A Prototype Computer-Aided Meteorological Analysis Workstation for Undergraduate Instruction

9351904梅里尔“气象分析”是从不规则间隔的测量中估计大气中温度、压力、湿度和速度的四维分布的过程。可以使用客观的计算机方法来生成网格场，但教育工作者一致认为，通过绘制上述变量等值线的“天气图”来学习基本原理是最好的。当需要最高质量的分析时，也可以在研究和预测中使用人工方法。必要的可视化、推理和图形能力是在两门或两门以上的本科课程中学习的。人工分析有三个主要缺点：1)讲授和应用它非常耗时，2)定量的物理约束(如气压和风之间的平衡)很难纳入，以及3)产生的分析(图)不容易用于后续的物理过程计算，这通常需要有限差的网格上的值。我们正在开发一个计算机辅助气象分析(CAMA)实验室，它将克服这些限制，同时保留人工分析的优势。分析学学生能够在连接到CAMA工作站的笔式平板上绘制等值线，并立即将其重塑为网格化的字段。这些工作站可提供有关其工作的准确性和一致性的即时反馈，使教员可以将更多的时间花在口译上，而不是花在机械上。CAMA还通过允许学生直接从他们的分析中诊断动态过程，将现有的分析课程直接与理论气象学联系起来。CAMA还在研究中立即找到了应用，最终也在天气预报中找到了应用，并在必须分析流体状态变量的地方得到了更广泛的应用。

9351904 Merrill "Meteorological analysis" is the process of estimating the four- dimensional distribution of temperature, pressure, humidity, and velocity in the atmosphere from irregularly spaced measurements. Objective computer methods which produce gridded fields are available, but educators agree that the underlying principles are best learned by drawing "weather maps" of isopleths of the above variables. Manual methods are also used in both research and prediction when the highest quality analyses are needed. The necessary visualization, reasoning, and graphical abilities are learned in a series of two or more undergraduate courses. There are three main drawbacks to manual analyses: 1) teaching and applying it is very time consuming, 2) quantitative physical constraints (such as balance between the pressure force and the wind) are difficult to incorporate, and 3) the resulting analyses (maps) are not readily usable for subsequent calculations of physical processes, which typically require values on a grid for finite differences. We are developing a Computer-Aided Meteorological Analysis (CAMA) laboratory which will overcome these limitations while retaining the advantages of manual analysis. Analysis students are able to draw isopleths on a pen tablet attached to the CAMA workstation and have them immediately recast as a gridded field. The workstations provide immediate feedback about the accuracy and consistency of their work, allowing the instructor to spend more time on interpretation and less on mechanics. CAMA also links the existing analysis curriculum directly with theoretical meteorology by allowing students to diagnose dynamic processes directly from their analyses. CAMA also is finding immediate applications in research and eventually in weather forecasting as well, and has wider application wherever analyses of state variables of fluids must be made.