June 18, 2006
June 18, 2006
June 21, 2006
Division Experimentation & Lab-Oriented Studies
11.52.1 - 11.52.20
A Hands-on, Interdisciplinary Laboratory Program and Educational Model to Strengthen a Radar Curriculum for Broad Distribution
Introduction Severe and hazardous weather such as thunderstorms, downbursts, and tornadoes can take lives in a matter of minutes. In order to improve detection and forecast of such phenomena using radar, one of the key factors is fast scan capability. Conventional weather radars, such as the ubiquitous NEXRAD (Next Generation Radar developed in the 1980’s), are severely limited by mechanical scanning. Approximately 175 of these radars are in a national network to provide the bulk of our weather information.
Under the development for weather applications, the electronically steerable beams pro- vided by the phased array radar at the NWRT can overcome these limitations of the current NEXRAD radar. For this reason, the phased array radar was listed by the National Research Council as one of the primary candidate technologies to supersede the NEXRAD . By def- inition, a phased array radar is one that relies on a two-dimensional array of small antennas. Each antenna has the ability to change its phase characteristics, thus allowing the overall system to collectively locate speciﬁc interesting regions of weather. The NWRT is the na- tion’s ﬁrst facility dedicated to phased array radar meteorology. In addition, the demand for students trained in this area will be high as new radar technologies replace the ones designed 20 years ago, and as weather radar usage extends into areas such as homeland security. From the Federal Aviation Administration’s (FAA) perspective, the phased array radar technology developed at the NWRT will be used to enhance the safety and capacity of the National Airspace System. Moreover, this proposal is consistent with one of NOAA’s Mission Goals for the 21st Century: to serve society’s needs for weather information .
Long-term warnings have improved greatly over the last ﬁve years and are now being used for critical decision making . Further improvements are being aimed at providing longer warning lead times before severe weather events, better quantiﬁcation of forecast uncertainties in hurricanes and ﬂoods, and tools for integrating probabilistic forecasts with other data sets. Many other industries, groups, and individuals use weather information. For example, the construction industry uses weather information to schedule speciﬁc activities and to purchase materials. K-12 teachers use weather data to develop math and engineering skills in their students, which is essential for the future [4, 5, 6].
Following the classic Boyer Report, it is very important that no gap exists between teaching and research . In addition, faculty members who creatively combine teaching with research are essential to the improvement of undergraduate education [8, 9, 10, 11]. With this in mind, we now introduce the model that governs and sustains the teaching and research mission of our university laboratory, as depicted in Figure 1. The synergistic interaction between teaching and research, their drivers and end-results is also illustrated. These drivers can be classiﬁed into those of resource needs (e.g. qualiﬁed personnel) and technology related issues. Resource needs can be further classiﬁed into three types – (1) design and application engineers, (2) radar system integrators and managers, and (3) research and development scientists. These needs
Yeary, M., & Yu, T., & Palmer, R., & Biggerstaff, M., & Fink, L., & Ahern, C. (2006, June), A Hands On, Interdisciplinary Laboratory Program And Educational Model To Strengthen A Radar Curriculum For Broad Distribution Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--129
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