grade 12 geography research project 2021 memorandum about tropical cyclone

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GEOGRAPHY Gr. 12 Tropical Cyclones T1 W2

Characteristics, formation, weather conditions and management of Tropical cyclones discussed

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Grade 12 Geography

Geography grade 12 research tasks (topics) and memos (sba).

Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and assist with the learners’ development to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience.

School-based assessment (SBA) is a purposive collection of learners’ work that tells the story of learners’ efforts, progress or achievement in given areas. The quality of SBA tasks is integral to learners’ preparation for the final examinations.

This booklet serves as a resource of four exemplar SBA tasks to schools and subject teachers of Geography. SBA marks are formally recorded by the teacher for progression and certification purposes. The SBA component is compulsory for all learners. Learners who cannot comply with the requirements specified according to the policy may not be eligible to enter for the subject in the final examination.

The formal assessment tasks provide the teacher with a systematic way of evaluating how well learners are progressing. This publication includes tests, a project and a case study. Formal assessment tasks form part of a year-long formal programme of assessment. These tasks should not be taken lightly and learners should be encouraged to submit their best possible efforts for final assessment.

The teachers are expected to ensure that assessment tasks are relevant to and suitable for the learners being taught. Teachers should adapt the tasks to suit learners’ level of understanding and should be context-bound; however, they should also take cognisance of the requirements as set out in the Curriculum and Assessment Policy Statement (CAPS) document.

• 1 What Skills are Assessed for Research Tasks in Grade 12
• 2.0.1 Guideline: Geography Grade 12 Research Tasks
• 2.1 Geography Research Project Topics for Grade 12 South Africa
• 3 Step 2: Background information about an area of study
• 4 Step 3: Mapping
• 5 Step 4: Methods of data collection
• 6 Step 5: Analysis and synthesis of data
• 7 Step 6: Recommendations and possible solutions
• 8 Step 7: Conclusion – accept or reject the hypothesis
• 9 Step 8: Bibliography
• 10 More Geography Grade 12 Resources
• 11 Mid Latitude Cyclones Notes Grade 12
• 12 Geography Grade 12 2019 Exam Papers and Memos
• 13 Geography Grade 12 2020 Past Papers and Memos
• 14 Geography Grade 12 Research Tasks (Topics) and Memos (SBA)
• 15 Grade 12 Geography Exam Papers and Memos for 2019 September and November
• 16 Geography Mind the Gap study guide: Grade 12 Download

What Skills are Assessed for Research Tasks in Grade 12

The following skills are assessed. Some/All of these skills may be tested in any external examination:

• Gathering data
• Interpreting data
• Analysing data
• Comparing different sets of data
• Representing data in written, graphic or mapped format
• Problem-solving
• Drawing conclusions
• Hypothesis statements

Research framework for assessment (Guideline on administration of research task)

Step 1: Formulating a hypothesis/problem statement.

Guideline: geography grade 12 research tasks.

Step 1: Formulating a hypothesis/problem statement. As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.

• You have to choose a specific area of study where a geographical problem exists.
• During this stage, a geographical question showing a problem is asked.
• Identify the problem from a local area.
• Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
• You should then follow the steps of research to ensure that the geographical question is answered.

Geography Research Project Topics for Grade 12 South Africa

• The value of property along north-facing slopes is higher than the value of property along south-facing slopes in Meyersdal, Gauteng (choose local area).
• The cause of rural-urban migration in Ndwedwe, KwaZulu-Natal (choose local area), is the lack of service delivery in the health sector.
• Climate change will impact negatively on grape farming and related industries in the Western Cape.
• The closing down of many primary schools in Lusikisiki (Eastern Cape) (choose a local area) is due to a decline of the population in the age group 7 to 15 years.
• The poor condition of roads (specify the names of the roads) leading to/in Harrismith, Free State (choose local area), is due to the lack of proper planning by the local municipality.
• The impact of building a dam along the Jukskei River in Gauteng (choose local area) upstream of Alexandra will reduce flooding and the subsequent loss of life in Alexandra.
• The e-toll system will impact negatively on the economic position of people using private transport in Gauteng.
• The e-toll system will impact positively on traffic flow to the major urban centres in Gauteng.
• Informal settlements in the Vhembe district of Limpopo have low levels of development due to the lack of provision of basic needs (choose ONE informal settlement in your local area.)
• Overcrowding of informal settlements is due to the lack of proper planning by the local government (choose local area).

Step 2: Background information about an area of study

• You must explain where in South Africa the study area is located. (This can be indicated on the map.)
• Describe the study area in terms of its exact position (degrees, minutes and seconds).
• Provide relevant information about the area, for example population of the area or climate of the area.

Step 3: Mapping

• You must provide a map of the area in question.
• During this stage you must create a buffer zone around the area where the geographical problem exists.
• The map should have a clear legend/key and must be drawn to scale. The scale must be indicated on the map.
• If the map used covers a wider area, buffer zones around the area of study should be created.
• The map used should be the most recent map of the study area

Step 4: Methods of data collection

(a) PRIMARY DATA SOURCES

• The use of questionnaires
• Observations
• Field trips

(b) SECONDARY DATA SOURCES

• Newspaper articles
• Government department statistics

Step 5: Analysis and synthesis of data

• Learners must use collected data now to formulate a discussion around the existing geographical problem. • At this stage learners should represent some of the information graphically where necessary, for example graphs and sketches. • Learners must analyse graphic information during this stage.

Step 6: Recommendations and possible solutions

• Learners should now make recommendations to solve the geographical problem in question. • Learners should present their original and realistic opinions as far as they possibly can.

Step 7: Conclusion – accept or reject the hypothesis

• Learners should now take a decision to either ACCEPT or REJECT the hypothesis.
• Learners must give reasons for either ACCEPTING or REJECTING the hypothesis

Step 8: Bibliography

• Learners must include a comprehensive bibliography.
• Learners must list websites in full.
• Learners must include annexures of questionnaires and interviews conducted

More Geography Grade 12 Resources

• Geography 2020 Past Papers
• Geography 2019 Past Papers

Grade 12 Geography Exam Papers and Memos for 2019 September and November

• Geography Grade 12 Research Tasks (Topics) and Memos

Mid Latitude Cyclones Notes Grade 12

• March 24, 2021

Geography Grade 12 2019 Exam Papers and Memos

• February 28, 2021

Geography Grade 12 2020 Past Papers and Memos

• February 22, 2021

• September 29, 2020

Geography Mind the Gap study guide: Grade 12 Download

• August 17, 2020

Read All Posts

Geography Grade 12 2020 Past Papers and Memos for study revision

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Download Geography Grade 12 September 2020 Past Papers and Memos

Geography Grade 12 September 2020 Past Papers and Memos paper 1 and paper 2 pdf download

List of Geography Grade 12 September 2020 Past Papers and Memos

Geography grade 10, main reasons why is south africa regarded as a developing country.

Reasons why is South Africa regarded as a developing country: South Africa has a great economic infrastructure and natural resources that characterize its economy. In South Africa, there is outstanding progress in the field of industry and manufacturing. South Africa, however, is still characterised as a developing country and not a developed country.

• 0.1 6 Characteristics of a Developed Country
• 0.2 5 Reasons why is South Africa regarded as a developing country

6 Characteristics of a Developed Country

1. Has a high income per capita.  Developed countries have high per capita incomes each year. By having a high income per capita, the country’s economic value will be boosted. Therefore, the amount of poverty can be overcome.

2. Security Is Guaranteed.  The level of security of developed countries is more secure compared to developing countries. This is also a side effect of sophisticated technology in developed countries. With the sophisticated technology, security facilities and weapons technology also develop for the better.

