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Investigation 12A: Hurricanes The purpose of Investigation 12A is to describe the track taken by a hurricane that occurred in the western North Atlantic Ocean and to indicate the probable position of highest storm surge when a hurricane takes landfall. Figures 1, 2, and 3 along with Tables 1 and 2 were used to answer questions 117. Figures 4 and 5 were used to answer questions 18-25. A hurricane is a tropical cyclonic storm system that has maximum sustained surface wind speeds of 119 km per hour of higher. Hurricanes are low-pressure centered rotating circulations. Hurricanes form over the warm tropical ocean and gain energy from heat released when water condenses in the storm system. Hurricane are one third the size of a typical cyclone of the middle latitudes. It forms a uniform mass of warm and humid air that has no fronts or frontal weather. Hurricanes can be detrimental because they cause flooding, strong winds, heavy rain and tornados. Hurricanes that affect eastern North America are usually formed in the Gulf of Mexico, the Caribbean Sea, or in the West African coast. Hurricanes initially are steered westward by trade winds, but sometimes curve northward or northeastward. Where the hurricane curves will determine what part of the United States it will effect. Not all hurricanes move this way. Hurricanes have been reported to move in circles or figure eights. Hurricane Katrina greatly affected the United States. It intensified to a category 5 storm with winds of 173 mph. It weakened to a category 3 storm when it hit land near the Louisiana-Mississippi border. The storm was very large and brought upon major flooding in the area. Because of this, students would probably be interested in learning about its path. Figures 1, 2, and 3 are different tropical storm advisories from the NHC Katrina Graphic Archives. I would have my students study these maps in order to answer the questions. They can get a better understanding of the path that Katrina took and why it was so detrimental for so many people. Students can also take a look at the North Atlantic Storm Tracks in order to better understand the hurricane systems that affect us every day. Investigation 12B: Hurricane Wind Speeds and Pressure Changes The purpose of Investigation 12B is to describe the relationship between the maximum wind speeds and the central pressure in a hurricane, categorize the damage potential of a hurricane based on wind speeds, and explain how wind speeds in hurricanes are affected by landfall. Figure 1 and Table 1 are used to answer questions 1-9. The wind speeds on Table 1 were used to plot the winds speeds every six hours onto Figure 1. These plotted points were connected with straight lines, and this line was used to answer questions. A coin was centered on the Figure 2. The coin was moved northeastward and counterclockwise along hurricane Wilma’s track to simulate the surface wind directions of the traveling hurricane. A vertical line was drawn on Figure 3 across the wind and pressure panels at 24 October 7 a.m. Figures 2 and 3 were used to answer questions 9-21. Hurricanes are intense tropical cyclones that are created over warm ocean waters. They gain momentum through energy transported to the atmosphere from the ocean through evaporation and condensation of water vapor within the hurricane and cumuliform clouds. Latent heat is released as the water vapor condenses, warming air that expands and rises as more humid air flows upward from the ocean. Air sinks within the storms center and warms. The less dense air in the center of the storm or eye of the storm exerts a lower pressure compared to the surrounding atmosphere. This produces intense inward horizontal pressure gradients that result in strong winds. This continues until the energy supply is disrupted which weakens the system. This can happen if the hurricane travels over colder waters or an encounter with land. Directly following studying Hurricane Katrina, I would have students study the path of Hurricane Wilma in Figures 1, 2, and 3. Students can analyze the graphs to study water levels and wind speeds at certain times. Students can see where Hurricane Wilma went and how it affected Miami and Naples. As always, being able to read and interpret graphs is a large part of the mathematics curriculum and I believe that studying hurricanes is a great way to get students engaged in the learning.