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Title
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Profile of a Storm
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Type
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Primary: Field Assignment
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Operation
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Monster Storms
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Mission:
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Mission 1: The Usual Suspects
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Print Page
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21,22,23
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Subjects
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Science | Earth and space science | Earth system structure | Atmosphere | Hydrosphere | Energy | Energy transfer | Weather | Hurricanes | Precipitation | Pressure | Storms | Temperature | Wind | Science and technology | Engineering technology | Science as inquiry | Science process skills | Analyzing data | Collecting data | Hypothesizing | Interpreting data | Modeling | Predicting | Using mathematics
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Grades
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5 | 6 | 7 | 8
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Keywords
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Hurricane Ophelia, hurricane, Aerosonde, WP-3D, weather data, wind speed, wind, data collection, wind profile, wind map, wind barb, wind direction, storm dynamic, hurricane dynamic, hurricane structure, hurricane behavior, data chart, data table, weather station, temperature, rainfall, pressure
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers | Elementary Grades | Junior High
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Created On
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5/18/2007
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Copyright
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Photo courtesy of Peter Haydock, The JASON Project.
Image courtesy of NOAA/NWS.
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From: Monster Storms Mission 1: The Usual Suspects (pp: 21,22,23) |
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Profile of a Storm This field assignment has students take on the role of meteorologist to gather critical weather intelligence for their communities so they can anticipate the threat of a monster storm. After analyzing real storm data, students design and document a procedure to collect weather intelligence about wind fields in their classrooms and outside of their schools. After collecting the data, they enter it in a chart, either online or on paper. |
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 Recall that your mission is to gather critical weather intelligence for your community so that you can anticipate the threat of a monster storm. Now that you have been fully briefed, it’s time to collect and interpret weather intelligence.
In September 2005, Anthony Guillory helped NASA collect data about Hurricane Ophelia that could not have been captured without Aerosonde. Flying at 500 m (1640 ft), Aerosonde measured wind speeds different from those measured by the WP-3D plane flying through the storm at 3000 m (9842 ft). Because we live far below the high altitudes at which the NOAA plane flies (and even below the height at which Aerosonde flies), scientists at NASA and NOAA are researching such storms at lower altitudes to see whether they can make better storm forecasts from this new data set. In this activity, you will use wind speeds recorded by Aerosonde and the WP-3D research plane to determine how wind speeds differ at various altitudes in a hurricane.
 After you have analyzed NASA’s data, you will apply your new knowledge and skills in and around your school. First, you will build a wind profile in the classroom and collect data on other weather conditions that might influence wind. Then you will design a weather observation protocol that will help you determine the best locations around your school to take weather measurements and anticipate the threat of a monster storm.
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Mission 1 Argonaut Field Assignment Video
Join the National Argonauts as they launch an Aerosonde flight at Wallops Island, Virginia. |
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- red, black, and green markers
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 Caution!
Exercise caution when using electrical devices in lab experiments. Be sure to keep hands and objects clear of fans when they are in operation. |
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| Field Preparation |
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Look at the Hurricane Ophelia wind map on the left. Use the chart on the inside back cover of this book to learn how to read wind barbs like those shown in the diagram. Compare the measurements taken by Aerosonde with those taken by the WP-3D. Note that hurricane- force winds measure 64 knots (119 km/h, 74 mph) or greater. In the Ophelia wind map, hurricane force winds have been identified with a diamond shape around the barb.
- Download the Wind Barb Activity from the JASON Mission Center and complete the exercises in the activity. This will help you read the wind field map above.
- Describe, compare, and contrast the flight paths of NOAA’s WP-3D and NASA’s Aerosonde.
- Why do you think these aircraft flew different flight patterns and altitudes?
- According to the data collected by Aerosonde, in which direction does the storm rotate, clockwise or counter-clockwise?
- Does the data collected by the WP-3D support your answer to question 4? Explain.
- Which aircraft recorded the highest wind speed? What were the highest three measurements? At what altitude were these measurements taken?
- In what part of the storm do you see the closest and most dramatic changes in wind direction? What is this portion of a hurricane called?
Now build a model of NASA’s research.
- Your teacher will position several floor fans around the perimeter of a grid that models the winds patterns of Hurricane Ophelia and maps the flights of Aerosonde and the WP-3D. Use the anemometer and wind vane tools to measure the wind speed and direction at one meter from the ground along the alpha flight pattern of the WP-3D plane. Place masking tape on the grid and mark it with a red marker to identify each point along the flight path where you will take a data reading. How many data points do you need? Make a table to display your data.
- Use the flight pattern of Aerosonde to perform the same wind speed and direction measurements about 17 cm (7 in.) from the ground. Use the black marker on the masking tape to identify each point along the flight path where you will take a data reading. Record this data in your table as well.
- Do you see differences in the measurements from the two altitudes and paths?
- Where do you see differences, if any?
- Why do you think the wind speed or direction is different at those places?
- Taken all together, what does the data you collected tell you about the storm?
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| Mission Challenge |
Your mission challenge is to design a process that will determine the best location around your school or home to collect wind, temperature, rainfall, and air pressure data. Answer the following questions before you go into the field.
- Where do you think the best location around your school or home would be for a weather data collection site? Why?
- What differences would you expect to see in the measurements at other potential locations around your school or home? Why?
- Does the height at which you take the measurements make a difference? Explain.
- How many data locations do you think you need to sample to confirm the selection of a single, good location for your weather station? How many times will you collect data at each possible location? Explain.
- Does the time of day, month, or year matter for your data collection? Why or why not?
Carry out the procedure you designed in order to determine your final weather data collection location.
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| Mission Debrief |
- Create wind, temperature, rainfall, and air pressure maps for each location.
- Choose a final location for your weather station. Explain why you think this is the best location. How does the data support your choice?
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Journal Question:
Wind that flows over land is easily disrupted by buildings, hills, trees, and other large objects. How do you think these obstacles change wind patterns on land? How could these “wind breaks” be used to protect people and property? In contrast, wind that flows over water is relatively undisturbed when it reaches shore. What can coastal residents do to deal with wind that flows unimpeded over open water? |
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