3. Guaranteed Health.  In addition to ensuring security, health in a developed country is also guaranteed. This is characterized by a variety of adequate health facilities, such as hospitals and medical staff who are trained and reliable.

4. Low unemployment rate.  In developed countries, the unemployment rate is relatively small because every citizen can get a job and work.

5. Mastering Science and Technology.  The inhabitants of developed countries tend to have mastered science and technology from which new useful products such as the industrial pendant lights were introduced to the market. Therefore, in their daily lives, they have also used sophisticated technology and modern tools to facilitate their daily lives.

6. The level of exports is higher than imports.  The level of exports in developed countries is higher than the level of imports because of the superior human resources and technology possessed.

5 Reasons why is South Africa regarded as a developing country

1. South Africa has a low Income per year.  Annual income in developing countries is not as high as in developed countries due to the high unemployment rate.

2. In South Africa, security is not guaranteed.  Unlike in developed countries, security in developing countries is still very minimal and inappropriate. Therefore, crime rates in developed countries such as South Africa tend to be relatively high.

3. South Africa has a fast-growing population . According to the World Population Review , South Africa’s population will continue to grow until 2082, reaching just over 80 million people before plateauing and slightly declining the rest of the century. South Africa’s population growth rate is currently 1.28% per year. Developing countries have a very large average population compared to developed countries because of uncontrolled population development. This is also a result of the lack of education and health facilities.

4. The unemployment rate in South Africa is high.  South Africa has an unemployment rate of 34.4% in the second quarter  of 2021. In developing countries, the unemployment rate is still relatively high because the available job vacancies are not evenly distributed. In addition, the level of uneven education is also one of the factors causing the large unemployment rate.

5. Imports are higher than exports.  Due to the low management of natural resources and human resources in developing countries, developing countries more often buy goods from abroad. To eliminate the barriers of being a developed country, South Africa must reduce imports and must refine and develop its agricultural sector.

Characteristics of Developed and Developing Countries

Why_is_South_Africa_Still_a_Developing_Country

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GEOGRAPHY RESEARCH TASK GRADE 12 TERM ONE 2022

INSTRUCTIONS AND INFORMATION

• This task is to be administered and recorded in the first term.
• The task is allocated a time frame of 8 weeks in term one.
• Non-compliance of submissions according to the time frames set CAN result in zero mark for the candidate.
• The REASERCH TASK in grade 12 is part of the formal assessment programme in 2022
• All dates stated in Annexure A are stipulated for completion of the step.
• Candidates must adhere to the due dates stipulated in Annexure A.
• Candidates must always refer to the Research Rubric to gain more insight on the expectations for each step.
• What causes the natural event? (include a diagram)
• Where does it occur? (include a map)
• How does the natural event impact the environment?
• How does the natural event impact humans? social, political, economical?
• How can we prepare, prevent, protect against the natural event?
• How can communities' benefit from the natural event? Is this natural event a concern in my area?

Topics for Grade 12 Research Choose any ONE of the following topics to do research on Climate and weather

• An analysis of weather patterns and data over a longer period in your area.
• Strategies that help prepare for and manage natural weather disasters in the Free State.
• Local climates in your area and its impact on settlements and farming activities
• Pay close attention to the following aspects (Social, Economic, Environmental)
• Effects of Midlatitude/ Tropical cyclones on human activities,
• How cyclones affect the environment and human lives?

