the methods suggested by Briggs.
4. calculate an air pollution concentration estimate for a given source emission at a given
receptor site using the Pasquill-Gifford method.
5. choose the proper method of siting an anemometer from a list of relevant
meteorological information, topography, and location of sources.
6. choose the most appropriate meteorological instrument for site conditions, given
relevant meteorological information, topography, and source location.
7. decide which factors must be considered in site selection for a proposed new source
given sufficient geographical, topographical, instrumentational, climatological, and
source data about a general location and facilities and justify this decision in a report.
0-1
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STUDY GUIDE
A. Reading Assignments
The following reading assignments should be completed as indicated:
1. Before course begins:
411 Student Manual, Section One, pages 1-1 to 1-21
Section Two, pages 2-1 to 2-28
Turner, Workbook of Atmospheric Dispersion Estimates
Bnggs, Plume Rise
2. Monday Night:
411 Student Manual, Section Three, pages 3-1 to 3-45
Section Seven, pages 7-1 to 7-8
Appendix, pages 9-7 to 9-8
3. Tuesday Night:
411 Student Manual, Section Seven, pages 7-27 to 7-35
Section Six, pages 6-1 to 6-38
Section Five, pages 5-23 to 5-34
4. Wednesday Night:
411 Student Manual, Section Five, pages 5-1 to 5-22
Section Four, pages 4-1 to 4-12
Section Seven, pages 7-9 to 7-26
5. Thursday Night:
Be prepared to present team answer to Site Analysis Exercise.
Review all materials to prepare for posttest.
B. Homework Problems
The following assignments should be completed and turned in as indicated:
1. Homework Problem Set A: Due Wednesday Morning
Stability Analysis, Meteorological Roses, and Mixing Depth
2. Homework Problem Set B: Due Thursday Morning
Effective Stack Height and Dispersion Estimates
C. Class Exercises
The following exercises are to be completed by instructors and students during class as
indicated:
1. Class Exercise 1: Tuesday Afternoon
Dispersion Estimates Calculations
2. Class Exercise 2: Wednesday Afternoon
Meteorological Data Reduction and Sigma y Calculation
3. Class Exercise 3: Thursday Afternoon
Site Analysis
0-2
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LESSON 1:
Registration, Course Information, and Pretest
Lesson Goal: The purpose of this lesson is to familiarize you with the course
structure and objectives, to have you meet instructors and other
students, to conduct the pretest, to present pertinent logistical
information, and to obtain registration information.
Lesson Objectives: At the end of this lesson, you should be familiar with the basic
content and structure of this course. There are no testable
objectives for this lesson.
Lesson Outline: I. Introduction
II. Course Structure and Requirements
III. Registration
IV. Pretest
l-.l
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LESSON 2:
Radiation, General Circulation, and Meteorological Scales of Motion
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with the complex
interaction of the sun's radiation and the earth's atmosphere and
surface, the global circulatory patterns, and the meteorological
scales of motion.
At the end of this lesson, you should be able to:
1. explain the interaction between solar radiation and the
earth's surface as it affects air pollution.
2. name the four meteorological scales of motion and describe
the relative horizontal and vertical distances that characterize
each of them.
I. Role of Meteorology in the Source-Receptor Relationship
II. Radiation
A. solar radiation
B. radiation from earth's surface
C. heat transfer processes
D. selective absorption in atmosphere
E. terrestrial reflectivity of atmosphere
III. Radiation Balance
A. annually
B. daytime
C. nighttime
IV. Radiation Excess vs. Deficits
A. radiation absorbed vs. reradiated globally
B. heat exchange mechanisms
2-1
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V. General Circulation of Atmosphere
A. nonrotating earth case
B. rotating earth
C. tri-cellular circulation pattern
D. zonal vs. meridional circulation
VI. Meteorological Scales of Motion
A. microscale
B. mesoscale
C. synoptic scale
D. macroscale
2-2
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Lesson Goal:
LESSON 3:
Winds, Temperature, Pressure Systems, and Fronts
The purpose of this lesson is to familiarize you with the
physical processes that cause wind, the role of temperature in
meteorology, and the types and characteristics of fronts.
Lesson Objectives:
Lesson Outline:
At the end of this lesson, you should be able to:
1. name the forces that cause wind.
2. recall the scales of temperatures used and the role of
temperature in meteorology.
3. recall the types of fronts and the characteristics of each type.
I. Awareness of Weather and Its Effects
A. radio-tv forecasts
B. planning and probability forecasts
C. reading surface weather charts
II. Motion Picture: "General Circulation of the Atmosphere"
III. Wind
A. definition
B. equations of motion
C. types of wind
IV. Temperature
A. definition
B. scales
C. importance of temperature
V. Fronts
A. definition
B. types of fronts
C. frontal characteristics
3-1
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LESSON 4:
Atmospheric Stability and Atmospheric Stability Analysis
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with atmospheric
stability, the characteristics and factors of stability, and the
applications of atmospheric stability to air pollution
meteorology.
At the end of this lesson, you shold be able to:
1. define atmospheric stability.
2. identify three classes of stability.
3. identify the four types of temperature profiles and the
stability each profile depicts.
I. Introduction
II. Atmospheric Stability
A. definition
B. effect of stability on vertical motion
C. effect of stability on an air parcel
III. Atmospheric Lapse Rate
IV. Adiabatic Diagram
A. composition
B. examples
V. Environmental Lapse Rate
A. definition
B. measure of lapse rate
C. temperature profiles
D. factors that complicate stability
E. pseudo-adiabatic lapse rate
4-J
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VI. Determining the Stability of a Layer
A. lifting air parcel
B. subsidence
VII. Pseudo-Adiabatic Diagram
VIII. Mixing Depth
A. definition
B. calculation
C. examples
4-2
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Attachment 4-1. Derivation of the dry adiabatic lapse rate.
The first law of thermodynamics is a statement of the law of conservation of energy for a
thermodynamic system. Thus,
dH=dU + dW (1)
Where, dH = infinitesimal amount of heat is added per unit mass
dU = change in internal energy per unit mass
dW = work done by unit mass of the system
By integrating the equation of state, pa= RT, gives the following result,
pda + adp = RdT (2)
But remember that dU = Q,dT and dW = pda
Where, Cv= the specific heat of air at constant volume
Substituting into the first law of thermodynamics gives,
dH = CvdT + pda (3)
Then, substituting for pda from (2) into (3) gives,
dH = (Cv+R)dT-adp (4)
However, for an isobaric process, dp = 0, so that equation (4) becomes,
dH _
— — L.v + K.
dT p = constant (5)
But. dj? =CP, so that CP = CV+R,
dT p = constant
Therefore, dH = CpdT - adp (6)
However, a=RT/p, from equation of state, so that for unit mass,
RTdp
dH = CpdT- —_L (7)
Mp
Now, if the process is adiabatic, which means that heat is not added or removed from the
parcel, then:
RTdp (s\
dH=CpdT- - = 0 ( '
Mp
4-3
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Attachment 4-1. (continued).
Then, rewriting equation (8) gives,
— RT
dp CpMp (9^
From the relationship of pressure to height by using the hydrostatic equation,
dp=-Cgdz (10)
If you make a substitution for denisty, e, through the equation of state into (10), then
pM
dp = — gdz
RT (11)
Substituting for dp into equation (9) gives,
dT RT
Mp C^Mp (12)
gdz r
RTS
Therefore, after clearing the equation,
dT g
Where, g= gravitational constant, 9.806 m/s/s
Cp = the specific heat of air at constant pressure
Equation (13) is for the dry adiabatic lapse rate, r,. Water vapor in the atmosphere is
ignored in this derivation.
The value of the dry adiabatic lapse rate is:
-5.4°Fper 1000 feet, or
- 9.8°C per kilometer, or
-0.0098°C per meter
Example
An example of the dry adiabatic lapse rate is shown on slide 411 4-4 in the lecture series.
4-4
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1000
800*
600
Maximum Mixing Depth
Example 1
The maximum mixing depth for a day can be
estimated from a temperature profile by following
these steps:
1. Plot the maximum surface temperature
for the day on the morning profile.
(e.g., 16°C)
2. From this point draw a line parallel to a dry
adiabat to the point where it intersects the
morning profile.
3. Read the height above ground at this
point. This is the maximum mixing depth
(MMD) for the day.
4. The MMD on the example profile below is
approximately meters.
Now that you have worked this one, please turn
page and work the next exercise on your own.
Dry adiabat
400
200
Surface 0
\ \ Vr
1\
Maximum mixing depth
Typical afternoon lapse rate
Typical early
morning profile
10
Maximum for the day
Temperature (°C)
4-6
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LESSON 5:
Effects of Meteorological Factors on the Transport and
Dispersion of Air Pollution
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with the effect
that wind, atmospheric stability, and fronts have on the
transport and dispersion of air pollution.
At the end of this lesson, you should be able to:
1. describe the effect of wind on the transport and dispersion of
air pollution.
2. name the two types of turbulence and the causes of each
type.
3. describe the relationship among stability, turbulence, and
dispersion of air pollution.
I. Introduction
II. Wind
A. direction
B. speed
III. Variability
A. determination
B. eddy
C. mechanical turbulence
D. thermal turbulence
E. wind records and turbulence
IV. Relationship between Turbulence and Atmospheric
Stability
A. vertical temperature measurements
B. stability categories
5-1
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V. Variations of Wind with Height
A. speed increases
B. direction changes
VI. Diurnal Variations of Wind
A. day/night/day change
B. reasons
5-2
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LESSON 6:
Influence of Topography on Atmospheric Motion
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize students with the
various ways the physical shape of the earth's surface influences
atmospheric motion and the resultant shape and dispersion of
various plumes from sources.
At the end of this lesson, you should be able to:
1. state the basic effects that topography has on atmospheric
motion.
2. distinguish between thermal and geometric types of
topographical influences.
3. identify both thermal and geometric influences for each of
the four types of topographical shapes.
4. identify plume dispersion characteristics given a particular
topographical shape.
I. Introduction
II. Types of Topographical Terrain
A. planar
B. mountain/hill
C. valley
D. urban areas
E. land-water interface
III. Dispersion Characteristics of Topographical Types
A. flat
B. mountain/valley
C. urban
D. land-water interface
6-.1
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Attachment 6-1. Climatic changes produced by cities.
.,, Comparison with
Element rural environs
Contaminants
dust particles 10 times more
sulfur diox.de 5 times more
carbon dioxide 10 times more
carbon monoxide 25 times more
Radiation
total on horizontal surface 15 to 20% less
ultraviolet, winter '.'.'.' 30% less
ultraviolet, summer ^m jess
Cloudiness
?ouds 5 to 10% more
f°g-™ter 100% more
fog, summer 30% more
Precipitation
r°UmSu n ' ' • 5 to 10% more
days with 0.2 inches 10% more
Temperature
annual mean lto 1.5oFmore
winter minima 2to3.0°Fmore
Relative Humidity
annual mean 6% lesg
wmter 2% less
summer 8% less
Wind Speed
annual mean 20 to 30% less
extreme gusts 10 to 20% ,ess
calms 5 to 20% more
Taken from, "Symposium: Air Over Cities," SEC Technical
Report A62-5, Public Health Service, Robert A. Taft
Sanitary Engineering Center, Cincinnati, Ohio, 1961.
6-2
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Lesson Goal:
Lesson Objectives:
Lesson Outline:
LESSON 7:
Wind Roses and Air Pollution Roses
The purpose of this lesson is to familiarize you with the various
methods used to construct wind roses and display wind data, and
to identify uses for wind and air pollution roses.
At the end of this lesson, you should be able to:
1. identify the uses of wind roses and air pollution roses.
2. identify the different methods of constructing wind roses and
air pollution roses.
3. choose correct statements that identify biases present in wind
data summaries.
I. Tabulations of Data and Wind Roses
A. older attempts at wind roses
B. current wind roses in use
C. data summaries available
II. Methods of Construction
A. wind roses
B. air pollution roses
III. Biases in Wind Data Tabulations
A. wind speed bias
B. wind direction
C. example of bias
IV. Correcting Biases by Statistical Means
/
A. decalming roses
B. debiasing roses
V. Applications of Wind Roses to Air Pollution
A. air pollution roses
B. visibility roses
7-1
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LESSON 8:
Fundamentals and Applications of Basic Statistics
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with the fun-
damentals of statistics and the applications of statistics to
meteorological data.
At the end of this lesson, you should be able to:
1. choose appropriate statements that give the meanings of the
arithmetic and geometric mean, standard deviation, and
frequency distribution.
2. solve problems that illustrate the arithmetic and geometric
mean, standard deviation, and frequency distribution using
meteorological data.
I. Definitions of Statistical Terms and Symbols
A. population
B. sample
C. frequency distribution
D. measures of central tendency
E. measures of dispersion
II. Basic Formulas
A. frequency distribution
B. measures of central tendency
C. measures of dispersion
III. Applications of Statistics to Meteorology
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Wind speed categories
Category
1
2
3
4
5
6
Wind speed
0-3
4-7
8-12
13-18
19-24
25-31
Frequency: Fj
50
167
268
193
52
14
Fre-
quency
distri-
bution
744 Total
Relative frequency: Fj/n
0.065
0.225
0.360
0.260
0.070
0.020
Rela-
tive
fre-
quency
distri-
bution
1.000 Total
Figure 8-1. Wind data for Cincinnati, Ohio.
