National Standards:
- Geography: Places and Regions
- Math: Data Analysis and Probability
- Science Content: D Earth and Space Science
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AP Environmental Science Topics
- Atmosphere-ocean interactions
- Atmospheric circulation
- Ocean circulation
- Solar intensity
- Weather and climate
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Virginia Standards of Learning:
- ES.1c: The student will plan and conduct investigations in which scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted.
- ES.2a: The student will demonstrate scientific reasoning and logic by analyzing how science explains and predicts the interactions and dynamics of complex Earth systems.
- ES.11c: The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. Key concepts include systems interactions (density differences, energy transfer, weather, and climate).
- ES.13c: The student will investigate and understand that energy transfer between the sun and the Earth and its atmosphere drives weather and climate on Earth. Key concepts include severe weather occurrences, such as tornadoes, hurricanes, and major storms.
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Prerequisite
- Introduction to heat transfer
- Introduction to weather or hurricanes
- Familiarity with accessing the Internet
- Familiarity with finding coordinates on a map
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Tools
- Computer with Internet access
- Computer Printer and paper
- Map or Atlas
- PowerPoint
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Vocabulary: |
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Lesson Links:
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Background:
Hurricane Rita crossed the Gulf of Mexico during September 18-24, 2005, before making landfall on the Texas - Louisiana border (see Lesson Link for the path of Hurricane Rita). In looking at Sea Surface Temperature (SST) data a few days later a cold spot was noticed in areas that the hurricane had passed over (see SST map on September 26, 2005). Examination of a temperature time series at that location (see Line plot at 27N, 90W) confirmed a significant, but temporary, drop in the sea surface temperature immediately following the passage of Hurricane Rita. |
Procedure:
1. Using the Live Access Server, explore the various parameters that are available in order to create a hypothesis that you think might explain the cooling of the sea surface temperature after the passage of the hurricane. You may want to particularly focus on parameters that are available at a daily time resolution. To identify these, type Daily in the LAS search box. Also consider other possible cooling mechanisms for which data may not be available at a daily resolution, or even not available at all within the LAS.
2. Write down your hypothesis.
3. Create any supporting graphs or maps that would help you explain this hypothesis to someone else. Also write a paragraph about other possibilities, for which more data would be required.
4. Try to find published scientific information that would support or disagree with your hypothesis. |
Questions:
1. What was the delay between the hurricane passage and its effect on SST? How long did it take SST to return to previous levels?
2. What other parameters did you choose to explore? Why?
3. What were the effects on your other parameters after the hurricane passed?
4. What is the relationship of lowered sea surface temperature to your other parameters?
5. What conclusions can you make about how hurricanes extract heat energy from the ocean? Write a paragragh to explain. |
Extensions:
1. Examine SST data during and after Hurricane Ophelia (September 7 - 18) and Hurricane Wilma (October 17-25). Do you see similar effects on sea surface temperature?
2. Examine other hurricanes in the Gulf, Atlantic or Pacific. Do you see any effects on SST? Why or why not? |
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Lesson plan contributed by the MY NASA DATA Team
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Click here for Teachers Notes |