Geomorphology

• A study of processes and factors influencing flow patterns in local streams/rivers.
• A study on the human impact on the flow patterns of a river in your area.
• Catchment river management in the Free State.
• Choose a specific area where the geographical statement can be made.
• Where is it?
• What is it?
• How it ought to be?
• Human Impacts?
• Example: what? where? The pollution along the Vaal River is due to the increase in contaminants created by the human settlements.
• Provide a map of the area in question.
• During this stage create a buffer zone around the area of study
• The map must have a key and be drawn to scale.
• It should be a most recent map. 
• Maps can be downloaded from websites
• Identify on the map where in South Africa the study area is located. (This can be indicated on the map)
• A description of the study area in terms of its exact position (degrees, minutes and seconds)
• Provide relevant information about the area, for example population of the area or climate of the area.
• Provide media (newspaper internet/magazine) sources
• Observations
• Field trips
• Newspaper articles
• Government department statistics
• Internet NB: due to Covid 19 restrictions, learners can only use Secondary data sources to limit contact. But the information used cannot be cut and pasto.
• Collected data should now be used to formulate a discussion around the existing geographical problem.
• Represent information graphically (creatively) where necessary, for example graphs, sketches, photographs etc.
• Graphic information must be analysed during this stage. 
• Make recommendations to solve the geographical problem in question
• Present original and realistic opinions as far possible. 
• STEP SEVEN Conclusion - ACCEPT OR REJECT the hypothesis. Make a decision to either ACCEPT or REJECT the hypothesis. Provide reasons for either ACCEPTING or REJECTING the hypothesis,
• List web sites in full.
• Annexures of questionnaires and interviews conducted should be included.

GEOGRAPHY RESEARCH TASK ANNEXURE A

Geographic question/inquiry To complete this research, we must be willing and have an ability to ask and answer

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Tropical Cyclones

General characteristics.

Areas where tropical cyclones form

Factors necessary for their formation

• A sea temperature of 27°  C
• Strong Coriolis Force
• Strong upper air divergence

Stages of development &  Associated weather patterns

How a hurricane is born – The Science Of Superstorms

Anatomy of a Hurricane

Categories:

Storm Surge:

Reading and interpreting satellite images and synoptic weather maps

Tropical Cyclone symbol – Northern Hemisphere

More Synoptic examples of an approaching Tropical Cyclone over the Indian Ocean (opens in a new page)

Case study of one recent tropical cyclone that affected southern Africa

Impact of tropical cyclones on human activities and the environment.

Strategies that help to prepare for and manage the effects of tropical cyclones

Being prepared is essential to preventing loss of life and property when a Tropical Cyclone approaches. First World countries are better prepared in this regard. Far more loss of life occurs in Third World countries due to less advanced warning systems and a lower level of preparedness.

The link below is a First World example of preparing communities for a Hurricane.

https://www.cdc.gov/disasters/hurricanes/before.html

Another example:

http://www.odpm.gov.tt/node/21

Cyclones around the globe

Eloise – mozambique january 2021.

Flooding in Kruger National Park

Mozambique tropical cyclone Eloise (News 24 articles)

Yasi – Queensland Australia 2011

Tropical Cyclone Yasi Approaches Queensland Australia

Powerful cyclone Yasi hits Queensland in Australia

Monster Storm: Cyclone Yasi batters Queensland, Australia

Geography Grade 12: Tropical Cyclone Ana Questions for Practice

Geography Grade 12 : Tropical Cyclone Ana Questions for Practice.

Refer to the extract on Tropical Cyclone Ana

MODERATE TROPICAL STORM ANA DOES NOT POST ANY DIRECT THREAT TO SOUTH AFRICA 

This weekend saw the first tropical system of the 2021/22 tropical cyclone season for the Southwest Indian Ocean Basin.  Towards the end of last week, a tropical low began rapidly intensifying over the open ocean to the northeast of Madagascar, northwards of Mauritius and Reunion islands.  ‘Over the weekend, the system turned gradually from east to west over central and northern Madagascar, temporarily losing intensity due to surface friction with the landmass, as well as the absence of the release of latent heat energy from the ocean surface (the main energy driver for tropical cyclones).  ‘Overnight, the system continued to intensify, reaching Moderate Tropical Storm intensity in the early hours of Monday morning, leading to its official naming of ‘Ana’.  ‘The system tracked westwards and by local sunrise on Monday morning, was lying just off the northern Mozambican coastline between Angoche and Mogincual. The system then tracked in an easterly direction. 

