Below in Figure 1 is a surface map of the United States. I placed the labels on the map to highlight and interpret features on the surface map. I first labeled the fronts on the map. Blue lines on a surface map represent cold fronts and were labeled as cold fronts. Red lines on a surface map represent warm fronts and were labeled as warm fronts. Lines of alternating red and blue color on a surface map represent stationary fronts and were labeled as stationary fronts. Next, I labeled where cold and warm air were located along each front on the map. Cold air is generally located to the north of fronts, but to get more specific cold air on cold and stationary fronts were labeled on the opposite side of the line where blue triangles on the line were located. Warm air was labeled on the opposite side of the front from the cold air label. On a warm front the warm air is on the opposite side of the front from where red bumps stick out from the line. Next, low and high pressure areas were labeled. On the surface map a large "H" represented high pressure and were labeled with high pressure labels. On the surface map a large "L" represented low pressure and were labeled with low pressure labels. Lastly, labels for the locations of the highest winds were placed on the map. To determine where the highest winds were located the white isobars were used. High winds are located were isobars are close together.
Figure 1. Surface map I labeled highlighting the high and low pressure systems, the locations of high winds, locations of warm and cold air, and fronts in the surface map of the United States.
Understanding North American Air Masses
I labeled the North American air masses and the characteristics of those air masses on a blank map below in Figure 2. The air masses in the north of North America are colder in temperature than the air masses to the south. Air Masses on the coasts are moist while air masses that are land locked are dry.
Figure 2. Map of North America I labeled with the air masses of North America and a description of the characteristics of those air masses.
Surface Data Plot Maps
A surface data plot map of the United States is shown in Figure 3. Two smaller parts of this map were interpreted below. The key to help in interpreting this map is shown below in Figure 4. Surface data plot maps are used to describe what weather is occurring on the earth's surface in an area.
Figure 3. A surface data plot map of the United States
Figure 4. Explanation for the symbols used for surface data plot maps.
Utah/Nevada Region:
The Utah and Nevada region of the surface data plot map of the United States in Figure 3 was interpreted. A closer view of the Utah and Nevada region in the map can be seen in Figure 5. In the surface data plot map it can be seen that there is a stationary front in the Northeast corner of the region. There is increasing cloud cover along the front, which is especially present in the area to the Northeast of the front. In the Southwestern portion of the region there are clear skies with no cloud cover. The clear skies are correctly correlated with the higher pressures also found in Southwest area of Figure 5. For the whole region the wind speeds are between 1 to 10 miles per hour. These low wind speeds can be attributed to the stationary front which has no moving air masses. In the middle of the region there there is haze and snow present. There are only a few isobars shown in the region, and the ones that are shown are far apart, this indicates that there is relatively constant pressure in this region.
Figure 5. Capture of the Utah and Nevada region of a surface data plot map.
Great Lake Region:
The Great Lakes region of the surface data plot map of the United States in Figure 3 was interpreted. A closer view of the Great Lakes region in the map can be seen in Figure 6. In the surface data plot map it can be seen that there is rain along the mixed high and low front through mainly Michigan and some land in Southern Wisconsin and northern Illinois. The center of the low pressure system can be identified in the image by seeing where the wind barbs are rotating in a counter clockwise direction around, indicating the center of the low pressure. The center o the low pressure system is in northern Michigan. There is 100% or close to a 100% cloud cover in the region. The winds in the area are between 5 to 15 miles per hour. As you look closer towards the center of the low pressure the pressures decrease. The isobars are positioned close together indicating a steep pressure gradient. There is snow in the Northeast of the region and there is heavy rain in the Southeast of the region.
Figure 6. Capture of the Great Lakes region of a surface data plot map.
Lab 1: Cincinnati Fire Kite
On Tuesday, February 27, 2018 the class spent the class period outside experimenting with Cincinnati fire kites and Chinese lanterns. Cincinnati fire kites demonstrates the theories of buoyancy and lighter- than- air aeronautics. The kites operate under the same principals as hot air balloons. The difference is that fire kites themselves are lit on fire and supply the heat source, fuel, and containment device, while hot air balloons have a separate burner to supply these things to the vessel. To make a fire kite a newspaper was used and all four corners were bent toward the center of the paper and taped together. Once outside all four corners of the fire kite were lit at once and released off of a bridge on campus. Figure 7 shows all four corners of a fire kite being lit at one time. This backfired several times during the lab, and the whole kite burst into flames as seen in Figure 8. One fire kite was successful and rose when it was lit and released, this fire kite can be seen in Figure 9. The kites were used to demonstrate positive buoyancy. The fire kites were meant to float because the hot air inside is less dense making it more buoyant than the colder air in the environment outside of it. The day we conducted the experiment temperatures were in the forties so many of the kites did not rise. Chinese lanterns with a fuel source were used as a backup to demonstrate the theory and were more successful than the kite. Photos of the successful Chinese lanterns can be seen in Figure 10 and Figure 11.
Figure 7. Students lighting all four corners of a fire kite at the same time to hopefully get it to fly.
Figure 8. Dr. Hupy releasing a fire kite off of the bridge that burst into flames and did not end up floating in the air.
Figure 9. A successful fire kite rising after its release.
Figure 10. Successful Chinese lantern demonstrating positive buoyancy.
Figure 11. The successful Chinese lantern getting to higher elevations.