300
250
*o. 20°
of
obs. 150
100-
50
0
/ x '
F
di
n !!
requency
itribution
\\x
\ \\.
\
\ N
\ :\
\
\ \ \
—
. __ _
— ~—
1 :;
/TTTTTI
1 23456
Wind speed category
Relative frequency
distribution
0.390
0.325
0.260
Fi/n
0.195
0.130
Oftfii
n
i
\\x
\\\
i
^%
:^
\\\
EEEE
///
///
1 23456
Wind speed category
Figure 8-2. Frequency of occurrence.
Cat
1
2
3
4
5
6
Fi
50
217
485
678
730
744
Cumulative
frequency
distribution
Cat
1
2
3
4
5
6
Fi/n
0.1965
0.290
0.650
0.910
(l.!)80
1.000
Relative
cumulative
frequency
distribution
750
600
450
300
150
123456
Wind speed category
Fj/n
0.8
0.4
0.2
123456
Wind, speed category
Figure 8-3. Cumulative frequency distributions.
8-2
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Attachment 8-1. Wind speed: standard deviation.
The method of finding the standard deviation of the sample is:
S2= £(X.-X>
the square root of the variance:
i
S= ., ,
n-1
Example:
Cincinnati wind data gave the following wind speeds:
X=10.3 mph
n= 31 days
Then, (X, - X)z
1.44
1.69
2.25
0.64
1.21
4.84
29.16
23.03
51.84
6.25
5.76
£ = 275.71
Substituting into the equation for variance found above:
z_ 275.71 _
Then, taking the square root of the variance is
8-3
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Attachment 8-2. Wind direction: standard deviation.
Example:
Research Triangle Park wind direction trace gave the following data:
0= 120° (over a 4 hour average)
#j= a 15 minute average of 6
n=16
and,
Nr.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
L(8. - 9)1
100
0
25
25
625
100
100
625
100
400
25
25
100
625
1225
1225
5325
e,
130
120
115
115
095
110
110
095
115
140
115
115
110
145
155
155
1940
(60*
16,900
14,400
13,225
13,225
9,025
12,100
12,100
9,025
13,225
19,600
13,225
13,225
12,100
21,025
24,025
24,025
240,550
S2 = ... = 355 which is the variance of the direction
15
Taking the square root of the variance gives the following result:
S= 355=19°
8-4
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Attachment 8-3. Long term/short term methodology.
The Difference Method:
•x(a,n)-X(S,n) = d
•x(a,N) = d + X~(S,N)
Where, x~= average of quantity at "a" being reduced
X = average of quantity at "S"
S = long-term climatological station
N = normal period of observation at "S"
n = short period of observation at "a"
a = short-term observation station
d = difference between quantity at "a" and "s"
Meteorological uses of the Difference Method:
wind direction
lapse rate
temperatures
cloudiness
number of days with haze/smoke
snow covered duration
Example: using wind direction
240°-260°= -20°
x(a,N) = -20° +290°= 270°
The Ratio Method:
x(a,n) = q = »(a,N)
X~(S,n)'x(S,N)
x(a,N) = qX~(S,N)
Where xj= n-year average at "a"
X = n-year average at "S"
3c(a,N) = normal period average at "a"
X(S,N) = normal period average at "S"
q= quasi-constant ratio
Meteorological uses of the Ratio Method:
wind speed
precipitation
snow depth
Example: using wind speed
3.1 IT
=0.72=
4.3 5.2
= 3 . 7
8-5
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LESSON 9:
Problem Set A
Atmospheric Stability Analysis and Meteorological Roses
Lesson Goal: At the end of this problem session, you will be familiar with the
appropriate methods of calculating maximum mixing depth,
determining atmospheric stability, and plotting air pollution
r/-\cf*c
roses.
Lesson Objectives: At the end of this lesson, you should be able to:
1. determine the stabilities of a specified atmospheric sounding
using the method given in Atmospheric Stability Analysis,
Lesson 4.
2. plot an air pollution rose for a specified local climatological
data sheet location.
3. determine the maximum mixing depth for a specified
atmospheric sounding.
9-1
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PROBLEM Al.
Atmospheric Stability Analysis
Plot on adiabatic diagram (Figure Al-1.)
The 1200Z (0700L EST) radiosonde observation was:
SFC
Pressure
(mb)
982
966
909
900
883
850
786
756
700
Temperature
<°Q
16.2
23.2
19.0
19.1
19.2
16.8
12.5
13.8
10.8
Dew Point
(°C)
15.2
15.2
10.0
7.3
3.2
0.2
- 7.2
-10.2
-15.5
Height— MSL
meters
297
297
1540
3172
The winds reported were:
Height above
surface (ft)
Sfc
2000
3000
4000
5000
6000
7000
8000
9000
10000
Direction
(degrees)
200
210
210
240
270
270
270
270
270
250
Speed
(kts)
!5
11
7
4
Ei
7
8
9
b
7
What are the heights above ground level of the bases and tops of the inversion layers? The
maximum recorded temperature for the day was 86 °F. What do you estimate the maximum
mixing depth (MMD) was on this day? What is the 1200Z average wind speed through the
afternoon maximum mixing depth?
9-2
------- An error occurred while trying to OCR this image.
-------
PROBLEM A2.
Meteorological Roses
From the Local Climatological Data Supplement (LCD) provided (see Figure A2 1) con
struct an air pollution rose from Table F that shows the percent frequen™ of restricted
visibility observations due to haze or smoke for at least 3 wind directs *
The worksheet for constructing the rose is Figures A2.2 and the graph is Figure A2.3.
9-4
------- An error occurred while trying to OCR this image.
-------
*.
Method A
Method B
Method C
N
HK
N
HK
N-
OBS
NNE
HK
OBS
HK
HK
NNE.
•HK
OBS
OBS
HK
NE
CALMHK
OBS
TOTAL
HK
OBS
HK
CALM
HK
OBSHK
TOTAL
OBS
N
NNE,
HK
OBS
'NNE
NE
'HK
OBS
NE
CALMHK
OBSCALM
TOTAL
Numerator from row in Table F ^umerator from row in Table F Numerator from row in Table F
Denominator from total in Table B Denominator from total in Table B
Figure A2-2. Air pollution wind rose worksheet.
