Enhancing climate literacy through the use of an interdisciplinary global change framework and conceptual models

NASA Astrophysics Data System (ADS)

Bean, J. R.; Zoehfeld, K.; Mitchell, K.; Levine, J.; White, L. D.

2016-12-01

Understanding climate change and how to mitigate the causes and consequences of anthropogenic activities are essential components of the Next Generations Science Standards. To comprehend climate change today and why current rates and magnitudes of change are of concern, students must understand the various factors that drive Earth system processes and also how they interrelate. The Understanding Global Change web resource in development from the UC Museum of Paleontology will provide science educators with a conceptual framework, graphical models, lessons, and assessment templates for teaching NGSS aligned, interdisciplinary, climate change curricula. To facilitate students learning about the Earth as a dynamic, interacting system of ongoing processes, the Understanding Global Change site will provide explicit conceptual links for the causes of climate change (e.g., burning of fossil fuels, deforestation), Earth system processes (e.g., Earth's energy budget, water cycle), and the changes scientists measure in the Earth system (e.g., temperature, precipitation). The conceptual links among topics will be presented in a series of storyboards that visually represent relationships and feedbacks among components of the Earth system and will provide teachers with guides for implementing NGSS-aligned climate change instruction that addresses physical science, life sciences, Earth and space science, and engineering performance expectations. These visualization and instructional methods are used by teachers during professional development programs at UC Berkeley and the Smithsonian National Museum of Natural History and are being tested in San Francisco Bay Area classrooms.

Climate Science Program at California State University, Northridge

NASA Astrophysics Data System (ADS)

Steele Cox, H.; Klein, D.; Cadavid, A. C.; Foley, B.

2012-12-01

Due to its interdisciplinary nature, climate science poses wide-ranging challenges for science and mathematics students seeking careers in this field. There is a compelling need for universities to provide coherent programs in climate science in order to train future climate scientists. With funding from NASA Innovations in Climate Education (NICE), California State University, Northridge (CSUN), is creating the CSUN Climate Science Program. An interdisciplinary team of faculty members is working in collaboration with UCLA, Santa Monica College and NASA/JPL partners to create a new curriculum in climate science. The resulting sequence of climate science courses, or Pathway for studying the Mathematics of Climate Change (PMCC), is integrated into a Bachelor of Science degree program in the Applied Mathematical Sciences offered by the Mathematics Department at CSUN. The PMCC consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for Ph.D. programs in technical fields relevant to global climate change and related careers. The students who choose to follow this program will be guided to enroll in the following sequence of courses for their 12 units of upper division electives: 1) A newly created course junior level course, Math 396CL, in applied mathematics which will introduce students to applications of vector calculus and differential equations to the study of thermodynamics and atmospheric dynamics. 2) An already existing course, Math 483, with new content on mathematical modeling specialized for this program; 3) An improved version of Phys 595CL on the mathematics and physics of climate change with emphasis on Radiative Transfer; 4) A choice of Geog 407 on Remote Sensing or Geog 416 on Climate Change with updated content to train the students in the analysis of satellite data obtained with the NASA Earth Observing System and instruction in the analysis of data obtained within a Geographical Information System (GIS). In addition the Geography department will similarly update the corresponding graduate courses on Remote Sensing, Geog 690D, and Climate Change Geog 620F, and there will be a reciprocal curriculum and data sharing collaboration with the Earth and Environmental Sciences program at Santa Monica College. Throughout the academic year a seminar series offers the students the opportunity to learn about ongoing work on Atmospheric Sciences and Climate and during the summer they have access to research experiences at NASA's Jet Propulsion Laboratory.

Bringing the Science of Climate Change to Elementary Students with new Classroom Activities from Elementary GLOBE

NASA Astrophysics Data System (ADS)

Gardiner, L. S.; Hatheway, B.; Taylor, J.; Chambers, L. H.; Stanitski, D.

