InTeGrate Modules and Courses >Coastal Processes, Hazards and Society > Student Materials > Section 2: Introduction to Coastal Zone Hazards: Long and Short-term Processes of Change and Their Impacts on Society > Module 5: Coastal Catastrophes: Storms and Tsunamis > University Park ONLY: Formative Assessment Part I: Option B: Historical Hurricane Track Analysis: Hurricane Andrew
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Initial Publication Date: December 7, 2016

University Park ONLY: Formative Assessment Part I: Option B: Historical Hurricane Track Analysis: Hurricane Andrew

Instructions:

Accessing the historical hurricane tracks database is relatively easy, but refer to the video to help if you experience any difficulties.
Part I Questions: Tracking Hurricane Andrew, 1992

Files

Download worksheet  (Microsoft Word 2007 (.docx) 19kB Sep7 16)

Download Rubric (Microsoft Word 2007 (.docx) 16kB Sep7 16)

Part I Questions: Tracking Hurricane Andrew, 1992

  1. Using the Historical Hurricane Tracks database, find Hurricane Andrew, which occurred in 1992. This storm was the most costly hurricane in US history prior to Katrina. On what date did the storm develop its first Category 1 status?
  2. The mean sustained winds (MSW) at this point were about _____ knots?
  3. Study the track of the storm. Hurricane Andrew made three landfalls. Each time it hit land, it lost some of its strength before re-intensifying. Why did the storm lose some of its power when it hit land?
  4. What was the MSW (in knots) when the storm made its second landfall?
  5. Given the three landfall events, and the knowledge you have of coastline geology and geomorphology, which of the three landfall locations would have had the highest storm surge levels? Be able to support your answer with specific reasons. If you are challenged to answer this question, check out this NOAA site for specific details about the storm and its surge.
  6. From start to finish, what was the life cycle of Hurricane Andrew (in days)? Is this period particularly long or is this a typical lifespan for a tropical storm system?

Part II Questions: Impacts of other "Large-Scale" Tropical Storms

  1. Based on a brief overview of the websites identified in this module and your readings, what ocean area and country of the world have the deadliest tropical storms?
  2. Given that one country in particular has had 6 out of 10 of the most catastrophic storm events in terms of deaths, why has this region had such large numbers of people killed? Your answer should delineate something about the geography, geology, and geomorphology of the region and how specifically this contributes to the large number of deaths. To help answer this question, you might want to refer back to Unit 1: Modules 2 and 3 for assistance.
  3. How about deadliest storms in the U.S? Provide the name, date, intensity, and number of deaths for the top 3 storms in U.S. history. Wunderground U.S. deadliest storms resource
  4. According to weather underground, prior to Hurricane Sandy, what were the top three most costly hurricanes in U.S. in terms of monetary impact? What was the combined total costs of these storms? Wunderground U.S. costliest storms resource
These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »