Transcript aashe_presentation_2011 - Association for the Advancement of

A Great Primer for Green College Programs
Dr. Jim Brey
Director
AMS Education Program
AASHE 2011
• Founded in 1919
• Over 14,000 members
• Organizes over a dozen conferences annually
• Publishes 11 leading journals
• Certifies consultants and broadcasters
• Significant educational activity since 1990
• Non Profit 501 c3
Promote the development
and dissemination of information and
education on the atmospheric and related
oceanic and hydrologic sciences and the
advancement of their professional
applications in service to society.
To better equip students in science and math through:
Professional development opportunities for teachers
nationwide
• Free graduate credits through SUNY Brockport
Facilitating the development of partnerships among
institutions and individuals
Innovative undergraduate course packages licensed to
universities, colleges, and community colleges
• Including significant numbers of Minority Serving
Institutions (MSIs)
Prepare the next generation of
earth scientists by promoting
workforce development
Provide insight into the
excitement of Earth system
science
Encourage members of
underrepresented groups to
aspire to an Earth science career
Introduce role models to
emulate
• Global Change Issues
• Environmental Hazards
• Biodiversity and Environmental Health
• Globalization
• Human Interactions with the Earth
System
• Technology and Access to Information
• Water Issues
• Air and Water Quality
• Sustainability
AMS
Weather
Studies
AMS
Ocean
Studies
AMS
Climate
Studies
• Introductory courses where students use real-world and real-time data
• Emphasis on hands-on investigations and critical thinking skills
• Designed by and licensed through the AMS
• Can be offered in a variety of learning environments
• NASA, NOAA, and NSF-supported Diversity Projects
facilitate implementation at
Minority Serving Institutions (MSIs) nationwide
• Developed with support from NASA
• Focuses on the science, but also addresses the societal impacts that
draw the attention of students
• The same effective turnkey package as AMS Weather Studies and
AMS Ocean Studies
• Also, serves as a great primer for students entering technical ‘green’
programs
• Licensed by more than 20 institutions since implementation in Fall
2010
• Foundations of Earth’s climate system,
including climate dynamics
• Basic understandings of climate behavior
• Contributions of human activities
to climate change
• Societal and ecosystem vulnerability
and response to climate variability and change
• Political and economic aspects of climate change
• The challenge of achieving sustainable
development
Fully-integrated packages; contain both printed and online learning
materials
 Comprehensive 15-chapter, full color, hard cover textbook
 Investigations Manual with 30 laboratory-style activities
 Course website
 Faculty website
 Faculty resource CD
 Course Management System-compatible files
• Case-in-Point
 Real-life event/issue that highlights one of
the main concepts covered in the chapter
• Driving Question
 Provides a central focus
• Chapter Narrative
 Science-rich content
• Basic Understandings
 Key points highlighted at the end of each chapter
• Review and Critical Thinking Questions
• Essays
 Supplement topics covered within each chapter
 Increasing Energy Efficiency
 Implications of an Open Arctic Ocean
 Permafrost and Climate Change
Includes 30 lab-type investigations (2 per chapter)
• AMS Weather Studies
 Recent meteorological case studies and an overview of the day’s weather
• AMS Ocean Studies
 Inflatable globe guides visualization of complex ocean phenomena (such as
tides, El Niño/La Niña, and tsunami trajectories)
• AMS Climate Studies
 Newly revised AMS Conceptual Energy Model
 Visualizing the effects of changing atmospheric composition
Excerpt from
Investigation 9B:
Methane Hydrates
(from the Investigations Manual)
“Attempts to collect oil leaking into the Gulf of Mexico with a giant dome have
failed after it became clogged with methane hydrates.”
- Nature.com (May 10th)
“As we were placing the dome over the leak source a large
volume of hydrates formed inside the top of the dome…”
- BP Chief Operating Officer Doug Suttles
Diagram shows why methane hydrate
formed when methane and water mixed
inside the dome.
•
Plot a point at a depth of 1500 m and
temperature of 5.5 ºC, representing
the conditions at the seafloor well site.
•
It falls within the yellow portion of
the diagram indicating stable
conditions for the existence of
methane hydrate.
Figure 2: Methane Hydrate Phase Diagram denoting
depth (i.e., pressure) and temperature at which methane
hydrate can exist. [National Energy Technology
Laboratory, DOE]
Weekly Climate/Weather/Ocean
News
Current Climate/Weather/Ocean Studies
(Online lab component)
Example on next slide
Links to current environmental data:
• Climate Information
• Climate Variability
• Climate Change
• Societal Interactions & Climate
Policy
Preview Course Website!
Excerpt from
Current Climate Studies 8:
(from the Course Website)
The increased concentrations of heat-trapping gases are the primary causes of global warming.