2016-12-01

To address the dearth of climate education resources at the elementary level, we have developed a new module of Elementary GLOBE to showcase the science of climate change for young learners. Elementary GLOBE builds K-4 student understanding of the science concepts and the practices of science research. At the heart of each Elementary GLOBE module is a fiction storybook, describing how three kids investigate a science question. Accompanying classroom activities allow students to explore the science concepts in the book in more depth and in a context appropriate for young learners. The book for the Elementary GLOBE climate module, "What in the World Is Happening to Our Climate?," is the account of an adventure to explore climate change, how it is affecting melting glacial ice and sea level rise, and how climate change is a problem that can be solved. Three hands-on activities, which will be presented at this session, allow students to explore the topics in greater depth including differences between weather and climate, how sea level rise affects coastal areas, and how they can shrink their carbon footprint to help address recent climate change. Each activity includes instructions for teachers, background information, and activity sheets for students, and is aligned to the Next Generation Science Standards and Common Core Math and Language Arts Standards. The storybook and activities were field tested in classrooms and reviewed by climate and Earth system scientists as well as elementary education and climate education specialists and educators to ensure scientific accuracy and clear explanations, and that the resources are age appropriate and reflect the needs of the climate education community. Other Elementary GLOBE modules include the science of seasonal change, water, soil, clouds, aerosols, and Earth as a system. All Elementary GLOBE educational resources are freely available online (www.globe.gov/elementaryglobe).

Successfully Engaging Family and Student Audiences in Climate Science Workshops in an Informal Learning Venue

NASA Astrophysics Data System (ADS)

DeFrancis, G.; Haynes, R.; Schroer, K.

2017-12-01

The Montshire Museum of Science, a regional science center serving families, teachers, and students in rural Vermont and New Hampshire, has been actively engaged in in climate literacy initiatives for over 10 years. The Museum's visitor evaluation data shows that before audiences can be engaged in conversations around climate change, they need to be introduced to the underlying earth processes that drive climate, and to the nature of how climate science is done. Through this work, the Museum has developed a suite of climate science programs that can be incorporated in informal science programming at museums, science centers, and libraries, and in the formal K-8 classroom environment. Front-end and formative evaluation data was used in the program design, and summative evaluation showed an increase in concept understanding in the topic presented. Family science and student workshops developed focused on Albedo and the Earth's energy budget, properties and characteristics of sea ice, sediment cores and ice cores to study changes in the climate over time, and the geography of the polar regions. We found that successful climate literacy learning experiences require meaningful hands-on, inquiry-based activities focused on a single earth process, and leads to an increase in science talk and conversation about climate change between the program instructor and audience members as learners begin to understand how these processes interact in the Earth's climate system.

Climate Science: How Earth System Models are Reshaping the Science Policy Interface.

NASA Technical Reports Server (NTRS)

Ruane, Alex

2015-01-01

This talk is oriented at a general audience including the largest French utility company, and will describe the basics of climate change before moving into emissions scenarios and agricultural impacts that we can test with our earth system models and impacts models.

Improving the Nation's Climate Literacy through the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Grogan, M.; Niepold, F.; Ledley, T. S.; Gold, A. U.; Breslyn, W. G.; Carley, S.

2013-12-01

Climate Literacy: The Essential Principles of Climate Science (2009) presented the information that is deemed important for individuals and communities to know and understand about Earth's climate, impacts of climate change, and approaches to adaptation or mitigation by a group of federal agencies, science and educational partners. These principles guided the development of the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and the Next Generation Science Standards (NGSS, 2013). National Science Foundation recently funded two partnership projects which support the implementation of the climate component of the NGSS using the Climate Literacy framework. The first project, the Climate Literacy and Energy Awareness Network (CLEAN), was launched in 2010 as a National Science Digital Library (NSDL) Pathways project. CLEAN's primary effort is to steward a collection of educational resources around energy and climate topics and foster a community that supports learning about climate and energy topics. CLEAN's focus has been to integrate the effective use of the educational resources across all grade levels - with a particular focus on the middle-school through undergraduate levels (grades 6-16) and align the resources with educational standards. The second project, the Maryland and Delaware Climate Change Education, Assessment and Research (MADE-CLEAR) program is supported by a Phase II Climate Change Education Partnership (CCEP) grant awarded to the University System of Maryland (USM) by the National Science Foundation. The MADE-CLEAR project's related goals are to support innovations in interdisciplinary P-20 (preschool through graduate school) climate change education, and develop new pathways for teacher education and professional development leading to expertise in climate change content and pedagogy. Work in Maryland, Delaware (MADE-CLEAR) and other states on the implementation of the NGSS, that will utilize the years of work, the efforts of hundreds of community members and tens of millions of dollars of investment and to increase the nations climate literacy, will be highlighted. We will particularly focus on the partnerships among MADE-CLEAR, NOAA and CLEAN. Climate science and energy are complex topics, with rapidly developing science and technology and the potential for controversy. The NGSS offer educators an opportunity to effectively bring these important subjects into their classrooms across a learning progression spanning K-12 and well beyond. Yet regardless of the pedagogic setting, using a literacy-based approach can provide a sound foundation for building learners' understanding of these topics. In this presentation, we will describe contributions by a group of collaborative projects and organizations to support the NGSS implementation through an integrated Earth system science approach in K-12 education.

