Analysis of Cloud-to-Ground Lightning in Hurricane Andrew.

Abstract

In August of 1992, Andrew joined a long list of tropical storms that have caused considerable damage and loss of life as they made landfall near a populated area. However, Andrew was unique in the sense that no previous landfalling tropical storm in the United States has provided such an excellent opportunity to study the cloud-to-ground (CG) lightning associated with this type of storm. While numerous thunderstorm systems, particularly the severe storms of the Great Plains, have been studied for lightning characteristics, the ability to conduct similar studies on hurricanes has been limited due to the small number which have occurred since the relatively new National Lightning Detection Network has been operational. 17,036 CG strikes over a 77 hour period were attributed to either the eyewall region or the primary spiral rainbands of Andrew. The overall distribution by polarity of the lightning was found to be 2.1% positive and 97.9% negative. As the storm was dissipating over land in Mississippi all lightning observed near the pressure center was positive. Throughout the lifetime of the storm, the negative first stroke peak current decreased while the positive first stroke peak current increased.

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Document Details

Document Type
Technical Report
Publication Date
May 01, 1995
Accession Number
ADA299713

Entities

People

  • William R. George

Organizations

  • Air Force Institute of Technology

Tags

Communities of Interest

  • Energy and Power Technologies
  • Materials and Manufacturing Processes
  • Sensors
  • Space

DTIC Thesaurus Topics

  • Air Force
  • Climate Change
  • Cloud Physics
  • Computers
  • Data Sets
  • Detection
  • Detectors
  • Direction Finders
  • Direction Finding
  • Hurricanes
  • Lightning
  • Meteorology
  • Satellite Imaging
  • Storms
  • Tropical Cyclones
  • United States
  • United States Transportation Command

Fields of Study

  • Environmental science

Readers

  • Atmospheric Science/Meteorology
  • Educational Psychology