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

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

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

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

Daily Weather Reports Required for every student Consists of: – 3 surface maps, 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

“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

Assessment, Assessment, Assessment ExcellentSatisfactoryUnsatisfactory Liberal Studies Outcome: - Develop skill in using materials, techniques, tools, and technology central to STEM programs. 1. Provides appropriate supporting weather maps. Presents a surface and 500 mb analysis map for the two days prior to report plus a current surface and 500 mb analysis map. Presents surface and 500 mb analysis maps that are not for the appropriate times or do not cover all requested times. Does not present surface and 500 mb analysis maps. Liberal Studies Outcomes: - Demonstrates basic knowledge of facts, terms, concepts and theories central to STEM programs. 2. Uses meteorological terms that are correct and appropriate. Uses language that is scientifically correct and appropriate and enhances audience comprehension of the weather. Uses language that is scientifically correct and appropriate but does not enhance the audiences understanding. Uses incorrect or inappropriate meteorological terms. Liberal Studies Outcome: - Develop skill in using materials, techniques, tools, and technology central to STEM programs. 3. Appropriately references the weather maps. Demonstrates an understanding of the science by correctly referencing weather maps. Demonstrates an understanding of the science but some times incorrectly references the weather maps. Fails to reference weather maps during the weather report. Liberal Studies Outcome: - Demonstrates synthesis and integration of information and ideas. 4. Creates and clearly explains a short range weather forecast. Short range weather forecast is correct and well explained. Short range weather forecast is slightly incorrect or forecast is not well explained. Short range weather forecast is incorrect and not well explained. Student Weather Report Evaluation Form

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! 1)Look at the graph axes- understand what you are looking at. 2)Jot down some observations- Can you explain the observations? 3)Pair with a partner and share your findings. 4)Come back as a whole class and discuss.

Lutgens and Tarbuck

March 26, 2004, Moderate Resolution Imaging Spectroradiometer on the Terra Satellite 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."

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

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!

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?????

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.”

Useful Links AMS Online Course: – Aim a hurricane: – vncane.htm vncane.htm