A personal perspective on modelling the climate system

PubMed Central

Palmer, T. N.

2016-01-01

Given their increasing relevance for society, I suggest that the climate science community itself does not treat the development of error-free ab initio models of the climate system with sufficient urgency. With increasing levels of difficulty, I discuss a number of proposals for speeding up such development. Firstly, I believe that climate science should make better use of the pool of post-PhD talent in mathematics and physics, for developing next-generation climate models. Secondly, I believe there is more scope for the development of modelling systems which link weather and climate prediction more seamlessly. Finally, here in Europe, I call for a new European Programme on Extreme Computing and Climate to advance our ability to simulate climate extremes, and understand the drivers of such extremes. A key goal for such a programme is the development of a 1 km global climate system model to run on the first exascale supercomputers in the early 2020s. PMID:27274686

Tipping Points and Balancing Acts: Grand Challenges and Synergistic Opportunities of Integrating Research and Education, Science and Solutions

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.; Stroeve, J. C.

2011-12-01

The "Grand Challenges" to address Global Change identified by the International Council for Science (ICSU) and its partners through the Earth System Sustainability Initiative-improving forecasting, enhancing and integrating observation systems, confining and minimizing global environmental change, responding effectively to change, as well as innovating and evaluating these efforts-require an integrative approach that engages and inspires society in general and young people in particular. What are some of the effective strategies-and stumbling blocks-in being able to make Earth System science and related sustainability efforts relevant and practical to non-technical audiences? Recent climate education projects have pioneered new strategies toward linking and infusing research with education, science with solutions. For example, the Climate Literacy and Energy Awareness Network (CLEAN), a National Science Digital Library Pathway funded by NSF, has approached this integral approach by "closing the loop" between climate and energy topics, identifying and annotating high quality online resources relating to the carbon cycle and related topics. The Inspiring Climate Education Excellence (ICEE) project, funded by NASA, offers professional development for teachers that infuses climate science with solutions as an emerging "best practice" while being sensitive to the emotional, psychological and political aspects of avoiding "gloom and doom" on one hand or advocating for particular policy solutions on another. Other examples includes NASA's climate website (http://climate.nasa.gov ), which serves as a robust, engaging portal for climate research and data, especially for educators. The recent PBS series Earth: The Operators' Manual and related book and website are other recent example of how climate science research, education and solutions can be incorporated in a way that is appealing and informative. The Alliance for Climate Education (ACE) has given assemblies in thousands of US high schools that integrate climate science and solutions in a way that inspires and informs youth, and similar programs exist internationally. Other approaches to prepare vulnerable communities, especially young people, for natural hazards and human-induced environmental change include programs such as Plan International's "Child Centered Disaster Risk Reduction- Building Resilience Through Participation," and their "Weathering the Storm" project, focusing on integrating the needs of teenage girls with climate change adaptation and risk reduction. While minimizing global environmental and climate change is crucial, these and related programs that weave research with education, science with solutions offer the potential for addressing the "Grand Challenges" by better preparing for societal and environmental tipping points through a more balanced and integrated approach to addressing change."