Denominator from total in Table B
NNW
NNE
NW
NE
WNW
ENE
wsw
ESE
SW
SE
ssw
SSE
Figure A2-3. Air pollution wind rose graph.
9-6
-------
LESSON 10:
Effective Stack Height
Lesson Goal: The purpose of this lesson is to familiarize you with the
engineering and meteorological factors that determine plume
rise; with the current plume rise equations used and their
applications; and with the plume rise of larger power plants.
Lesson Objectives: At the end of this lesson, you should be able to:
1. identify the engineering and meteorological factors that
determine plume rise.
2. calculate current plume rise equations and identify their
applications.
Lesson Outline:
I. Important Engineering Factors
A. height of stack
B. diameter of stack
C. exit velocity
D. temperature of effluent
II. Meteorological Factors
A. wind speed
B. lapse rate
C. ambient air temperature
D. atmospheric pressure
E. density
F. gravity
III. Current Plume Rise Equations
A. composition
B. approaches to plume rise equations
C. current formulas
10-1
-------
IV. Slide Sequence of Plumes and Stacks
V. Modifications for Large Power Plants
A. Pooler
B. LAPPES
10-2
-------
LESSON 11:
Basic Principles of Turbulence and Dispersion
Lesson Goal:
Lesson Objectives:
Lesson Outline:
To familiarize you with the causes and typical locations of
turbulence, with dimensionless numbers used in investigating
turbulence, and with the effects that turbulence has on plume
dispersion.
At the end of this lesson, you should be able to:
1. define turbulence.
2. identify the reasons for turbulent production.
3. identify typical locations where turbulence is often found.
4. identify the effect of turbulence on the dispersion of a
specified plume.
5. identify the recommended dimensionless numbers used in
turbulence investigations.
I. Factors Influencing Dispersion
A. wind speed
B. wind direction
C. mixing height
D. plume height
E. turbulence
II. Definitions of Turbulence
A. flying
B. physical science
C. circulation
D. simple
III. Reasons for Turbulent Production
A. mechanical turbulent production (shear)
B. thermal turbulent production (heat)
11-1
-------
IV. Effects of Turbulence
A. mixing length theory
B. turbulent energy
C. momentum transfer
V. Typical Locations of Turbulence
A. near ground
B. near clouds
C. around obstructions
D. jet stream
VI. Dimensionless Numbers
A. Richardson number, R, (gradient)
B. Richardson number, RB (bulk)
C. comparison of factors
VII. Properties of Turbulence
A. thermal turbulent energy
B. mechanical turbulent energy
C. frequencies
D. eddy size increases with height
VIII. Gaussian Dispersion Estimates
A. normal frequency curve
B. binormal in x and y
C. assumptions
D. determination of sigmas
E. applications
11-2
-------
LESSON 12:
Atmospheric Dispersion Estimates
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with the methods
of solving dispersion estimate problems found in air pollution
using the Workbook of Atmospheric Dispersion Estimates
(WADE) by D.B. Turner.
At the end of this lesson, you should be able to:
1. select from the Workbook of Atmospheric Dispersion
Estimates the appropriate formula and procedure for
calculating dispersion concentrations given a specific air
pollution situation with appropriate source data, atmospheric
factors, and receptor locations.
2. use the graphs and tables in the Workbook of Atmospheric
Dispersion Estimates to determine the appropriate data to use
in the proper formula given the physical description and
meteorological data about an air pollution problem.
I. Estimates of Atmospheric Dispersion
A. coordinate system
B. dispersion equations
C. standard deviations of wind directions
II. Effective Height of Emission
A. plume rise (Holland's equation)
B. estimating required stack height
C. effects of evaporative cooling
D. effect of aerodynamic downwash
12-1
-------
III. Special Topics
A. inversion, breakup, fumigation
B. plume trapping
C. comparisons of ground-level concentration to effective
stack helght concentration from elevated sources
D. total dosage
E. crosswind-integrated concentrations
F. sampling times
G. topography
H. area sources
IV. Example Problems
V. Appendices
12-2
-------
(x, - y, z)
(x, - y, 0)
Figure 12-1. Coordinate system showing Gaussian distributions in horizontal and vertical.
X(x,y,z) =
TTffyOzU
(Jy az = standard deviation of plume width and height
Figure 12-2. Generalized Gaussian equation.
12-3
-------
Downwind
Concentration
(point source)
Source emission rate
[Average"! [Horizontal! [Vertical"! [Effective!
wind plume plume emission
|_ speed J [_ spread J [_ spread J [_ height J
'Receptor
location
distance
Ground level
source/ground
level receptor
Source emission rate
n
r
LsJ
Elevated source/
ground level
receptor
Elevated source/
ground level
receptor
Source emission rate
Hi rvi PI
p r 5
sj LsJ LHj
'Source emission rate
(not on plume centerline)
Figure 12-3. Generalized Gaussian diffusion equations.
Downwind
concentration
(area source)
Area source emission rate
[Average 1
wind
[_ speed J
"Adjusted ~j [Vertical"! [ Effectivel
horizon plume emission
plume 11_ spread J [_ height J
_ spread J
Downwind
concentration
(line source)
Line source emission rate
Seasonal/ annual
average
concentration
N
/ j / j
[Source emission rate] [Frequencies of w/s, w/d, stability]
("A"]
W
[sjN
fDownwindl
distance
L fa«°r J
Figure 12-4. Special forms of Gaussian diffusion equation.
12-4
-------
Attachment 12-1. Dispersion Estimate Suggestion No. 1, November 7, 1972
(Model Application Branch)
Subject: Estimation of 3-hour and 24-hour average concentrations
In order to obtain some degree of uniformity in performing calculations of air
pollution concentrations from point sources among EPA's air pollution
meteorologists, the following suggestions are made:
Calculate plume rise by using methods suggested by Briggs (1970) as modified by
his discussion (1972).
Assume that estimates made using equations (excluding equation 5.12, page 38)
and sigmas suggested by the Workbook of Atmospheric Dispersion Estimates
(WADE) are valid for averaging times up to one hour.
To make an estimate of concentrations for a longer averaging time such as
3-hours or 24-hours, perform calculations for each hour of the period and average
the hourly concentrations to obtain the concentration for the longer averaging
time. Since interest is frequently on the maximum concentration during this
period, the difficulty is in designating the location (azimuth and range) of the
receptor that will receive the maximum impact from the source. If conditions are
relatively stationary during this period, the mean direction and the distance of
maximum for this stability and wind speed can be used for an estimate of this
location. For changing conditions, calculations may need to be made at several
receptors to approximate the maximum.
Because of interest in the estimation of short period maximum concentrations
(3-hour to 24-hour) with a frequency of occurrence of once per year, a computa-
tional scheme was recently developed by the Model Application Branch with
assistance from the Computer Techniques Group, Division of Meteorology to
estimate the maximum 24-hour concentration for a year for single sources. This
computational scheme can be considered a "brute force" approach as concentra-
tions for each hour of the year 1964 (the only year that data from Asheville is
readily available for 24 hours per day with wind direction to 10°) are calculated
and the 24-hour concentration for each day is determined. Concentrations at 180
receptors (36 azimuths and 5 ranges) are found. An Interim User's Guide has been
made available for this system. It is anticipated that technical review will require
some modification to the calculations. Validation using air quality data near a
point source is desirable, if suitable data can be found. A final User's Guide will be
prepared and distributed by the Model Application Branch within the next several
months.
Briggs, Gary A., 1971. Some Recent Analyses of Plume Rise Observations, pp.
1029-1032, in Proceedings of the Second International Clean Air Congress, edited
by H.M. Englund and W.T. Berry, New York: Academic Press.
Briggs, Gary A., 1972. Discussion on Chimney Plumes in Neutral and Stable
Surroundings, Atmospheric Environment 6: 507-510.
12-5
-------
Lesson 13:
Class Exercise 1
Atmospheric Dispersion Estimates
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to reinforce the material presented
in Lesson 12.
At the end of this lesson, you should be able to:
1. work dispersion estimate problems, given adequate
information about particular situations.
2. identify the different forms of the Gaussian equation and
explain their application to dispersion estimate situations.
I. Examples of Dispersion Estimates Problems
A. stability (Figure 13-1.)
B. centerline concentration from an elevated source, sunny
summer afternoon (Figure 13-2.)
C. centerline concentration from ground-level source (Figure
13-3.)
D. centerline concentration from an elevated source, cloudy
day, Stability D (Figure 13-4.)
E. off centerline concentration (Figure 13-5.)
13-1
-------
Example Problems (Figures 13-1.—13-5.)
Student Worksheets
Given: Sunny summer afternoon
Windspeed
Insolation is
Stability class is.
Figure 13-1. Stability: sunny summer afternoon.
Given: Sunny summer afternoon,
u=4 m/s, elevated source
H = 20m £=100 g/s
7T (7y (Tz
K CXP
-K
exp"
Receptor distance 200m
Stability =
Q =
¥ =
ay =
07 =
H =
y =
«>-* [r-1 -
Laz J
[V21
^ =
Vy J
X =
1000m
Figure 13-2. Receptor distance: sunny summer afternoon.
13-2
-------
Given: Clear night, u = 2 m/s,
ground —level source
Q,= 100 g/s
Receptor distance 200m
exp
exp
Stability =
Q. =
u =
*v =
°2. =
H =
y =
-vtf^l-
\n7
L L J
-M ->1 =
HT
L°y J
x =
1000m
Figure 13-3. Receptor distance: clear night.
13-3
-------
Given: Stability "D",
u = 4 m/s, elevated source,
H = 20 m Q=100 g/s
Q, _ u TH2 1
7rayazu CAP " [a^J
Receptor distance 200m
1
Stability =
Q. =
u =
ay =
07 =
y =
L
Lay J
X =
rvz -
1A
Lay2.
1000m
Figure 13-4. Receptor distance: stability "D".
13-4
-------
Given: Stability B,
u = 4m/s, ground —level source
concentration 50 meters
off centerline, Q= 100 g/s
Q.
• 7T <7y (Tz U CXP
Receptor distance 200m
Stability =
Q. =
u =
ay =
H =
y =
exp ~~ V£ — =
fy2!
exp ~ Vs — =
X =
1000m
Figure 13-5. Receptor distance: stability "B".
13-5
-------
LESSON 14:
Introduction to the Guideline on Air Quality Models,
EPA-450/2-78-027
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with the
Guideline on Air Quality Models and the air quality models
recommended by the guideline for use in air pollution dispersion
modeling.
At the end of this lesson, you should be able to:
1. recall the models that are recommended for use in air quality
modeling.
2. recall the uses of the Guideline as it applies to new source
reviews, prevention of significant deterioration, and control
strategies.
I. Atmospheric Dispersion Modeling
A. important in new source reviews, control strategy
analysis, and prevention of significant deterioration
B. mathematical set of equations
C. predictive tool
II. Guideline on Air Qualty Models
A. origin
B. general description
C. status and uses
D. recommended modeling procedures
III. Workbook for Comparisons of Air Quality Models
A. purpose
B. principal contents
C. use (practical)
14-1
-------
Table 14-1. Models applicable to specific pollutants, sources, and averaging times.
Point Sources
SO2 and PM
All Averaging
Times
CRSTER
RAM
PTXXX models
ISC
VALLEY
Multi-sources
SO2 and PM
Annual
Average
AQDM
TCM
CDM/CDMQC
Rollback
Multi-sources
SO2 and PM
Short-term
Averages
Rollback
TEM
RAM
CDMQC
AQDM
NO2
Annual
Average
Rollback
CDM
°X
1-hour
Average
EKMA
Rollback
CO
1 and 8-hour
Averages
Rollback
HIWAY
PAL
Holzworth
APRAC-1A
APRAC2
14-2
-------
Lesson Goal:
Lesson Objectives:
Lesson Outline:
LESSON 15:
Selected Meteorological Instruments
The purpose of this lesson is to familiarize you with various
meteorological instruments that are used for atmospheric
sampling.
At the end of this lesson, you should be able to:
1. recognize four meteorological instrument requirements.
2. identify a meteorological instrument by name given a picture.
3. identify statements that correctly site an anemometer at a
specific location.
I. Instrument Requirements
A. durable
B. inexpensive
C. convenient
D. simple
E. sensitive
F. accurate
II. Speed and Direction Instruments
A. instruments
B. recorders
C. correct siting
III. Other Meteorological Instruments
A. heat
B. radiation
C. visibility
D. humidity
E. precipitation
F. aircraft-borne instruments
15-1
-------
Attachment 15-1. Meteorological instrumentation: advantages and disadvantages.
