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A Great Primer for Green College ProgramsA Great Primer for Green College Programs
Dr. Jim BreyDirector
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 developmentand 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.
Innovative undergraduate course packages licensed to universities, colleges, and community colleges
• Including significant numbers of Minority Serving Institutions (MSIs)
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
Encourage members of underrepresented groups to
aspire to an Earth science career
Prepare the next generation of earth scientists by promoting
workforce development
Introduce role models to emulate
Provide insight into the excitement of Earth system
science
• 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
•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
• 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
Includes 30 lab-type investigations (2 per chapter)
“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
Deepwater
Horizon Oil Spill
Deepwater
Horizon Oil Spill
Excerpt from Investigation 9B:
Methane Hydrates (from the Investigations Manual)
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!
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.
Percent of CO2 Impulse Remaining in Earth's Atmosphere
0
10
20
30
40
50
60
70
80
90
100
0 50 100 150 200 250 300 350 400 450 500
Years
Per
cen
t R
emai
nin
g
Figure 1. Retention of CO2 pulse in Earth’s atmosphere (assuming a lifetime of 100 years) [Based on CDIAC/ORNL
data]
Excerpt from Current Climate Studies 8: (from the Course Website)
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.
• 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 CCS continued
Driving Question: How does energy enter, flow
through, and exit Earth’s climate system?
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.
Check it out ONLINE!
Excerpt from Investigation 1B:
Follow the Energy! (from the Investigations
Manual)
• Faculty manual• Textbook images suitable for PowerPoint
presentations• Test bank questions• Answers to review & critical thinking questions• Course Management System-compatible files
• Weekly discussions• Answer keys
• Available by other AMS-trained faculty members
Faculty MentoringFaculty Mentoring
Faculty WebsiteFaculty Website
Faculty CDFaculty CD
• 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)
AMS Ocean Studies students at Washington Adventist University on
a research boat
AMS Ocean Studies students at Washington Adventist University on
a research boat
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
• Since 2002, AMS has initiated course implementation at MSIs through NSF-supported 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 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 NNX-08AN53G
• AMS Climate Studies Diversity Project is supported by NSF grant “AMS Climate Studies: Fostering Climate Science Literacy and Promoting Minority Participation in the Geosciences.”
• http://blogs.nature.com/news/thegreatbeyond/2010/05/_giant_dome_fails_to_fix_deepw.html
• http://www.marinelog.com/DOCS/NEWSMMIX/2010may00081.html
American Meteorological Society
1120 G Street NWSuite 800
Washington, DC 20005
www.ametsoc.org/amsedu
Email: [email protected]
Jim BreyDirector
AMS Education Program
202-737-1043
See us at Booth #215
[Copyright 2009, Joel Pett.]
