T/G Layout 1

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ST U D E N T AC T I V I T I E S (C O N T I N U E D)

ctivity 3

1. Return to the computer and tape the acetate onto the computer screen, aligning
   the center of the hurricane images with the dots on the acetate.


2. Load ROMEO.1.


3. Draw a line (radius) from the center of the hurricane to the southern edge of the
   spiral bands.


4. Repeat procedures 2 & 3 for each frame.


5. Remove the acetate from the computer screen.


6. Determine the diameter of hurricane Romeo for each image. Record this informa-
   tion on your data sheet.

uestions for Activities 2 & 3

3a. Describe the circulation pattern of the clouds around hurricane Romeo.

3b. Compare the distances traveled between each of the images. Is there a pattern?

Explain your answer.

3c. Compare the diameters of the hurricane images. Is there a pattern?

Explain your answer.

3d. Based on your drawing and the data collected, predict a possible location for

Romeo in the next 3, 6, 9, 12, 24 hours. Check to see if your hurricane movement

prediction was correct by typing:

3 e .P redict what will happen to the shape of Romeo over the next 3, 6, 9, 12, 24 hours.

3f. Based on your drawing, what might be one reason that a hurricane would lose

strength?

3g. If you were a meteorologist in Hawaii, would you issue a hurricane warning?

Explain your answer.

Extensions:

1. Collect GOES images and animate a sequence.


2. Using ROMEO.ALL, compare the movement of hurricane Romeo to the clouds in
   the north-central and the central parts of the U.S.

References:

Ahrens, Donald C.

“A.M. Weather for Teachers.”

Dvorak, Vernon F. “Tropical Cyclone Intensity Analysis Using Satellite Data.”

Mason, David K. “DTA, Dave’s/TGA Animation Program 1.8f.” 1992.

Mason, David K. “Animate.” 1992.

Williams, Jack.

P L A Y R O M E. A L L ENTER

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