I. Primary Instrumentation
A. anemometers
1. cup and propeller
a. advantages
1. linear relationship between sensor output and wind speed
2. calibration unaffected by changes in temperature, pressure, or humidity
3. measure wide range of wind speeds from 0.25 m/s to 50 m/s
4. long-term stability of calibration
5. sensor output easily adapts to remote indicator
6. wind speed data recording in either analog or digital form
7. generally requires little maintenance
b, disadvantages
1. higher average wind speeds in gusty winds
2. higher starting speeds unless made of light materials
3. error produced in periods of heavy precipitation
2. hotwire
a. advantages
1. instantaneous readout of speed
2. used in wind tunnel
b. disadvantages
1. not linear in relationship
2. dust deposits require frequent cleaning
3. rain or snow causes large errors
4. zero shift in circuit causes large errors
3. pressure-plate
a. advantages—none
b. disadvantages
1. nonlinear drag
2. orientation into wind
4. bridled cup
a. advantages —none
b. disadvantages
1. distorts wind speed
2. inaccuracy at low speeds
5. dyne
a. advantages—linear relationship
b. disadvantages—oriented into wind
6. UVW
a. advantages — yields component wind speed in axial direction (x, y, z)
b. disadvantages
1. requires complex data reduction
2. certain wind directions cause mutual interference
3. serious error in heavy precipitation
15-2
-------
Attachment 15-1. Meteorological instrumentation: advantages and disadvantages, continued.
B. wind vanes
1. flat plate
a. advantages
1. fast response
2. high accuracy of wind fluctuations at low speeds
b. disadvantages—heavy material gives higher indications of wind fluctuations
2. splayed vane
a. advantages
1. durable and reliable
2. follows very small changes in wind fluctuation
b. disadvantages —higher mass than flat plate
3. airfoil vane
a. advantages
1. durable and reliable
2. follows small changes in wind fluctuation
b. higher mass than flat plate
II. Secondary Instrumentation
A. temperature
1. unaspirated and unshielded thermometers
a. advantages —none
b. disadvantages —serious error in ambient temperature readings
2. aspirated and shielded thermometers
a. advantages — accurate ambient readings
b. disadvantages — none
15-3
-------
LESSON 16:
Meteorological Data Reduction and Sigma y Calculation
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with the method
of reducing meteorological data from analog strip charts and
with how to use the results to calculate a sigma y that is
representative of the data.
At the end of this lesson, you should be able to:
1. reduce meteorological data from an analog strip chart of
wind fluctuations using the method prescribed by Pasquill.
2. use the results from the reduction of wind data to calculate a
representative sigma y.
I. Determining Turbulence: Background
A. earlier theories
1. Fickian
2. von Helmholtz
3. Prandtl
4. Taylor
B. current theories
1. Panofsky
2. Draxler
II. Sigma Development
A. Porton, England
B. calculation of sigma
III. Data Reduction Exercise
16-1
-------
LESSON 17:
Class Exercise 2
Meteorological Data Reduction and Sigma y Calculation Exercises
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to reinforce the material presented
in Lesson 16.
At the end of this lesson, you should be able to:
1. reduce meteorological data from an analog strip chart of
wind fluctuations using the method prescribed by Pasquill.
2. use the results from the reduction of wind data to calculate a
representative sigma y.
I. Background
A. wind vanes
B. standard notation
C. Taylor's Theory
D. Hay and Pasquill (1959)
E. Pasquill (1974)
II. Data Reduction Exercise
A. relationship of terms to a wind reduction trace
B. assignment of specific instrument trace
III. Exercise Review
17-1
-------
Attachment 17-1. Meteorological data reduction exercise worksheet.
Instrument:
Time period:
Date:
19
Period
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Total
Time
(min)
Wind speed
(mph)
e
(deg)
es
(deg)
ft-fl
(deg)
[9, -91'
(deg)
17-2
-------
Attachment 17-2. Calculation of a a and CTV
"7 fa J
\. The average wind speed over the period of record:.
u = w.s. (wind speed average) = mph = m/s
2. The average wind direction over the period of record:
#s = w.d. (wind direction average) =
. .£<«s-fl>'
3' \,s
radians*
I/
|/
4. %.,.= degrees =
*multiply degrees by 0.0175 to equal radians
5. The applicable downwind distance = x, where:
T = sampling period = _ minutes
s = averaging time = _ minutes = _ seconds
Then: x = (j8)(u)(s)
x = (4.0) ( _ ) ( _ )= _ meters
x = _ meters
Therefore: ay = aa (x)
' T.S
<7y = ( _ ) ( _ ) = _ meters
6. What type of stability is indicated with a ffy of this magnitude?
(See manual)
17-3
-------
LESSON 18:
Problem Set B
Effective Stack Height and Dispersion Estimates
Lesson Goal:
Lesson Objectives:
The purpose of this lesson is to provide practice problems to
familiarize you with appropriate methods of calculating effective
stack height and dispersion estimates.
At the end of this lesson, you should be able to:
1. calculate the plume rise using Briggs method to determine
effective stack height.
2. calculate the concentrations downwind using the Workbook
of Atmospheric Dispersion Estimates by Turner.
18-1
-------
PROBLEM SET B
Effective Stack Height and Dispersion Estimates
1. An electric generating power plant has an eighty meter high stack that is
3.5 meters in diameter. The effluent gases are emitted at an exit velocity of 15 meters
per second. The gas temperature is 93 °C and the ambient air temperature is 20 °C.
Use the Davidson- Bryant equation to find the effective stack height when the wind
speed is 4 meters per second.
2. Use the conditions stated above and an atmospheric pressure of 1010 millibars. Use the
Holland equation to calculate the effective stack height.
3. Briggs has published plume rise equations that have been incorporated into dispersion
calculations involving elevated emissions sources. The equations (modified for distance
criteria) are:
-J(uYW3; if xX/
x* = 14(F)5/8; when F< 55 mVs3
x* = 34(F)2/S; when F>55 mVs3
xy=3.5x*
Where: Ah = plume rise, in meters
Q/* = heat emission, in calories per second
F= buoyancy flux= 3.7X10"S(Q,,), in meters4 per second3
u = wind speed, in meters per second
x = downwind distance, in meters
x* = distance of transition from first stage of rise to the second stage of rise,
in meters
x/= distance to final rise, in meters
For the power plant described in problems 1 and 2 given the heat emission is 2,440,000
calories per second, find the plume rise at 350 meters and at 1750 meters downwind.
18-2
-------
The power plant described on the previous page burns 12 tons of 2.5% sulfur con-
tent coal per hour. The effective stack height is 120 meters and the winds are 2 meters
per second. At one hour before sunrise, the sky is clear. Using the information
provided, fill in the table of values from 100 meters to 100 kilometers as given in
Figure 18.6 below. What is the approximate distance of the maximum concentration,
under these conditions?
X
'(km)
0.1
1.0
5.0
10.0
20.0
25.0
30.0
50.0
70.0
100.0
ay
(m)
°z
(m)
Q.
TT 0y CTZ U
H
°z
-JHT
e *kj
X
(g/m»)
Figure 18-6. Effective stack height and dispersion worksheet.
5. It is estimated that 80 grams per second of sulfur dioxide is being emitted from a
petroleum refinery from an average effective stack height of 60 meters. At 8 a.m. on
an overcast winter morning with the surface wind of 6 meters per second, what is the
ground level concentration directly downwind from the refinery at a distance of 500
meters?
6. A maximum concentration of 1.7X10'3 grams per cubic meter is measured 600 meters
directly downwind of a source that has an effective stack height of 50 meters The
stability category is "C". What is the probable source strength, x, in grams per second
it the mean wind speed is 5 meters per second?
18-3
-------
LESSON 19:
Air Pollution Climatology, Stagnation, and Forecasting
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with air pollution
climatology, atmospheric stagnation, and the forecasting of air
pollution.
At the end of this lesson, you should be able to:
1. identify areas of the United States that have the greatest
percentage of atmospheric stagnation periods.
2. identify correct statements describing the causes of
atmospheric stagnation.
I. Anticyclones
A. location
B. preferred tracks
C. stagnation
D. empirical studies of stagnation
II. Inversion Frequencies
III. Mixing Depth
A. morning radiosonde
B. forecast maximum afternoon temperature
IV. Wind Speed
A. highest seasonal average surface winds
B. lowest seasonal average surface winds
V. Urban Ventilation
A. mixing height average
B. wind speed average
19-1
-------
VI. Wind Persistence
A. data
B. sectors (16)
C. percentages
D. hours
VII. Episode-Days of Limited Dispersion (Holzworth)
VIII. Forecasting Atmospheric Stagnation
A. definition
B. appropriate features
IX. NWS Guidelines and ASA Criteria
19-2
-------
LESSON 20:
Natural Removal Processes in the Atmosphere
Lesson Goal:
Lesson Objectives:
Lesson Outline:
To familiarize you with eight natural processes present in the
atmosphere that remove air pollution.
At the end of this lesson, you should be able to:
1. list the eight natural removal processes that are
present in the atmosphere.
2. choose statements about the atmosphere that identify the
effects of specific natural removal processes.
I. Introduction
II. Gravitational Settling
III. Absorption
IV. Adsorption
V. Impaction
VI. Rainout
VII. Washout
VIII. Coagulation
IX. Vegetation and Minerals
20-1
-------
LESSON 21:
Class Exercise 3
Site Analysis
Lesson Goal:
Lesson Objectives:
Lesson Outline:
The purpose of this lesson is to familiarize you with the
numerous factors that are involved in conducting a meterological
survey. This lesson essentially ties together all the information
and knowledge gained during the previous lessons.
At the end of this lesson, you should be able to:
1. identify at least six meteorological factors that are used in
conducting a meteorological survey.
2. conduct a simplified meteorological survey, given a specific
location with physical information, meteorological data, and
source information.
I. Review Previous Lessons
II. Introduce Class Exercise 3
21-1
-------
Class Exercise 3
Site Analysis
Problem Statement:
A new coal burning electric generating power plant is to be built on the shore of Lake
Winnemucca, a deep lake that is 40 miles long and 25 miles wide with the longer axis
oriented north-south. It is located at 45 degrees North Latitude in the North Central part
of the United States. It should be assumed that the lake does not freeze over in the winter.
The coal to be used by the power plant will be transported by lake steamers and barges,
and will enter the lake by the Metro River that empties into the lake from the east shore.
The sulfur content of the coal used will average from 2 to 2^ percent. (See Figure 21-1.)
The current plan is to install 99.5 percent efficiency electrostatic precipitators for
particulates as an integral part of the plant construction. The average source strength is
expected to be 4X10s grams per second of SO2 and 5X105 grams per hour of particulates
after control. The effective emission height: under neutral stability conditions is expected
to be 250 meters. The physical stack height is 100 meters. The wind under neutral
conditions is 5 meters per second.
The terrain in the vicinity of the lake is quite flat with the highest elevations to the
southeast rising only 300 feet above the lake level within 10 miles of the lake. The area
between Urbana and Metropolis is forested, primarily state-owned land, while that
between Urbana and Gotham is primarily devoted to agriculture. A few small towns are
located between Urbana and Gotham that have some associated local commerce and
manufacturing plants. The area, however, can still be characterized as rural.
The major population centers in the vicinity of the lake are: Metropolis, a city of
approximately 100,000 on the eastern shore of the lake where the Metro River empties
into it; Urbana, a town of 50,000 on the southwestern shore of the lake; and Gotham, a
city of approximately 200,000 located on the northwestern shore of the lake where the
lake flows into the Frasier River that flows to the northwest.
Annual wind frequency information is available for the three largest cities and is given
in the attached tables and wind roses. Mean monthly and annual precipitation amounts are
also given. From a large-scale study taken two years ago, the frequency of inversions below
500 feet are estimated on an annual basis to be: Metropolis, 20 percent; Urbana, 25
percent; and Gotham, 29 percent.
The problem stated above is a generalized situation that could exist. It is intended to
apply only to the meteorology that has been discussed, not to engineering problems, cost
factors, etc.
21-2
-------
What meteorological factors should be considered in evaluating your site on the lake
shore when locating the power plant in order to avoid problems of air pollution? You
should design a meteorology survey for a site report that would answer your company's
management questions. Include in your report the types of measurements needed to
generate data on which to base your particular recommendations. If you recommend
against building on the site, what contingency control strategies would you suggest adop-
ting in case your are overruled by the management of the power company?
Gotham
Figure 21-1. Lake Winnemucca
21-3
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Table 21-1. Percentage frequencies of annual wind direction and speed.
Period of record: Jan. 1956 to Dec. 1960. + indicates more than 0 but less than 0.5. Values are to
nearest whole percent not adjusted to make their sums equal to total percentages.
