Name:______________________________________ Grade & Sec.

:________ Score:_______
Teacher:_____________________________________ Date:_______________ Rating:______

Activity 1
Plotting the PAR

Objectives:
After performing this activity, you should be able to:
1. read map,
2. given the latitude and longitude of a tropical cyclone, tell if it has
entered the Philippine Area of Responsibility, and
3. explain what is meant when a typhoon has entered the Philippine Area of
Responsibility.

Materials Needed:
 map of the Philippines and vicinity
 pencil

Procedure:
1. Plot the following points on the map below (Figure 2).

2. Connect the plotted points in Figure 2. The region within is the Philippine Area
of Responsibility or PAR. It is the job of PAGASA to monitor all tropical cyclones
that enter this area.

Q1. If a typhoon is located at 15°N, 138°E, is it within the PAR?

Q2. How about if the typhoon is at 19°N, 117°E, is it inside the PAR?

Conclusion:
Name:_______________________________________Grade & Sec.:________ Score:_______
Teacher:_____________________________________ Date:_______________ Rating:______

Activity 2
Tracking a tropical cyclone

Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone, given the latitude
and longitude position and
2. explain why PAGASA regularly monitors when a tropical cyclone is
within PAR.

Materials Needed:
 map with the PAR (from Activity 1)
 tracking data
 pencil

Procedure:
1. Use the latitude and longitude (lat-long) in the table below to track the
location of Sendong. Plot each lat-long pair on the map with the PAR.
Q3. Where did Sendong form?

Q4. When did Sendong enter the PAR?

Q5. When did Sendong leave the PAR?

Q6. In what direction did Sendong move?

Conclusion:
Name:______________________________________ Grade & Sec.:________ Score:_______
Teacher:_____________________________________ Date:_______________ Rating:______

Activity 3
Dissecting a tropical cyclone

Objectives:
After performing this activity, you should be able to:
1. explain what two weather factors tell weathermen that a certain location is at
the eye of a tropical cyclone; and
2. put in simple words the statement “calm before the storm.”

Materials Needed:
weather data (air pressure and wind speed)

Procedure:
1. Figure 1 consists of two illustrations. The top one shows a tropical cyclone as seen at
an angle. White rain bands move around the center or “eye”. The bottom
illustration shows a cross-section of a tropical cyclone. It is like slicing it in half and
looking at it from the side.

Q7. Location A is within the eye of the tropical cyclone. B, C and D are locations that
are more and more distant from the eye. The air pressure at the different locations
are:
 Compare the air pressures at A, B, C and D. What do you notice?

Q8. Location E is within the eye of the tropical cyclone. Location F is within the clouds
surrounding the eye. The clouds at F make up the eye wall. The wind speed at the
two locations are:

Compare the wind speed within the eye and at the eyewall. What can you say?

Conclusion: