Sunday, 26 May 2013

NOAA Predicts Active to Extremely Active Atlantic Hurricane season.

IDL TIFF file


(Source NOAA) –  NOAA’s Climate Prediction Center is is forecasting an active or extremely active season in 2013. This Image of Hurricane Sandy was taken by GOES 13 which recently failed leaving GOES 14 to fill its roll and no spare GOES satellites. GOES 13 also captured this video of the life and death of Hurricane Sandy.
For the six-month hurricane season, which begins June 1, NOAA’s Atlantic Hurricane Season Outlook says there is a 70 percent likelihood of 13 to 20 named storms (winds of 39 mph or higher), of which 7 to 11 could become hurricanes (winds of 74 mph or higher), including 3 to 6 major hurricanes (Category 3, 4 or 5; winds of 111 mph or higher).
These ranges are well above the seasonal average of 12 named storms, 6 hurricanes and 3 major hurricanes. NOAA also offers historic hurricane tracks online.
“With the devastation of Sandy fresh in our minds, and another active season predicted, everyone at NOAA is committed to providing life-saving forecasts in the face of these storms and ensuring that Americans are prepared and ready ahead of time.” said Kathryn Sullivan, Ph.D., NOAA acting administrator. “As we saw first-hand with Sandy, it’s important to remember that tropical storm and hurricane impacts are not limited to the coastline. Strong winds, torrential rain, flooding, and tornadoes often threaten inland areas far from where the storm first makes landfall.”
Three climate factors that strongly control Atlantic hurricane activity are expected to come together to produce an active or extremely active 2013 hurricane season. These are:
  • A continuation of the atmospheric climate pattern, which includes a strong west African monsoon, that is responsible for the ongoing era of high activity for Atlantic hurricanes that began in 1995;
  • Warmer-than-average water temperatures in the tropical Atlantic Ocean and Caribbean Sea; and
  • El NiƱo is not expected to develop and suppress hurricane formation.
“This year, oceanic and atmospheric conditions in the Atlantic basin are expected to produce more and stronger hurricanes,” said Gerry Bell, Ph.D., lead seasonal hurricane forecaster with NOAA’s Climate Prediction Center. “These conditions include weaker wind shear, warmer Atlantic waters and conducive winds patterns coming from Africa.”
NOAA’s seasonal hurricane outlook is not a hurricane landfall forecast; it does not predict how many storms will hit land or where a storm will strike. Forecasts for individual storms and their impacts will be provided throughout the season by NOAA’s National Hurricane Center.
New for this hurricane season are improvements to forecast models, data gathering, and the National Hurricane Center communication procedure for post-tropical cyclones. In July, NOAA plans to bring online a new supercomputer that will run an upgraded Hurricane Weather Research and Forecasting (HWRF) model that provides significantly enhanced depiction of storm structure and improved storm intensity forecast guidance.
Also this year, Doppler radar data will be transmitted in real time from NOAA’s Hurricane Hunter aircraft. This will help forecasters better analyze rapidly evolving storm conditions, and these data could further improve the HWRF model forecasts by 10 to 15 percent.
The National Weather Service has also made changes to allow for hurricane warnings to remain in effect, or to be newly issued, for storms like Sandy that have become post-tropical. This flexibility allows forecasters to provide a continuous flow of forecast and warning information for evolving or continuing threats.

GOES 13 Weather Satellite Fails




With the recent EF5 Tornado in and loss of life in Moore Oklahoma the importance of continuous coverage by weather satellites is even more important and evident. One of the main Satellites NOAA uses to monitor the eastern United States, GOES 13 has failed. The satellite issue started on May 22nd at 03:40 UTC. The satellite failed to deliver images and engineers were called in to asses the issue. Attempts were made to recover the satellite imaging capability but these were unsuccessful. GOES 15 was pressed into service to temporally fill the data gap by placing it in a full disk schedule.
GOES 13 was placed into storage mode while NOAA determines the next steps to take in possible recovery of the satellite. GOES 14 has been activated and will be configured in order to replace GOES 13. GOES 13 was launched in 2006 and was expected to have a 10 year life span. This is the second issue thus far with GOES 13, it also fail doe three weeks in September 2012. With the re-positioning of GOES 14 to back fill GOES 13 there are no more on orbit spare GOES satellites.
GOES stands for Geostationary Environmental Operational Satellite. The satellites orbit the earth at the same speed the earth rotates. In this way the satellites stay fixed in the same location over the planet.

THE PROCESS OF SCIENCE




The process of science is a way of building knowledge about the universe — constructing new ideas that illuminate the world around us. Those ideas are inherently tentative, but as they cycle through the process of science again and again and are tested and retested in different ways, we become increasingly confident in them. Furthermore, through this same iterative process, ideas are modified, expanded, and combined into more powerful explanations. For example, a few observations about inheritance patterns in garden peas can — over many years and through the work of many different scientists — be built into the broad understanding of genetics offered by science today. So although the process of science is iterative, ideas do not churn through it repetitively. Instead, the cycle actively serves to construct and integrate scientific knowledge.


