1. Critical thinking in interdisciplinary science using Katrina Catherine Gautier UC Santa Barbara

2. Living with Global Warming Class Overview Learner-centered class Intended Learning Outcomes interdisciplinary learningStudents’ understanding requires interdisciplinary learning heterogeneousStudents come with different disciplinary backgrounds => Need teaching approaches adapted to heterogeneous student body critical thinkingClimate Change Science has much uncertainty and different interpretations of data => Need to develop students critical thinking ability life- long learnersClimate Change Science is a very broad field (= not possible to teach everything) and evolving rapidly => Need to give the students the tools and motivation to study by themselves and become life- long learners diversitycollaboration cooperationClimate Change understanding requires the contribution of every one => need to handle diversity and use collaboration and cooperation

3. Class Content Overview Global Warming Overview Population Earth Energetics and Radiation Principles Atmosphere Greenhouse Effect and Greenhouse Gases Carbon Cycle and Carbon Sequestration Aerosols Effect Ocean Circulation and Coupling with the Atmosphere Climate Modeling Climate Forcing, Feedback, Sensitivity and Modeling Past Climate and Natural Variability Global and Arctic Impacts Regional Impacts: California, Hurricane, Deforestation Water Cycle Life Style and Energy Utilization Emission Limitations and Kyoto Protocol Carbon Trading and New Economy Adaptation and Mitigation Energy and Transport in the Future Solving Climate Problem for next 50 years

4. Class Activities Pre-class activities –Readings from reader or book –Submissions of critical thinking activity results Meta-analysis of reading to connect with prior knowledge In-class discussions in small groups Lab activities modeling and scenarios analysis and evaluation of consequences critical thinking projectsMid-term and final critical thinking projects

5. Mid-term Project Objective: demonstrate critical understanding of the science and the impact of global warming. Can use any material to support points and the Internet to find answers to the questions Must reference all published material (including web material). 10-page length Hurricanes in a warmer world The example of Katrina and New Orleans

6. Science and Impacts Components Formation – Why do hurricane form? How do they form? What is needed for them to form? Why do they form where they do? Structure – Once they have formed, how do they get organized and what is their organization? Prediction – What is being predicted, how is it predicted and how well is it predicted? Connection to global warming – What is the potential connection between hurricanes and global warming? Why should we be concerned? Why is this connection still controversial? How did the recent IPCC summary report (Summary for Policy Maker – SPM) address the controversy? Relation to natural oscillations of the atmosphere-ocean system – What are the other possible explanations for observed changes in hurricane characteristics? Impacts – In what ways do hurricanes impact the land over which they land? New Orleans impacts – What were the main impacts that occurred as the result of Katrina in New Orleans in 2005? Hurricanes in a warmer world – How could hurricane characteristics be modified by global warming? Please give the reasons for uncertainties. Hurricane impacts in a warmer world – What are the ways in which hurricane impacts could be modified in a warmer world? Relate the increased impacts to the changes in characteristics of the hurricanes

7. Op-Ed Essay Take a position about this topic and write an essay in the form of an op-ed letter to a newspaper 1 -2 page letter describing and justifying position on topic of the reconstruction considering, or not, the potential of global warming If you do not consider global warming as a possibility you will have to explain why Address all issues, including social, political, economical, ethical etc… The example of Katrina and New Orleans to reconstruct or not?

8. Rubric – Writing Technique Writing Technique of paper- 20 points Construction and Fluidity - 10 points Grammar and Mechanics- 10 points Each section of the paper is constructed in a clear and logical progression, with flow of ideas and well developed arguments. The paper is focused on the questions at hand, and ideas cited are supported by credible, scientific sources which are listed at the end of the paper. Sentence structure is varied and displays proper use of vocabulary. Understanding of writing mechanics and grammar conventions is clear.

9. Rubric - Content Content of paper- 70 points Formation, structure and Prediction- 30 points Connection to Global warming – 15 points Natural oscillation- 10 points General impacts of hurricanes– 15 points Student clearly and fully describes the conditions under which hurricane form, their vertical structure, the basis for the prediction of some of their properties (including trajectory) and how well the various aspects of the prediction work. All written descriptions demonstrate a clear understanding of the processes involved Student clearly shows how hurricanes can be linked to global warming and the evidence that exists for this connection. Student discusses the weaknesses of the argument if any exist. Students clearly describes the rationale supporting the argument that natural oscillations of the climate system can be responsible for the increase in hurricane intensity in the Atlantic. Student discusses the weaknesses of the argument if any exist. Students clearly describes the ways in which hurricane can impact structures when they land. Student discusses the reasons for increased financial cost of these impacts.

10. Uncertainty Scientific uncertainty It is premature to conclude that human activity--and particularly greenhouse warming--has already had a discernible impact on Atlantic hurricane activity Model results about future hurricane are contradictory: –Decreased frequency overall –Possible increase of more intense hurricanes Need for more research and improved modeling Impacts uncertainty Result from scientific uncertainty on hurricane frequency and strength Result also from human actions and decisions (e.g., building in vulnerable regions) Most likely combined effects of sea level increase and storm intensity Address issue in the context of risk theory –Should it be handled like an externality? E.g., making those who take the risk (build in vulnerable regions, pay for it –Assign a risk to regions based on best present knowledge