Using the AMS Online Course and Real-time Weather Data for Inquiry Based Learning

1. Using the AMS Online Course and Real-time Weather Data for Inquiry Based Learning Julie Snow Dep. of Geography, Geology, and the Environment Slippery Rock University of Pennsylvania

2. My classroom stats • Classroom size ~40 students • 95% non-science majors • Part of GEN ED requirements • Develop skill in using materials, techniques, tools, and technology central to STEM programs. • Demonstrates basic knowledge of facts, terms, concepts and theories central to STEM programs • Develop skill in using materials, techniques, tools, and technology central to STEM programs • Demonstrates synthesis and integration of information and ideas • Dept has received grants to supply laptops to every student • Classroom is wireless

3. My classroom Discussing a surface weather map with a student. Discussing a lab question with two students.

4. Advantages of AMS Weather Studies Course • Meteorological charts are very accessible to students • Daily weather summary provided • Current weather news • Diversity and critical thinking components • Quantitative skills • Imbedded laboratory exercises • Quickly and easily meshes with Blackboard • Allows students to be responsible for their own data collection and analysis • Encourages independent curiosity

5. Daily Weather Reports • Required for every student • Consists of: • 3 surface maps, 3 500 mb maps • Current day and 2 days prior • Current station symbol for Slippery Rock • Current air quality index for Slippery Rock • 24 hour forecast based on their own analysis • Current Weather News • Encouraged to look outside of local area

6. “EYE ON THE TROPICS” • Current Weather News • Provides an opportunity to discuss: • Hurricanes • Severe weather • Climate • Expand into other areas such as: • Diversity • Ethics • Environmental perception

7. Assessment, Assessment, Assessment Student Weather Report Evaluation Form

8. think, pair, share (TPS) • I use this technique in almost every single lecture. • I’ve used it in large classrooms >100 students and it still works! • Look at the graph axes- understand what you are looking at. • Jot down some observations- Can you explain the observations? • Pair with a partner and share your findings. • Come back as a whole class and discuss.

9. Lutgens and Tarbuck

13. CNN: Saturday, March 27, 2004 “Rare hurricane stirs South Atlantic” "We know there hasn't been a hurricane in that area since at least the satellite era, the mid-60s at the minimum." March 26, 2004, Moderate Resolution Imaging Spectroradiometer on the Terra Satellite

14. Why are hurricanes not generally found in the South Atlantic? • Water temperatures too cool • Vertical wind shear too strong • Lack of viable disturbances • ITCZ does not extend far enough South (coriolis)

15. TPS: Why they work • Encourages students to be responsible for their own curiosity • Breaks up the lectures- “awakens the mind” • Helps break down barriers between students • Helps increase student confidence • They figured it out on their own • Share with a friend before speaking aloud • Students are more vested in their learning if they are actively participating in it!

16. The Interactive Website • Aiming a hurricane: • Students love this- it’s like a video game • Helps me speak to them in a language they understand • Write some predictions and test those predictions. • Was your prediction correct? Why/why not? • Really would like to see a “college level” version of this! Anyone?????

17. Student Comments about AMS Course • “Made me feel like a ‘real’ meteorologist.” • “Made me loosen up and open up to science.” • “I really like the AMS online sessions- They addressed weather that was going on now that we could relate to.” • “The structure of the course serves as a good way to learn material.” • “…encourages you to seek more knowledge on the subject.”

18. Useful Links • AMS Online Course: • http://www.ametsoc.org/amsedu/online/info/ • Aim a hurricane: • http://www.nhc.noaa.gov/HAW2/english/kids/movncane.htm