Benefits and Outcomes

BENEFITS OF LEARNING SCIENCE

A better education in science for your child can also mean better things for society by helping students develop into more responsible citizens who help to build a strong economy, contribute to a healthier environment, and bring about a brighter future for everyone. As Science for All Americans points out, a good science education help students "to develop the understandings and habits of mind they need to become compassionate human beings able to think for themselves and to face life head on. It should equip them also to participate thoughtfully with fellow citizens in building and protecting a society that is open, decent, and vital".
The more science-literate individuals are, the stronger their society can be. Specifically, the lessons and skills science gives us can have repercussions that help make for more responsible citizens, a strong economy, a healthier environment, and a brighter future for everyone. Here's how:
  • By producing more responsible citizens
    Students who have learned to think critically and have a healthy dose of skepticism can better make their own, informed decisions, which can make them more enlightened, informed voters and stronger consumers. Also, the sense of responsibility and caution that science provides - along with the understanding of how things work (be they chemical reactions, human development, or nutritional needs) – can help future parents to provide safe, healthy environments for their own children, and be more responsible pet owners and neighbors.


  • By helping to build a strong economy
    The communication, research, reporting, and collaboration skills that science provides can produce a generation of individuals who are better prepared for any career and can make greater contributions to society. Also, students who have a solid knowledge base in science will later be more open to emerging technologies and ideas that can boost businesses and stimulate the economy.


  • By contributing to global health
    Scientific achievements have led to longer, healthier, better lives. A generation that understands and honors or celebrates past achievements will welcome and pave the way for future discoveries and inventions that will improve physical and mental health. And a healthier society means a more productive society.


  • By contributing to a informed decisions that impact the world
    By emphasizing and explaining the dependency of living things on each other and on the physical environment, science fosters the kind of intelligent respect for nature that can inform decisions on the uses of technology to improve the world for humans and all living things.


  • By ensuring future support of scientific research and advancements
    A society aware of the benefits of science and technology will work to ensure it remains scientifically and technologically competitive. Also, a science-literate society will provide the necessary support, funding and promotion to ensure future generations continue to improve upon modern advances that benefit everyone.
Interested in more? Check out these additional resources!
  • Science for All Americans online
    http://www.project2061.org/tools/sfaaol/Intro.htm
    This introduction to Science for All Americans from Project 2061 of the American Association for the Advancement of Science explains why a good science education is essential for all citizens in a world increasingly shaped by science and technology.

  • National Science Education Standards
    http://www.nap.edu/readingroom/books/nses/html/action.html
    The introduction to these national standards of the National Academies is a "call to action" to show how science education benefits society.

  • Science + Literacy Drug Education Partnership
    http://ehrweb.aaas.org/scilit/
    Find out about the Science + Literacy Drug Education Partnership project designed to improve access to health and science information for all people.

  • Bureau of Labor Statistics (BLS)
    http://www.bls.gov/news.release/ooh.t01.htm
    This page from the BLS's 2002-03 Occupational Outlook Handbook, 2000-2010 shows that of the 30 fastest growing occupations projected for 2000-2010, computer-related and health-related occupations – which require a solid understanding of science – comprise 27 out of the top 30 fields.

  • The nifty50
    http://www.nsf.gov/od/lpa/nsf50/nsfoutreach/htm/n50_z2/pages_z3/text_list.htm
    The nifty50 are inventions, innovations and discoveries funded by the National Science Foundation that have become commonplace in our lives.

  • How Stuff Works
    http://science.howstuffworks.com/
    The science page of the "How Stuff Works" site leads you on a behind-the-scenes tour of the science that is all around us.

  • Science history and science in society links
    http://echo.gmu.edu/center/
    This online information center is part of George Mason University's ECHO, "Exploring and Collecting History Online" and features a virtual library for the history of science, technology, and medicine.

WHAT IS SCIENCE & TECHNOLOGY STUDIES?

In light of the importance of science and technology (S&T) in the world today, there is a need for scholarly work on its social dimensions. The Department of Science & Technology Studies is dedicated to research and teaching about scientific knowledge and technology in its social context. In their research, faculty members examine S&T both in contemporary societies and through historical investigations. The goal is to build a body of theory and empirical findings about:

 

  • The social processes through which scientific and technical knowledge—whether packaged into texts, people, machines, images, or other forms—is created, evaluated, challenged, spread, transformed, and fitted into social relations.
  • The ways people use, reconfigure, and contest scientific knowledge and technology.
  • The normative issues entangled in scientific and technological developments.
  • The place of science and technology in the modern world.

SCIENCE GAMES : HAVE FUN....!

http://www.learninggamesforkids.com/science_experiments/sc-science-letterfall.html

http://www.learninggamesforkids.com/science_experiments/science-match-three.html

http://www.learninggamesforkids.com/science_experiments/sc-science-hangmouse.html

http://www.learninggamesforkids.com/science_experiments/science-word-o-rama.html

SCIENCE SONGS FOR STUDENTS

http://www.youtube.com/playlist?list=PLoj4HiBR-4VBLbw0YFmPy-ky3B9F0wbds