Current Courses and Material:
ATSC 5880 -- Aircraft Instrumentation (for Atmospheric Measurements) (Spring 2020)
CLASS ZOOM LINK
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https://uwyo.zoom.us/j/642003859
Meeting ID: 642 003 859
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+1 669 900 6833 US (San Jose)
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Meeting ID: 642 003 859
Textbook: Airborne Measuremetns for Environmental Research (TOC)
Mid-semester Homework Project DUE April 3
Final Semester Presentations -- Topics List & Presentation Dates
End-of-Semester Short Answer Questions DUE May 12
Readings
Chapt 2: Measurements of Aircraft State and Thermodynamic and Dynamic Variables
[Feb 3: sections 2.1, 2.2, 2.4, 2.7]
Airspeed Calculations: compressible vs. incompressible
[Feb 9: optional]
Calibration of an Airborne Turbulence Probe (Dobosy et al)
[Feb 9]
Appendix A (A.1 Measuring the 3-D Wind Vector Using a Five-Hole Probe)
[Feb 10: Section A.1, pg 1-9]
Chapt 2: Measurements of Aircraft State and Thermodynamic and Dynamic Variables
[Feb 24: sections 2.5 and 2.6 (Static Air Temperature & Water Vapor)]
Spencer Faber Thesis: Chapt 2--The Nevzorov Hotwire Probe
[Mar 9: chapter 2, pg 6-22]
AMS Monograph: Chapt 9 -- Cloud Ice Properties: In Situ Measurement Challenges
[Mar 9: Section 3, pg 9.10 - 9.14]
Reading for Cloud Probes: Particle Scattering and Imaging:
AMS Monograph: Chapt 9 -- Cloud Ice Properties: In Situ Measurement Challenges
[Apr 6: Sections 1 and 2, pg 9.1 - 9.10]
Class Recordings
March 30 -- 033020_Lecture.mp4
April 1 -- 040120_Lecture.mp4
April 6 -- 040620_Lecture.mp4
April 8 -- 040820_Lecture.mp4
April 13 -- 041320_Lecture.mp4
April 15 -- 041720_Lecture.mp4 (4/15 lecture moved to 4/17)
April 20 -- class postponed to 5/8
April 22 -- 042220_Lecture.mp4
April 27 -- 042720_Presentations.mp4
May 4 -- 050420_Presentations.mp4
May 6 -- 050620_Presentations.mp4
May 8 -- 050820_Lecture.mp4
Teaching Philosophy
My teaching philosophy focusses on finding ways to keep students engaged and challenged in the classroom. Most of the classes I teach apply basic physical concepts (thermodynamics of heat transfer, for example) to real-world atmospheric science problems. Topics are introduced to students during standard lectures. In order to engage students these 'lectures' often consist of dialog with the students. Questions during the lectures are not meant to test students' knowledge but rather encourage students to think about problems from varying perspectives. I like to be 'hands-on' when presenting mathematical derivations and problems. Rather than using powerpoint presentations full of equations, I present equations on a white board and step through derivations--discussing subtelties and physical connections that can often be lost when approached too quickly. Homework and test problems focus both on mathematical rigor and accurate interpretation of physical implications that can be gleaned from the math. In this way, the physical interpretation is just (or more!) important than the numerical solution.
Courses Taught (since 2015)
Year | Semester | Course Title |
---|---|---|
2019 | Fall | ATSC5010 Physical Meteorology I (grad) |
2019 | Fall | ATSC5018 Ethics and Research Methods (grad) |
2019 | Spring | ATSC5340 Radar Meteorology (grad) |
2018 | Fall | ATSC5010 Physical Meteorology I (grad) |
2018 | Fall | ATSC5018 Ethics and Research Methods (grad) |
2018 | Spring | ATSC2200 Severe and Unusual Weather (undergrad) |
2017 | Fall | ATSC5010 Physical Meteorology I (grad) |
2017 | Fall | ATSC5018 Ethics and Research Methods (grad) |
2017 | Spring | ATSC5880 Airborne Observations and Measurements (grad) |
2016 | Fall | ATSC5010 Physical Meteorology I (grad) |
2016 | Fall | ATSC5018 Ethics and Research Methods (grad) |
2015 | Fall | ATSC5010 Physical Meteorology I (grad) |
2015 | Fall | ATSC5018 Ethics and Research Methods (grad) |