Transcript Critical thinking in interdisciplinary science using

Critical thinking in interdisciplinary
science using Katrina
Catherine Gautier
UC Santa Barbara
Living with Global Warming
Class Overview
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Learner-centered class
Intended Learning Outcomes
Students’ understanding requires interdisciplinary learning
Students come with different disciplinary backgrounds => Need
teaching approaches adapted to heterogeneous student body
• Climate Change Science has much uncertainty and different
interpretations of data => Need to develop students critical thinking
ability
• Climate Change Science is a very broad field (= not possible to
teach everything) and evolving rapidly => Need to give the students
the tools and motivation to study by themselves and become lifelong learners
• Climate Change understanding requires the contribution of every
one => need to handle diversity and use collaboration and
cooperation
Class Content Overview
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Global Warming Overview
Population
Earth Energetics and Radiation
Principles
Atmosphere
Greenhouse Effect and
Greenhouse Gases
Carbon Cycle and Carbon
Sequestration
Aerosols Effect
Ocean Circulation and Coupling
with the Atmosphere
Climate Modeling
Climate Forcing, Feedback,
Sensitivity and Modeling
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Past Climate and Natural
Variability
Global and Arctic Impacts
Regional Impacts: California,
Hurricane, Deforestation
Water Cycle
Life Style and Energy Utilization
Emission Limitations and Kyoto
Protocol
Carbon Trading and New
Economy
Adaptation and Mitigation
Energy and Transport in the
Future
Solving Climate Problem for
next 50 years
Class Activities
• Pre-class activities
– Readings from reader or book
– Submissions of critical thinking activity results
• Meta-analysis of reading to connect with prior
knowledge
• In-class discussions in small groups
• Lab activities modeling and scenarios
analysis and evaluation of consequences
• Mid-term and final critical thinking projects
Mid-term Project
Hurricanes in a warmer world
The example of Katrina and New Orleans
• Objective: demonstrate critical
understanding of the science and the impact
of global warming.
• Can use any material to support points and
the Internet to find answers to the questions
• Must reference all published material
(including web material).
• 10-page length
Science and Impacts Components
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Formation – Why do hurricane form? How do they form? What is needed for them to
form? Why do they form where they do?
Structure – Once they have formed, how do they get organized and what is their
organization?
Prediction – What is being predicted, how is it predicted and how well is it
predicted?
Connection to global warming – What is the potential connection between
hurricanes and global warming? Why should we be concerned? Why is this
connection still controversial? How did the recent IPCC summary report (Summary
for Policy Maker – SPM) address the controversy?
Relation to natural oscillations of the atmosphere-ocean system – What are the
other possible explanations for observed changes in hurricane characteristics?
Impacts – In what ways do hurricanes impact the land over which they land?
New Orleans impacts – What were the main impacts that occurred as the result of
Katrina in New Orleans in 2005?
Hurricanes in a warmer world – How could hurricane characteristics be modified by
global warming? Please give the reasons for uncertainties.
Hurricane impacts in a warmer world – What are the ways in which hurricane
impacts could be modified in a warmer world? Relate the increased impacts to the
changes in characteristics of the hurricanes
Op-Ed Essay
The example of Katrina and New Orleans
to reconstruct or not?
• Take a position about this topic and write an essay in the
form of an op-ed letter to a newspaper
• 1 -2 page letter describing and justifying position on topic
of the reconstruction considering, or not, the potential of
global warming
• If you do not consider global warming as a possibility you
will have to explain why
• Address all issues, including social, political, economical,
ethical etc…
Rubric – Writing Technique
Writing Technique of paper- 20 points
Construction and Fluidity - 10
points
Grammar and Mechanics10 points
Each section of the paper is constructed
in a clear and logical progression, with
flow of ideas and well developed
arguments. The paper is focused on the
questions at hand, and ideas cited are
supported by credible, scientific sources
which are listed at the end of the paper.
Sentence structure is varied and
displays proper use of
vocabulary. Understanding of
writing mechanics and grammar
conventions is clear.
Rubric - Content
Content of paper- 70 points
Formation, structure and
Prediction- 30 points
Connection to
Global warming
– 15 points
Natural oscillation10 points
General impacts of
hurricanes– 15 points
Student clearly and fully
describes the conditions under
which hurricane form, their
vertical structure, the basis for the
prediction of some of their
properties (including trajectory)
and how well the various aspects
of the prediction work. All written
descriptions demonstrate a clear
understanding of the processes
involved
Student clearly
shows how
hurricanes can be
linked to global
warming and the
evidence that exists
for this connection.
Student discusses
the weaknesses of
the argument if any
exist.
Students clearly
describes the rationale
supporting the argument
that natural oscillations
of the climate system
can be responsible for
the increase in hurricane
intensity in the Atlantic.
Student discusses the
weaknesses of the
argument if any exist.
Students clearly describes
the ways in which hurricane
can impact structures when
they land. Student
discusses the reasons for
increased financial cost of
these impacts.
Uncertainty
Scientific uncertainty
• It is premature to conclude that human activity--and particularly greenhouse
warming--has already had a discernible impact on Atlantic hurricane activity
• Model results about future hurricane are contradictory:
– Decreased frequency overall
– Possible increase of more intense hurricanes
• Need for more research and improved modeling
Impacts uncertainty
• Result from scientific uncertainty on hurricane frequency and strength
• Result also from human actions and decisions (e.g., building in vulnerable
regions)
• Most likely combined effects of sea level increase and storm intensity
• Address issue in the context of risk theory
– Should it be handled like an externality? E.g., making those who take the risk
(build in vulnerable regions, pay for it
– Assign a risk to regions based on best present knowledge