A "front" is a transition zone between
two dissimilar air masses. On each side of the front, weather patterns
reflect the characteristics of the particular air mass on that side.
When weather fronts move, one air mass is advancing and the other is
retreating.
Objectives
Objectives
- Given a set of maps depicting a front passing through the state, the student will be able to identify two distinct air masses and the frontal boundary.
- Given a set of maps depicting a front passing through the state, the student will be able to determine whether the front is moving in time and in what direction the front is moving.
- This exercise uses English units.
- The Mesonet maps should display a front moving across the state. To be sure that the example you choose is a front and not a dryline, check the newspaper or TV weather report. The maps may be 2, 4, or 6 hours apart in time, just as long as the interval is consistent and the front is within the state at all map times.
- Contour isotherms every 10°F; for example, contour the 50°F, 60°F, 70°F, etc. isotherms.
- Maps must be made before class and no dates or times should appear in the legends. Randomly number the temperature maps (e.g., 2, 3, 1) and randomly letter the wind maps (e.g., B, A, C). A sequence of more than three maps may be used. If many maps are used, tell the students which map happened first and which map happened last.
- Divide the class into groups of three.
| PROCEDURE 1. Divide into groups of three students. 2. Obtain a set of temperature maps and wind maps for your group from your teacher. 3. Watch your teacher demonstrate how to read the wind barb symbols on the maps. Write the symbols in the spaces below.
4. Mark the location of your school on each map using a red X. 5.a) Using pencils, draw a large circle around all of the wind flags that are blowing in the same direction. b) Inside the circle, draw an arrow pointing in the direction the wind is blowing. c) Continue drawing wind circles and arrows until you have covered the state. 6. In each wind circle, locate the highest wind speed and write its value next to its wind barb. 7. In each wind circle, locate the lowest wind speed and write its value next to its wind barb. 8. Using a pencil and your temperature maps, circle the highest temperature on each map and the lowest temperature on each map. 9. Examine all six maps for similarities and trends. Match each temperature map with a wind map that you think happened at the same time. Record your matches in the table below.
10. Explain your reasons for how you made your matches. 11. Which pair of temperature and wind maps happened first? 12. Which pair of temperature and wind maps happened last? 13. Explain how you determined the order of the map pairs. 14. Using your maps, describe what the weather was like around your school on the day of your maps. 15. Before discussing the questions below, students should record their group data from Procedure #9 on the board or overhead so that comparisons may be made. QUESTIONS 1. How many air masses are shown on your maps? 2. Where do you think that these air masses might have formed? 3. Are the air masses staying in the same place? If not, describe how they are changing. 4. A weather "front" is a boundary between two different air masses. Is there a front on any or all of your maps? 5. If your answer to Question #4 is "yes", is the front moving? In which direction? |
PREREQUISITES
(Per person):
Air mass Front Isotherm Wind barb CORE CURRICULUM SKILLS APPLIED IN THIS LESSON
        
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