1997 Workshop Notes, Morgan
Day 1 (aftn)
W. Wang divides afternoon session into two parts (1st until break at
2:45 PM). [I do not recall what the two parts were called]
Wang asked us to describe what is anticipated content wise and pedagogy
wise: went around classroom and intorduced one another and stated what
we were working on and what we wanted to get out of the workshop.
1) M. Trapasso - (Bowling Green) teaches physical geography/climatology.
wishes to learn about "mesoscale meteorlogy and teaching straegies
concerning satellite meteorology."
2) Donna Tucker (Univ. of Kansas) Teaches synoptic meteorology. Wishes to
"integrate satellite data into synoptic/mesoscale meteorology."
3) V. Johnsson (outreach manager for COMET) in a doctoral IT program.
wishes to "watch what is done with materials (and how)."
4) D. Knight (SUNY Albany) teaches synoptic and mesoscale met. and
dynamics to graduate students. computer applications. Wants to learn
about sat. met : "sat. signatures in orographic flows; land/sea; learn how
to use technology in a meangingful way."
5) M. French [no location, here I realized that this info was likely in
their application for the workshop] teahes in civil engineering dept -
water resources and hydrology - hyrdometeorology. [uses?] radar/sat data
for short term forecastings. wishes to get out of wkshp "ideas/skills to
bring IT into classroom."
6) K. Hart [USAA] course director for geology and weather/ climo &
mesoscale meteorlogy. Wishes to "factor web resources into lab exercises."
7) A. Czarnetski teaches meteorology in an earth sciences dept. (syn and
meso) Wishes to get out of wkshp "some improved ideas for incorporation of
WWW into course."
8) M. Anderson synoptic instructor. WIshes to "get up to speed on how to
utilize imagery."
9) J. Moore - teaches syn met./mesoscale processes. Wished to "integrate
[?] into classroom and case studies."
10) M. Wysocki - Incorporate sat met into ( synoptic , intrumentation,
and air polllution classes). Interested in [learning] about "what is
seen in satellite [imagery]" ; precip patterns in developing cyclone."
11) B. Ross - teaches synoptic/meso/tropical. wishes to "gain
technologies to help studnets learn [???]
12) N. Atkinns ( going to Lyndon State) Wishes to get "ideas on how to
integrate satellite data into remote sensing class."
13) J. Monteverdi (synoptic/meso/severe weather). Wishes to learn
"effective ways to bring sat. imagery [into classroom].
14. Z. Gouliang (from PRC) wishes to use satellite data to
forecast/estimate
precip hydro???
15) S. Koch (teaches synoptic and mesoscale + radar) interests in dynamics
of convection) take previous wk in COMET case studies and laser disks -
html? better integrate [these?] resource with satellite [data].
16) Alex Huang (will teach dynamics in the fall)
*****
Class then broke up into a BRAINSTORMING session: "What are course goals
for intro. to synoptic meteorology [course]?"
Woody Wang summarized these in groupB/goals.html
Wang notes that it is useful to start from big goal (macrolevel) and then
decompose that goal into pieces of that big goal). Wang discusses
"Microstrategies" (how do you want to present these ideas?) Consider?
"when doing lesson, how do you present material?"
next see "http://www.unidata.ucar.edu/sum_wkshp/plan/woody/" (Needs
assesment,
task analysis, objectives, and evaluation" - a discussion of the
'instructional design precess.'
*****
Questions asked/concerns raised.
1) "Should intro courses be facts, or a way to think."
2) What is thye purpose of [this] discussion - a pep talk (inspirational)
or will we get to mesoscale meteorology and satellite [?]?"
*****
learner actively participates in ways to help contruct their own
understanding."
By the end of Day 1, six sub-groups had formed in Group B:
1) Anderson and Moore
Terminal objective: To recognize, identify and locate the position
of an upper-level jet streak using satellite imagery on all channels
( vis, ir, wv)
Enabling objectives:
1) Define jet streak
2) Show examples of jet streams using case study examples
2) Ross and Wysocki:
Design an exercise for an introductory course for meteorology majors
where students:
a) Examine a series of satellite images and identify phenomena of
differing sizes and scales
b) Formulate their own scale classification system
c) Compare their results to several "conventional" scale classification
systems.
3) Czarnetski, Hart, Trappaso
Use of water vapor imagery in the analysis of synoptic and mesoscale
features. ("What can water vapor imagery tell us that other
data/imagery cannot?")
4) Atkins and Monteverdi
Supercell detection using remote sensing instruments
Micro-objectives:
1) To identify bounded weak echo regions using radar reflectivity data.
2) To identify the mid-level mesocyclone using Doppler velocity data.
5) French, Guoliang, Huang
Title: Precipitation patterns as recognized by satellite and radar
images
Objectives:
1) Identification of the primary features of precipitation events based
on remote sensing data.
2) Interpretation of satellite and radar imagery
3) Comparison of remote sensing data with surface maps and data.
Tasks:
1) merging and interpretation of satellite and radar data types
2) identify characteristics of rainfall regions associated with
satellite weather systems.
3) merge surface data - identify relationships
4) interpret relationships between data types
6) Knight, Koch, Tucker
(Assume senior level meteorology student: QG dynamics, jet conceptual
models, basic satellite interpretation skills)
Objectives
Students be able to apply simple conceptual models of jet circulation
systems to assist in the interpretation of satellite images.
# Michael C. Morgan #
# Department of Atmospheric and Oceanic Sciences #
# 1225 W. Dayton St. #
# Room 1401 #
# University of Wisconsin - Madison #
# Madison, WI 53706 #
# Office phone (608) 265 8159 Lab phone (608) 262 1957 #
