Difference between revisions of "CS382:Unit-hurricanes"

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* Hurricane tracking-- like the data that was shown to CS128, we can have them simulate the paths of hurricanes, severity, etc.
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* Tsunami simluation-- similar to the above, except... with tsunamis. [edit: upon further investigation, tsunamis seem less model-able and are more a matter of using sensors and communication systems to detect them and broadcast warnings]
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* If we're trying to generate interest, I think it would be good to initially give them huge models of catastrophic events that, to put it crudely, feel "awesome"; Just something to give them the ability to say "Well, WE just simulated a friggin' hurricane that tore across the east coast of the U.S." It might help plug them into the class.
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**http://en.wikipedia.org/wiki/Tropical_cyclone_forecast_model (has descriptions of various models for tracking cyclones and hurricanes)
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**http://en.wikipedia.org/wiki/Hurricane_Weather_Research_and_Forecasting_model
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**http://en.wikipedia.org/wiki/HAZUS
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Hurricane tracking-- like the data that was shown to CS128, we can have them simulate the paths of hurricanes, severity, etc.  If we're trying to generate interest, I think it would be good to initially give them huge models of catastrophic events that, to put it crudely, feel "awesome"; Just something to give them the ability to say "Well, WE just simulated a friggin' hurricane that tore across the east coast of the U.S." It might help plug them into the class. This also goes along with those four "criteria for happiness," where we can perhaps get students more engaged by making them feel like they're doing something huge that relates to the rest of the world.
 
Hurricane tracking-- like the data that was shown to CS128, we can have them simulate the paths of hurricanes, severity, etc.  If we're trying to generate interest, I think it would be good to initially give them huge models of catastrophic events that, to put it crudely, feel "awesome"; Just something to give them the ability to say "Well, WE just simulated a friggin' hurricane that tore across the east coast of the U.S." It might help plug them into the class. This also goes along with those four "criteria for happiness," where we can perhaps get students more engaged by making them feel like they're doing something huge that relates to the rest of the world.
 
*http://en.wikipedia.org/wiki/Tropical_cyclone_forecast_model (has descriptions of various models for tracking cyclones and hurricanes)
 
*http://en.wikipedia.org/wiki/Tropical_cyclone_forecast_model (has descriptions of various models for tracking cyclones and hurricanes)
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* Look around, possibly at GCM (Global Climate Model)
 
* Look around, possibly at GCM (Global Climate Model)
 
** Potential one to look into: http://www.astr.ucl.ac.be/users/matthews/jcm/
 
** Potential one to look into: http://www.astr.ucl.ac.be/users/matthews/jcm/
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** EdGCM
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*** EdGCM is no longer available for free

Latest revision as of 08:35, 16 February 2009

  • Hurricane tracking-- like the data that was shown to CS128, we can have them simulate the paths of hurricanes, severity, etc.
  • Tsunami simluation-- similar to the above, except... with tsunamis. [edit: upon further investigation, tsunamis seem less model-able and are more a matter of using sensors and communication systems to detect them and broadcast warnings]
  • If we're trying to generate interest, I think it would be good to initially give them huge models of catastrophic events that, to put it crudely, feel "awesome"; Just something to give them the ability to say "Well, WE just simulated a friggin' hurricane that tore across the east coast of the U.S." It might help plug them into the class.

Hurricane tracking-- like the data that was shown to CS128, we can have them simulate the paths of hurricanes, severity, etc. If we're trying to generate interest, I think it would be good to initially give them huge models of catastrophic events that, to put it crudely, feel "awesome"; Just something to give them the ability to say "Well, WE just simulated a friggin' hurricane that tore across the east coast of the U.S." It might help plug them into the class. This also goes along with those four "criteria for happiness," where we can perhaps get students more engaged by making them feel like they're doing something huge that relates to the rest of the world.

Comments

Pros

  • Something they can feel good at and they can relate to the rest of the world, as well as being powerful and badass

Cons

  • Doesn't look like there are many open source hurricane models that we could use in this class.
  • Hurricane tracking difficult to teach them about (in itself), also this isn't something that humans can have any effect on in the real world.

To Do

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