Building Systems from Scratch: an Exploratory Study of Students Learning About Climate Change

NASA Astrophysics Data System (ADS)

Puttick, Gillian; Tucker-Raymond, Eli

2018-01-01

Science and computational practices such as modeling and abstraction are critical to understanding the complex systems that are integral to climate science. Given the demonstrated affordances of game design in supporting such practices, we implemented a free 4-day intensive workshop for middle school girls that focused on using the visual programming environment, Scratch, to design games to teach others about climate change. The experience was carefully constructed so that girls of widely differing levels of experience were able to engage in a cycle of game design. This qualitative study aimed to explore the representational choices the girls made as they took up aspects of climate change systems and modeled them in their games. Evidence points to the ways in which designing games about climate science fostered emergent systems thinking and engagement in modeling practices as learners chose what to represent in their games, grappled with the realism of their respective representations, and modeled interactions among systems components. Given the girls' levels of programming skill, parts of systems were more tractable to create than others. The educational purpose of the games was important to the girls' overall design experience, since it influenced their choice of topic, and challenged their emergent understanding of climate change as a systems problem.

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

Knowledge Discovery from Climate Data using Graph-Based Methods

NASA Astrophysics Data System (ADS)

Steinhaeuser, K.

2012-04-01

Climate and Earth sciences have recently experienced a rapid transformation from a historically data-poor to a data-rich environment, thus bringing them into the realm of the Fourth Paradigm of scientific discovery - a term coined by the late Jim Gray (Hey et al. 2009), the other three being theory, experimentation and computer simulation. In particular, climate-related observations from remote sensors on satellites and weather radars, in situ sensors and sensor networks, as well as outputs of climate or Earth system models from large-scale simulations, provide terabytes of spatio-temporal data. These massive and information-rich datasets offer a significant opportunity for advancing climate science and our understanding of the global climate system, yet current analysis techniques are not able to fully realize their potential benefits. We describe a class of computational approaches, specifically from the data mining and machine learning domains, which may be novel to the climate science domain and can assist in the analysis process. Computer scientists have developed spatial and spatio-temporal analysis techniques for a number of years now, and many of them may be applicable and/or adaptable to problems in climate science. We describe a large-scale, NSF-funded project aimed at addressing climate science question using computational analysis methods; team members include computer scientists, statisticians, and climate scientists from various backgrounds. One of the major thrusts is in the development of graph-based methods, and several illustrative examples of recent work in this area will be presented.

A systems-based approach to transform climate education in the U.S. Affiliated Pacific islands (USAPI)

NASA Astrophysics Data System (ADS)

Sussman, A.; Fletcher, C. H.; Sachs, J. P.

2011-12-01

The USAPI has a population of about 1,800,000 people spread across 4.9 million square miles of the Pacific Ocean. The Pacific Islands are characterized by a multitude of indigenous cultures and languages. English is the common language of instruction in all jurisdictions, but is not the language spoken at home for most students outside of Hawai'i. Many USAPI students live considerably below the poverty line. The Pacific Island region is projected to experience some of the most profound negative impacts considerably sooner than other regions. Funded by the National Science Foundation, the Pacific Islands Climate Education Partnership (PCEP) aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and honor indigenous cultures. Students and citizens within the region will have the knowledge and skills to advance their and our understanding of climate change, and to adapt to its impacts. PCEP has developed a regional network, tools, and an emerging plan to systemically transform K-14 climate education in the USAPI. More than 50 organizations and networks have joined the partnership. These partners include all of the region's state departments of education, major universities, and community colleges, and a wide range of local partners, particularly conservation organizations. One of PCEP's major tools is general, multidisciplinary K-14 climate science education framework that organizes major underlying concepts and skills within appropriate grade-span progressions. This framework is based largely upon prior national science and climate literacy work and the National Research Council's recent document "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." The PCEP climate education framework has an Earth System Science foundation that is directly applicable in all locations, and it also has orientations that are particularly relevant to the USAPI context. PCEP is working with the Micronesia Conservation Trust and The Nature Conservancy to combine the climate education work with local community climate adaptation projects. This work combines the PCEP climate education framework with the Micronesia Challenge community training plans and materials, particularly the Pacific-oriented community booklet "Adapting to a Changing Climate." Combining pre-college education with community climate adaptation has the potential to yield major synergistic benefits for both efforts. Another key PCEP tool is an interactive web-based environment (http://pcep.dsp.wested.org) that interlinks the region's locations, organizations and people with information about climate science and climate impacts. This system enables the region's diverse stakeholders to access and contribute to the same information pool, and to collectively develop, and disseminate our work. This web-based environment can be configured for other climate education projects or regions.

National Climate Change and Wildlife Science Center, Version 2.0

USGS Publications Warehouse

O'Malley, R.; Fort, E.; Hartke-O'Berg, N.; Varela-Acevedo, E.; Padgett, Holly A.