Metropolis
Speed (miles/hour)
0-3 4-7 8-12 13-18 19-24 25-31 32-38 39-46
N
NNE
NE
ENE
E
ESE
SE
SSE
S
SSW
SW
WSW
w
WNW
NW
NW
NNW
Calm
Total
+
+
1
+
+
+
1
+
+
+
+
+
+
+
+
+
+
+
4
1
1
2
1
1
1
3
1
2
1
2
1
+
+
1
+
17
2
2
2
2
1
1
5
4
6
23
4
1
2
1
+
2
2
40
1
1
1
1
+
+
1
1
3
1
5
2
2
2
1
2
1
24
+
+
+
+
+
+
+
2
+
3
2
1
1
+
+
11
+
+
+
+
+
1
1
+
+
2
+
+
3
+
+
+
+
1
+
1
+
+
Total
4
3
6
3
3
2
10
7
14
8
15
7
6
5
5
5
3
+
100
Av. Speed
10.5
9.2
9.1
11.5
8.3
8.0
8.8
10.1
12.0
14.0
15.2
16.0
14.4
14.3
14.3
11.9
11.9
12.5
Urbana
Speed (miles/hour)
N
NNE
NE
ENE
E
ESE
SE
SSE
S
SSW
SW
wsw
w
WNW
NW
NNW
Calm
Total
0-3
+
+
+
+
+
+
1
1
1
+
+
+
+
+
+
+
2
9
4-7
1
1
2
1
2
2
3
3
5
2
1
1
+
1
-t-
+
25
8-12 13-18 19-24 25-31 32-38 39-46
2
2
2
1
1
1
2
4
8
4
5
2
1
1
1
1
37
2
2
1
+
+
+
1
1
3
4
3
1
1
1
1
1
23
+
+
+
+
+
1
1
1
1
1
1
+
6
+
+
+
+
+
+
+
+
1
Total
6
5
4
2
4
4
6
8
17
11
10
5
4
4
4
3
2
100
Av. Speed
10.9
10.8
8.0
8.1
6.4
7.4
6.5
8.1
9.1
11.0
11.6
12.2
12.8
14.2
13.5
12.9
9.9
21-5
------- An error occurred while trying to OCR this image.
-------
Table 21-3. Summary data sheet for Lake Winnemucca.
Distance (mi.)
Gotham
Urbana
Metropolis
Wind Toward (%)
Gotham
Urbana
Metropolis
Lake
Speed
Mean
% Above 12 mph
Inversions (%)
1
12
20
25
25
6
15
56
—
72
27
2
20
1
23
17
17
5
38
—
66
25
3
33
7
20
15
8
13
42
—
63
24
4
27
20
2
21
3
37
35
max.
61
20
5
20
30
2
5
9
12
38
max.
61
20
6
5
34
19
9
4
11
18
78
29
Table 21-4. National Ambient Air Quality Standards.
Criteria
Pollutant
1. Sulfur Oxides
2. Particulate Matter
3. Carbon Monoxide
4. Oxidants
5. Hydrocarbons
6. Nitrogen Dioxide
7. Lead
Primary
A. 80 /ig/3 (0.03 ppm)
annual arithmetic mean
B. 365 /ig/m3 (0.14 ppm)
24-hr concentration*
A. 75 /ig/m3 annual geometric
mean
B. 260 /ig/m3 24-hr concentration
10 /ig/m3 (9 ppm) maximum
8-hr concentration*
200 /ig/m3 (0.12 ppm)
maximum 1-hr concentration*
160/ig/m3 (0.24 ppm)
maximum 3-hr (6am to 9am)
concentration*
100 /ig/m3 (0.05 ppm)
annual arithmetic mean
1.5 /ig/mVcalendar quarter
Secondary
A. 60 /ig/m3 (0.02 ppm)
annual arithmetic mean
B. 260 /ig/m3 (0.1 ppm)
24-hr concentration*
C. 1,300 /ig/m3 (0.5 ppm)
3-hr concentration*
A. 60 /ig/m3 annual geo-
metric mean
B. 150 /ig/3 24-hr concentration*
Same as primary
Same as primary
Same as primary
Same as primary
*Maximum value not to be exceeded more than once per year.
21-7
------- An error occurred while trying to OCR this image.
-------
Maximum Mixing Depth Example 1
(Solution)
The maximum mixing depth for a day can be
estimated from a temperature profile by following
these steps:
1. Plot the maximum surface temperature for
the day on the morning profile, (e.g., 16°C)
2. From this point draw a line parallel to a dry
adiabat to the point where it intersects the
morning profile.
3. Read the height above ground at this point.
This is the maximum mixing depth (MMD)
for the day.
4. The MMD on the example profile below is
approximately 420 meters.
1000
800
600
V
EC
Dry adiabat
400
200
Surface 0
\ \ Vr
Maximum mixing depth
Typical afternoon lapse rate
Typical early
morning profile
t
10 15
Temperature (°C)
\
Maximum for the day
A-3
-------
Maximum Mixing Depth Example 2
(Solution)
Another typical early morning profile is shown
below. If the maximum surface temperature for
the day is 20°C, what would you expect the
maximum mixing depth to be?
550 meters
1000 .
900
Maximum mixing depth
5 10 15
Temperature (°C)
20
A-4
-------
TECHNICAL REPORT DATA .
(Please read Instructions on the reverse before completing)
REPORT NO.
•i-iTi i / c n I'
3. RECIPIENT'S ACCESS!
TITLE ANDSUBTITLE
APTI Course 411
Air Pollution Meteorology
Student Workbook
AUTHOR(S)
REPORT DATE
April 1981
6. PERFORMING ORGANIZATION CODE
B. PERFOI
D.R. Bullard
PERFORMING ORGANIZATION NAME AND ADDRESS
Northrop Services, Inc.
P.O. Box 12313
Research Triangle Park, NC 27709
10. PROGRAM ELEf
B18A2C
11. CONTRACT/GRANT NO.
68-02-2374
2. SPONSORING AGENCY NAME AND ADDRESS
U.S. Environmental Protection Agency
Manpower and Technical Information Branch
Air Pollution Training Institute
Research Triangle Park, NC 27711
13. TYPE OF REPORT AND PERIOD COVERED
Workbook
14. SPONSORING AGENCY CODE
EPA-OANR-OAQPS
5. SUPPLEMENTARY NOTES
Project Officer for this manual is R.E. Tovnsend, EPA-ERC, RTP, NC
27711
16. ABSTRACT
This student workbook is designed for use in the Air Pollution Training Institute
Course 411, "Air Pollution Meteorology," It contains introductory materialr lesson
outlines, problem sets, and class exercises,
This publication is intended for use in conjunction with the Course 411
Instructor's Guide (EPA 450/2-81-013) and the Student Manual,
17.
KEY WORDS AND DOCUMENT ANALYSIS
DESCRIPTORS
b. IDENTIFIERS/OPEN ENDED TERMS
COSATI FieW/Group
Air pollution training
Air Pollution Meteorology
Training course
Workbook
13B
51
68A
18. DISTRIBUTION STATEMENT unlimited
Available from National Tech. Information
Service(NTIS) 5285 Port Royal Road
gr^nP.^Pld. VA. .22161
19. SECURITY CLASS (ThisReport}
unclassified
21. NO. OF PAGES
78
20. SECURITY CLASS (Thispage)
22. PRICE
ERA Form 2220-1 (»-73)
A-5
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