1 Development and Evaluation of High School Science-Camp Using EdGCM Yukimasa Tsubota 1 ， Mark A. Chandler 2 and Linda Sohl 2 1 J. F. Oberlin University in Tokyo, Japan 2 Center for Climate Systems Research, Columbia University and NASA/GISS

2 Outline of our presentation Background of presentation Science Camp EdGCM Development of Our Three Day Camp Evaluation of Our Science Camp

3 What is the science camp?

4 Strategies for promoting science education and public understanding of science and technology in Japan. (

5 Science Camp Executed by: Universities, Research institutes, Private companies. Intended for: High school students Purpose of the project: Enhancing high school students’ interest in science, technology, and further intellectual interest comprehensively. Activities involved: Offering experiences provided by universities, public research institutes or enterprises. Offered 3 times a year; summer, winter and spring. Approximately 100 programs offered per year.

6 What is EdGCM?

EdGCM Project Goals Educational Global Climate Model The main goal of the EdGCM Project is to improve the quality of teaching and learning of climate- change science through broader access to GCMs, and to provide appropriate technology and materials to help educators use these models effectively. (

8 Documentation EdGCM Manual EdGCM Quick Start Guide EVA Manual EdGCM Workshop Guide Workshop Agenda EdGCM Global Warming Exercise EdGCM Presentation Earth Exploration Toolbook: Envisioning Climate Change Using A Global Climate Model ( (

9 EdGCM Built-in Scenarios Modern Specified SST Can be used as training session Modern Predicted SST Can be used as a control run Doubled CO 2 Global Warming 2000 and afterwards CO2 increase 1% per year. IPCC A1F1_CO 2 Scenario Uses the CO2 increase from IPCC’s A1FI scenario.

10 Developed our three day camp.

11 Objectives of Our camp The purpose of the science-camp project is to enhance high-school students' interest in science and technology; and to foster intellectual interests in general. Our science camp is part of our climate-change education program. Our concrete objectives are: to understand the climate system; to understand a Global Climate Model (GCM) and its use; to experience the scientific process and to acquire scientific strategies; and to develop an attitude toward global environmental-issues.

12 Contents of our science camp Lecture should be minimum. Climate Literacy Field Measurements (Observation) Meteorological Observatory Theory into Practice Laboratory experiments Seeing is believing Sea level rising Properties of CO 2 Computer Laboratory Computer model and simulation Presentation and Discussion Scientific research and Methodology

13 Time Table for our Science Camp Day 1 13:00 ～ 13:30 Opening Ceremony 13:30 ～ 14:20 Lecture: Global warming and Climate Model (Climate Literacy) 14:30 ～ 15:20 EdGCM Lab: Introduction to EdGCM 15:30 ～ 16:20 Observation: Measuring Atmospheric pressure and temperature 16:30 ～ 17:20 EdGCM Lab: EdGCM Basics and 2xCO 2 experiment Day 2 09:00 ～ 09:50 EdGCM Lab: Review of EdGCM Basics 10:00 ～ 11:00 EdGCM Lab: Global warming and post processing 11:10 ～ 12:00 Laboratory: Green house effect and CO 2 ’s properties 13:00 ～ 13:50 EdGCM Lab: Feedback of Climate System 14:00 ～ 14:50 EdGCM Lab: Warming of Greenland 15:00 ～ 15:50 Laboratory: Thermal expansion of water and cloud formation 16:00 ～ 17:30 EdGCM Lab: Discussion and Setting up for the final project Day 3 09:00 ～ 09:40 Lecture: IPCC Reports and Climate Updates 09:50 ～ 10:50 EdGCM Lab: Post-processing of the final project 11:00 ～ 12:00 EdGCM Lab: Group discussion and preparation for presentation 13:00 ～ 14:30 Presentation of the final project and discussion 14::40 ～ 15:00 Closing Ceremony

14 How was our science camp?

15 Participants Applie d Accepte d 10th11th12th (6)4(2)5(4)1(0) (6)4(2)6(3)2(1) (6)3(1)7(4)2(1) We accepted ten for 2009 and twelve for 2010 and 2011, respectively; based on essays written in their application forms that demonstrated their motivation and intelligence.

16 Four components of our camp

17 Final Scenarios A: Comparison of the global warming impacts on the Antarctica and Greenland B: Cloudiness comparison with CO2 concentration of 1.5xCO2, 2xCO2 and 3xCO2 C: Changes in low-level cloud and albedo due to the global warming A: Comparison between A1F1 scenario and B1 scenario for next 100 years B: CO2 increase up to 480ppm by 20 years and then stable in 20years after that down to 420ppm by 20 years C: Seasonal impacts of the annual CO2 increase rate of 1% and 0.1% A: Impacts of the annual CO2 increase rate of 2% B: Impacts of the solar constant change among 1366, 1375 and 1350 W per m 2 C: Comparison of A1F1 scenario and 3xCO2 condition

18 Evaluation of our science camp.

19 Two way evaluation of our camp General questionnaires given before the closing session. The effects of our camp were assessed by pre- and post- questionnaires with the Risky Business project by the Centre for Science Education, Sheffield Hallam University, funded by Sciencewise and Nesta.

20 Awareness and Brief  Climate change is happening now.  Climate change happening more quickly because of humans.  We must take action now even if we don't know whether what we do will be successful in stopping global warming.  Science and technology can be relied on to provide solutions to climate change.  Governments should introduce laws and taxes now to slow down climate change, even though it will make some things more expensive.  The risks of generating electricity by nuclear power are worth taking compared with risks of climate change

21 Change in their awareness and brief

22 Policy options  Invest more money in science and technology.  Introduce a 'carbon tax' to charge greater taxes for companies who produce more greenhouse gases.  Aim to ensure that 60% of all household waste is recycled.  Promote renewable energy, as part of a strategy of having a mix of energy sources.  Ensure that Japan is at the forefront of international climate change.  Invest more money in the railways.  Invest more money in science and technology.  Make manufacturers of goods and products more responsible for what happens to packaging.  Ensure that fewer aircraft flights take off half-empty, by cutting the number of flights allowed.  Calm traffic down using barriers.  Support ‘convergence’.  Make sure all homes use water meters.  Not replacing exiting nuclear power stations.

23 Change against policy option

24 Answers to general questionnaires

25 Q1: How was the seminar?

26 Q2: Were the contents of seminar easy to understand?

27 Q3: Did science interest you?

28 Q4: Do you want to be a scientist?

29 Q5: Do you have a intension to attend the similar seminar?

30 Q14; Most favorite activity in the science camp?

31 Q18: Did you participate in a science camp and have some influence in an attitude to environmental problem?

32 Overall performance

Let's use EdGCM with us! (

34 Acknowledgments This work was partly supported by Grant-in-Aid for Scientific Research (C ） No and , the Japan Society for the Promotion of Science. The EdGCM Project is supported by NASA’s Innovations in Climate Education Program. Prior support was provided by the National Science Foundation’s Paleoclimate Program and NASA’s High-Performance Computing Program. We gratefully acknowledge the help of the scientists and programmers at NASA’s Goddard Institute for Space Studies who have worked for decades developing Global Climate Models, including the model at the core of EdGCM. Model development at GISS is supported by NASA’s Modeling, Analysis, and Predictions Program.

Corresponding author’s address -- Yukimasa Tsubota J. F. Oberlin University 3758 Tokiwa-machi, Machida-shi Tokyo , Japan Phone & Fax: +81-(0) Yukimasa Tsubota CCSR/GISS at Columbia University 2880 Broadway, New York NY 10027, U.S.A