2013-01-01

The mission of the USGS's National Climate Change and Wildlife Science Center (NCCWSC) is to serve the scientific needs of managers of fish, wildlife, habitats, and ecosystems as they plan for a changing climate. DOI Climate Science Centers (CSCs) are management by NCCWSC and include this mission as a core responsibility, in line with the CSC mission to provide scientific support for climate-adaptation across a full range of natural and cultural resources. NCCWSC is a Science Center application designed in Drupal with the OMEGA theme. As a content management system, Drupal allows the science center to keep their website up-to-date with current publications, news, meetings and projects. OMEGA allows the site to be adaptive at different screen sizes and is developed on the 960 grid.

Our Changing Climate: A Brand New Way to Study Climate Science

NASA Astrophysics Data System (ADS)

Brey, J. A.; Kauffman, C.; Geer, I.; Nugnes, K. A.; Mills, E. W.

2014-12-01

Earth's climate is inherently variable, but is currently changing at rates unprecedented in recent Earth history. Human activity plays a major role in this change and is projected to do so well into the future. This is the stance taken in Our Changing Climate, the brand new climate science ebook from the American Meteorological Society (AMS). Our Changing Climate investigates Earth's climate system, explores humans' impact on it, and identifies actions needed in response to climate change. Released in August 2014, Our Changing Climate is the result of a year's worth of intensive research and writing, incorporating the latest scientific understandings of Earth's climate system from reports such as IPCC AR5 and the Third National Climate Assessment. To encourage additional exploration of climate science information, scientific literature, from which chapter content was derived, is cited at the conclusion of each chapter. In addition, Topic In Depth sections appear throughout each chapter and lead to more extensive information related to various topics. For example, a Topic In Depth in Chapter 11 describes the effect of climate extremes on ranching enterprises in Nebraska. Climate science is multi-disciplinary and therefore Our Changing Climate covers a breadth of topics. From understanding basic statistics and geospatial tools used to investigate Earth's climate system to examining the psychological and financial reasons behind climate change denial, the AMS believes that a multi-disciplinary approach is the most effective way to increase climate literacy. Our Changing Climate is part of the AMS Climate Studies course which is intended for undergraduate-level students. Other course materials include an eInvestigations Manual and access to the RealTime Climate Portal, both of which provide weekly activities corresponding to that week's chapter content. The RealTime Climate Portal also has links to climate data as well as societal interactions and climate policy websites to spur further interest. Faculty support materials are also provided. AMS Climate Studies has been licensed by 130 institutions since Fall 2010. Our Changing Climate reveals the impact that each of us has on the climate. With this understanding come choices and actions for a more sustainable future.

Teaching Earth System Science Using Climate Educational Modules Based on NASA and NOAA Resources

NASA Astrophysics Data System (ADS)

Ramirez, P. C.; LaDochy, S.; Patzert, W. C.; Willis, J. K.

2011-12-01

The Earth System Science Education Alliance (ESSEA) recently developed a set of climate related educational modules to be used by K-12 teachers. These modules incorporate recent NASA and NOAA resources in Earth Science education. In the summer of 2011, these modules were tested by in-service teachers in courses held at several college campuses. At California State University, Los Angeles, we reviewed two climate modules: The Great Ocean Conveyer Belt and Abrupt Climate Change (http://essea.strategies.org/module.php?module_id=148) and Sulfur Dioxide: Its Role in Climate Change (http://essea.strategies.org/module.php?module_id=168). For each module, 4-6 teachers formed a cohort to complete assignments and unit assessments and to evaluate the effectiveness of the module for use in their classroom. Each module presented the teachers with a task that enabled them to research and better understand the science behind the climate related topic. For The Great Ocean Conveyer Belt, teachers are tasked with evaluating the impacts of the slowing or stopping of the thermohaline circulation on climate. In the same module teachers are charged with determining the possibilities of an abrupt climate shift during this century such as happened in the past. For the Sulfur Dioxide module teachers investigated the climate implications of the occurrence of several major volcanic eruptions within a short time period, as well as the feasibility of using sulfates to geoengineer climate change. In completing module assignments, teachers must list what they already know about the topic as well as formulate questions that still need to be addressed. Teachers then model the related interactions between spheres comprising the earth system (atmosphere-lithosphere, for example) to evaluate possible environmental impacts. Finally, teachers applied their research results to create lesson plans for their students. At a time when climate change and global warming are important topics in science education, these climate modules provide valuable learning experiences and resources for K-12 teachers.