Tropical Cyclone Ana Video

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The Path of the Tropical Cyclone Eloise: Satellite Image Map

The Path of the Tropical Cyclone Eloise: Satellite Image Map: On this page, we discuss the path of tropical cyclone Eloise . Tropical Cyclone Eloise was the strongest tropical cyclone to impact the country of Mozambique since Cyclone Kenneth in 2019 and the second of three consecutive tropical cyclones to impact Mozambique in the 2020–21 South-West Indian Ocean cyclone season .

Tropical Cyclone Eloise was a powerful storm that wreaked havoc across parts of Southern Africa in January 2021. As one of the most destructive cyclones to hit the region in recent years, Eloise caused widespread damage, loss of life, and long-lasting impacts on affected countries. This article delves into the background, development, and aftermath of Tropical Cyclone Eloise, highlighting the importance of disaster preparedness and climate change awareness.

Background and Development of the Tropical Cyclone Eloise

Tropical Cyclone Eloise formed as a low-pressure system in the Indian Ocean on January 14, 2021, and quickly intensified into a tropical storm on January 15. Over the next few days, Eloise continued to strengthen as it moved westward, eventually reaching peak intensity as a Category 2 tropical cyclone on January 22, with maximum sustained winds of 100 mph (160 km/h).

The Path of the Tropical Cyclone Eloise on a Map (Satellite Image Map)

• Eloise developed into a tropical depression on 16 January, and strengthened into a tropical storm on 17 January.
• On the following day, the storm intensified to a severe tropical storm. Late on 19 January, Eloise made landfall in northern Madagascar as a moderate tropical storm.
• The storm traversed the island of Madagascar and entered the Mozambique Channel in the early hours of 21 January.
• After moving southwestward across the Mozambique Channel for an additional 2 days, Eloise strengthened into a Category 1-equivalent cyclone, due to low wind shear and high sea surface temperatures.
• Early on 23 January, Eloise peaked as a Category 2-equivalent tropical cyclone with 10-minute sustained winds of 150 km/h), 1-minute sustained winds of 165 km/h, and a minimum central pressure of 967millibars.
• Shortly afterward, Eloise made landfall just north of Beira, Mozambique, before rapidly weakening into a moderate tropical storm.
• She then moved south-westwards over Zimbabwe and Botswana before dissipating over southern Botswana on 26 January 2021.

Tropical Cyclone Eloise Impact on Southern Africa

Eloise made landfall in central Mozambique on January 23, bringing torrential rainfall and strong winds to the region. The cyclone caused widespread damage to infrastructure, homes, and agricultural lands, resulting in significant loss of life and displacement of communities. Mozambique, Zimbabwe, Eswatini, and South Africa were the hardest hit countries.

The coastal city of Beira, already dealing with the aftermath of Cyclone Idai in 2019, bore the brunt of Eloise’s impact. Heavy rainfall and storm surges led to widespread flooding, damaged infrastructure, and destroyed homes, leaving thousands of people homeless. The floods also affected agricultural lands, exacerbating food insecurity in a country already grappling with economic challenges.

Eloise brought heavy rainfall to eastern Zimbabwe, causing rivers to overflow and triggering flash floods and landslides. Infrastructure, including bridges and roads, was severely damaged, isolating communities and hindering rescue efforts. The storm’s impact on agriculture compounded the effects of pre-existing food shortages in the country.

Although Eswatini is a smaller country, Eloise still managed to cause significant damage. Heavy rainfall led to flash floods and landslides, causing damage to homes, infrastructure, and agricultural lands. The storm also disrupted access to essential services, such as healthcare and education.

South Africa

Eloise brought heavy rainfall to northeastern South Africa, causing floods and landslides that damaged roads, bridges, and homes. The storm also had a significant impact on agriculture, particularly the fruit industry, which faced heavy crop losses.

