The Third Day of Southwest Florida High School Weather Camp 2017
By Aaron S. (7/19/17)
It’s my time to write the daily summary about the 2017 Southwest Florida High School Weather Camp. We did many exciting things, such as a video chat with Orlando’s News 13 meteorologist Maureen McCann. We discussed her weather career and career choices for students who may choose to major in meteorology (like myself). We also talked briefly with her co-workers. They emphasized that math and physics play a big part in meteorology. Mr. Mogil added that much of the math in meteorology involves figuring out the physics of weather work in the natural world.
Another fun thing we did was measure dew point, the “old-fashioned” way. We conducted an experiment to measure dew point temperatures using water, a metal can, ice cubes, and thermometer. We first filled the can with water and put it outside so that the water would settle at an ambient air temperature. We were then able to measure the dew point by adding in and observing the melting of one ice cube at a time, and, then, taking regular measurements of the water temperature as we also observed the outside of the can for condensation. We eventually reached the dew point – the temperature at which condensation formed on the outside of the metal can. The one thing I can say, having conducted that experiment, is that it’s very humid in Florida. I measured a dew point of 22.5 degrees Celsius, or 72.5 degrees Fahrenheit. I also learned that fog forms at high humidity readings. One important thing we learned, which made me re-think meteorology, is how writing and speech are life-long skills that even scientists like meteorologists need to use. Writing is used in meteorology when forecasters put out a text forecast for you to see how your day will play out.
However, meteorologists sometimes make mistakes in their written communication of weather forecasts. For example, words may be misspelled, or unnecessary information may be added to forecast outlooks. Verbal communication is another big part of meteorology. It is used in the dissemination of weather information and also at professional conferences like AMS (American Meteorological Society). Mr. Mogil’s intern, Matt Bolton, spoke to us about some of his personal experiences attending conferences, and did a fantastic job explaining writing and speech while tying in his personal experiences. The next activity we did was an analysis of real-data weather maps. We were split up into groups and each assigned a different data variable to analyze.
I worked on surface pressure while others worked on dew point or surface temperature in the Midwest. Our overall result was a storm system bringing severe weather in parts of Minnesota. Personally, I found it difficult at first; but, as time went on, drawing my pressure contours became progressively easier and allowed me to experience something many meteorologists do on a daily basis. This lead to discussion of meso-cyclone thunderstorms and how complicated they are compared to typical thunderstorms. They usually form along frontal systems, which can bring significant differences in all sorts of different weather characteristics, which in turn cause severe weather. This is fascinating to me because locally in Florida, it’s not common for storms like meso-cyclones to form within typical Florida thunderstorms.
Overall, considering all the things I’ve learned at this camp so far, I think becoming a meteorologist is in my future. Both instructors show a great amount of passion for weather and for teaching weather to students. I enjoyed talking to my peers about our passion for weather. Listening to others, like Maureen McCann, about becoming a meteorologist and potential career options in the meteorology field. I also enjoyed learning about the Collier County Emergency Operations Center and how they help people when a disaster strikes the area. I am excited to see what the rest of the week brings!
© H. Michael Mogil and Matt Bolton, 2017
NOTE: As part of the camp experience, student summaries were critiqued by camp leaders and fellow campers. Then, edits and comments were shared in a group setting. This is part of the communication skill-building goals of the camp.