CO2 has an especially large effect…because it lingers for a long time as an atmospheric
constituent. Once in the atmosphere, centuries pass before it comes into equilibrium with the
carbon reservoirs of the ocean, biosphere, and geosphere.
Figure 1. Retention of CO2
pulse in Earth’s atmosphere
(assuming a lifetime of 100
years) [Based on CDIAC/ORNL
data]
100
90
80
Percent Remaining
4. According to Figure 1, a
hundred years after the CO2 pulse
into Earth’s atmosphere at Time 0,
about [(1)(14)(37)(100)] % of it
will remain in the air.
Percent of CO2 Impulse Remaining in Earth's
Atmosphere
70
60
50
40
30
20
10
0
0
50
100
150
200
250
Years
300
350
400
450
500
Excerpt from CCS continued
• A person’s carbon footprint = sum of all CO2 emissions that are directly and
indirectly associated with his/her activities over a given time frame (usually a
year).
• You, as a resident of the U.S., have on average the largest per capita carbon
footprint in the world compared to individuals in most other countries.
• To estimate your own carbon footprint and to explore ways you could
downsize your CO2 emissions, go to the EPA's Climate Change-Greenhouse
Gas Emissions website (found on the Course Website!)
Excerpt from
Investigation 1B:
Follow the Energy!
(from the Investigations
Manual)
Driving Question:
How does energy enter, flow
through, and exit Earth’s
climate system?
Check it out ONLINE!
The AMS CEM is a simple conceptual model that demonstrates climate as
a planet system's response to external forcing (radiant energy from the
Sun) and the amount of energy that is held in the system.
Faculty CD
• Faculty manual
• Textbook images suitable for PowerPoint
presentations
• Test bank questions
• Answers to review & critical thinking questions
• Course Management System-compatible files
Faculty Website
•
•
Weekly discussions
Answer keys
Faculty Mentoring
•
Available by other AMS-trained faculty members
• Respondus software converts formatted files to Blackboard, WebCT,
ANGEL, Desire2Learn, Moodle, and other CMS files
• CMS files facilitate student response online and automatic grading of
responses for instructor
• Respondus-formatted files:
 Investigations Manual
(faculty CD and website)
 Current Climate Studies, Current Ocean Studies, and
Current Weather Studies
(faculty website)
 Test bank questions
(faculty CD)
Instructor
Setting
• Course offering by experienced science faculty
or those new to teaching the subject matter
• Range from traditional lecture-based to totally
online
• Receive local institutional credit
• Purchase course materials through local
Students
bookstore
AMS Ocean Studies
students at Washington
Adventist University on
a research boat
•
•
Since 2002, AMS has initiated course implementation at MSIs through NSFsupported Geoscience Diversity/National Dissemination Projects.
Participating U.S. institutions include Historically Black College and Universities,
Hispanic Serving Institutions, Tribal Colleges and Universities, Alaska Native, and
Native Hawaiian Serving Institutions.
AMS Ocean Studies Diversity Project
 75 institutions
 More than 3000 students
AMS Weather Studies Diversity Project
 145 institutions
 More than 10,000 students
AMS Climate Studies Diversity Project
 Partnering with Second Nature
 Workshops will begin early summer 2012
• AMS Climate, Ocean, and Weather Studies have introduced
geoscience education to more than 650 institutions.
• Turnkey course design make possible course introduction at MSIs and
other institutions globally.
• Courses encourage additional student explorations of the
geosciences, possibly leading to science careers.
• AMS Water Studies currently in planning phase, developmental
funding will be sought.
• AMS Climate Studies Diversity Project currently in planning phase.
Workshops will begin in early summer 2012.
• AMS Weather Studies and AMS Weather Studies Diversity Project were funded
by NSF grants GEO-0119740 (OEDG) and DUE-0126032 (CCLI_ND)
• AMS Ocean Studies Diversity Project is supported by NSF grant DUE-0442497
(CCLI-ND)
• AMS Climate Studies is supported by NASA grants NNX-09AP58G and NNX08AN53G
• AMS Climate Studies Diversity Project is supported by NSF grant “AMS Climate
Studies: Fostering Climate Science Literacy and Promoting Minority
Participation in the Geosciences.”
Deepwater Horizon Oil Spill Articles
• http://blogs.nature.com/news/thegreatbeyond/2010/05/_giant_do
me_fails_to_fix_deepw.html
• http://www.marinelog.com/DOCS/NEWSMMIX/2010may00081.html
American Meteorological
Society
1120 G Street NW
Suite 800
Washington, DC 20005
www.ametsoc.org/amsedu
Email:
[email protected]
[Copyright 2009, Joel Pett.]
Jim Brey
Director
AMS Education
Program
[email protected]
202-737-1043