Aftermath and Lessons Learned

The aftermath of Tropical Cyclone Eloise highlighted the vulnerability of Southern African countries to extreme weather events and the importance of disaster preparedness. In the wake of the storm, humanitarian aid poured in from various international organizations, including the United Nations and the World Food Programme, to assist in the recovery process.

Eloise also emphasized the need for better early warning systems, infrastructure improvements, and community-level disaster preparedness strategies. In light of the increasing frequency and intensity of tropical cyclones attributed to climate change, it is essential for countries in the region to invest in climate adaptation and resilience measures.

Tropical Cyclone Eloise was a stark reminder of the devastating impacts that extreme weather events can have on vulnerable communities. As the world grapples with the ongoing challenges of climate change, it is vital to prioritize the development of disaster preparedness strategies and climate adaptation measures to protect lives, livelihoods, and ecosystems in the face of increasingly intense and frequent storms.

https://www.accuweather.com/en/weather-forecasts/tropical-cyclone-eloise-turns-deadly-after-making-landfall-in-mozambique/885924

https://public.wmo.int/en/media/news/tropical-cyclone-eloise-hits-mozambique

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Tropical cyclone nivar - geography grade 12 research task.

July 2024 Tropical Cyclones Report

• Monthly Report
• Summary Info
• Monthly Briefings

Seven named storms occurred across the globe in July, which was below the 1991-2020 average of 9.6. Two of those reached tropical cyclone strength (≥74 mph), and two reached major tropical cyclone strength (≥111 mph). The global accumulated cyclone energy (ACE: an integrated metric of the strength, frequency, and duration of tropical storms) was about 68% of the 1991-2020 average for July.

The Atlantic basin saw two tropical cyclones occur during July. This is around the average of 1.6 named storms for the month. The first storm, Hurricane Beryl , formed in late June, but peaked in July as the earliest Category 5 hurricane on record with winds of 165 mph and a minimum central pressure of 934 mb. Hurricane Beryl made landfall in Carriacou, Grenada as a powerful Category 4 hurricane in late June, causing extensive damage across the islands. The storm continued to track through the Caribbean during early July, and after weakening over the western Caribbean, the storm made landfall as a Category 2 hurricane in the Yucatan Peninsula, causing additional damage. After weakening to a tropical storm, Beryl intensified once again into a Category 1 hurricane before making landfall in Texas. The storm caused extensive flood damage and numerous power outages, especially around the Houston area. The second storm to occur in the Atlantic during July was Tropical Storm Chris , which peaked as a weak tropical storm with maximum sustained winds of 40 mph and a minimum central pressure of 1005 mb. The storm formed in the Bay of Campeche, and shortly thereafter, made landfall in Mexico. Tropical Storm Chris brought heavy rains and gusty winds to the region.

The East Pacific saw three tropical cyclones occur during the month of July. The first storm of the month, Tropical Storm Aletta , formed on July 4th and peaked as a minimal tropical storm with winds of 40 mph and minimum central pressure of 1005 mb. Aletta was the latest first named storm in recorded history in the East Pacific basin. The second named storm of the month, Tropical Storm Bud , peaked as a moderate strength tropical storm with winds of 60 mph and a minimum central pressure of 1000 mb. The third storm, Hurricane Carlotta , formed on the final day of the month, but strengthened into a hurricane in early August. None of the storms impacted land and remained well out to sea.

The West Pacific basin saw two tropical cyclones form during July. The first of the two storms, Super Typhoon Gaemi , peaked as a Category 4 equivalent typhoon with maximum sustained winds of 145 mph and a minimum central pressure of 919 mb. Typhoon Gaemi brought very extensive impacts to the island of Taiwan and China. The storm stalled near the island of Taiwan, resulting in very significant flooding and wind impacts from the storm. Additional flooding and wind damage occurred in China once the typhoon made its final landfall there after crossing the Strait of Taiwan. The other storm to occur during the month was Severe Tropical Storm Prapiroon , which peaked as a strong tropical storm with maximum sustained winds of 70 mph and a minimum central pressure of 985 mb. The storm made landfall in Hainan Province in China, before continuing and making a final landfall in northern Vietnam. The storm brought gusty winds and heavy rains to the region, resulting in some significant impacts.

Both the East and West Pacific basins have been experiencing well below normal activity through July, with ACE values in these basins being well below normal. Additionally, no tropical cyclones formed in the North Indian Ocean during July, which is typical for the month. No storms formed in the Southern Hemisphere. The lack of activity is typical for the Southern Hemisphere basins during the month of July.

North Atlantic

East Pacific

West Pacific

North Indian

No North Indian Tropical Cyclones occurred during July 2024.

South Indian

No South Indian Tropical Cyclones occurred during July 2024.

No Australia Tropical Cyclones occurred during July 2024.

Southwest Pacific

No Southwest Pacific Tropical Cyclones occurred during July 2024.

Data Description

The data in this report are derived from NCEI's IBTrACS dataset (Knapp et al. 2010; Schreck et al. 2014). IBTrACS tropical cyclone track and intensity data from agencies and sources around the globe. In this report, data from NOAA's National Hurricane Center (NHC) are used for the North Atlantic and East Pacific. The other basins use data from the U.S. Military's Joint Typhoon Warning Center (JTWC) .

Historical values use the "best track" data that have been analyzed by forecasters after the season using all available data. Operational procedures and observing systems have changed with time and between regions, which makes these data heterogeneous. Intensity data are generally the most reliable since the early 1970s in the Atlantic (Landsea and Franklin 2013) and since the mid-1980s in other regions (Chu et al. 2002). The number of short-lived storms (≤2 days) has also increased since around 2000 due to improvements in observations and analysis techniques (Landsea et al. 2010).

Values for the current year are provisional values from the operational forecast advisories. IBTrACS obtains these from NCEP's TC Vitals , the NCAR Tropical Cyclone Guidance Project , and NHC provisional data. These values are subject to change during the post-season best track analysis. They also only include 6-hourly storm fixes, which means they may miss special advisories at landfall, peak intensity, etc.

The tropical cyclone seasons in the Southern Hemisphere begin in July and end in June, while the Northern Hemisphere seasons are counted from January to December. Storms are counted in all basins, months, and years in which they occur, which means some storms may appear more than once. However, the global totals only include each storm one time.

• Chu, J.-H., C. R. Sampson, A. S. Levine, and E. Fukada, 2002: The joint typhoon warning center tropical cyclone best-tracks, 1945–2000. Naval Research Laboratory, Reference Number NRL/MR/7540-02-16 , 22 pp., https://www.metoc.navy.mil/jtwc/products/best-tracks/tc-bt-report.html .
• Knapp, K. R., M. C. Kruk, D. H. Levinson, H. J. Diamond, and C. J. Neumann, 2010: The International Best Track Archive for Climate Stewardship (IBTrACS). Bull. Amer. Meteor. Soc. , 91 , 363–376, https://doi.org/10.1175/2009BAMS2755.1 .
• Landsea, C. W., and J. L. Franklin, 2013: Atlantic Hurricane database uncertainty and presentation of a new database format. Mon. Wea. Rev. , 141 , 3576–3592, https://doi.org/10.1175/MWR-D-12-00254.1 .
• ——, G. A. Vecchi, L. Bengtsson, and T. R. Knutson, 2010: Impact of duration thresholds on Atlantic tropical cyclone counts. J. Climate , 23 , 2508–2519, https://doi.org/10.1175/2009JCLI3034.1 .
• Schreck, C. J., K. R. Knapp, and J. P. Kossin, 2014: The Impact of Best Track Discrepancies on Global Tropical Cyclone Climatologies using IBTrACS. Mon. Wea. Rev. , 142 , 3881–3899, https://doi.org/10.1175/MWR-D-14-00021.1 .

Citing This Report