Earth System Science Education Centered on Natural Climate Variability

NASA Astrophysics Data System (ADS)

Ramirez, P. C.; Ladochy, S.; Patzert, W. C.; Willis, J. K.

2009-12-01

Several new courses and many educational activities related to climate change are available to teachers and students of all grade levels. However, not all new discoveries in climate research have reached the science education community. In particular, effective learning tools explaining natural climate change are scarce. For example, the Pacific Decadal Oscillation (PDO) is a main cause of natural climate variability spanning decades. While most educators are familiar with the shorter-temporal events impacting climate, El Niño and La Niña, very little has trickled into the climate change curriculum on the PDO. We have developed two online educational modules, using an Earth system science approach, on the PDO and its role in climate change and variability. The first concentrates on the discovery of the PDO through records of salmon catch in the Pacific Northwest and Alaska. We present the connection between salmon abundance in the North Pacific to changing sea surface temperature patterns associated with the PDO. The connection between sea surface temperatures and salmon abundance led to the discovery of the PDO. Our activity also lets students explore the role of salmon in the economy and culture of the Pacific Northwest and Alaska and the environmental requirements for salmon survival. The second module is based on the climate of southern California and how changes in the Pacific Ocean , such as the PDO and ENSO (El Niño-Southern Oscillation), influence regional climate variability. PDO and ENSO signals are evident in the long-term temperature and precipitation record of southern California. Students are guided in the module to discover the relationships between Pacific Ocean conditions and southern California climate variability. The module also provides information establishing the relationship between climate change and variability and the state's water, energy, agriculture, wildfires and forestry, air quality and health issues. Both modules will be reviewed for inclusion on the ESSEA (Earth Systems Science Education Alliance) course module list. ESSEA is a NSF-funded organization dedicated to K-12 online Earth system science education.

Climate Science Performance, Data and Productivity on Titan

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mayer, Benjamin W; Worley, Patrick H; Gaddis, Abigail L

2015-01-01

Climate Science models are flagship codes for the largest of high performance computing (HPC) resources, both in visibility, with the newly launched Department of Energy (DOE) Accelerated Climate Model for Energy (ACME) effort, and in terms of significant fractions of system usage. The performance of the DOE ACME model is captured with application level timers and examined through a sizeable run archive. Performance and variability of compute, queue time and ancillary services are examined. As Climate Science advances in the use of HPC resources there has been an increase in the required human and data systems to achieve programs goals.more » A description of current workflow processes (hardware, software, human) and planned automation of the workflow, along with historical and projected data in motion and at rest data usage, are detailed. The combination of these two topics motivates a description of future systems requirements for DOE Climate Modeling efforts, focusing on the growth of data storage and network and disk bandwidth required to handle data at an acceptable rate.« less

Environmental literacy framework with a focus on climate change (ELF): a framework and resources for teaching climate change

NASA Astrophysics Data System (ADS)

Huffman, L. T.; Blythe, D.; Dahlman, L. E.; Fischbein, S.; Johnson, K.; Kontar, Y.; Rack, F. R.; Kulhanek, D. K.; Pennycook, J.; Reed, J.; Youngman, B.; Reeves, M.; Thomas, R.

2010-12-01

The challenges of communicating climate change science to non-technical audiences present a daunting task, but one that is recognized in the science community as urgent and essential. ANDRILL's (ANtarctic geological DRILLing) international network of scientists, engineers, technicians and educators work together to convey a deeper understanding of current geoscience research as well as the process of science to non-technical audiences. One roadblock for educators who recognize the need to teach climate change has been the lack of a comprehensive, integrated set of resources and activities that are related to the National Science Education Standards. Pieces of the climate change puzzle can be found in the excellent work of the groups of science and education professionals who wrote the Essential Principles of Ocean Sciences, Climate Literacy: The Essential Principles of Climate Science, Earth Science Literacy Principles: The Big Ideas and Supporting Concepts of Earth Science, and Essential Principals and Fundamental Concepts for Atmospheric Science Literacy, but teachers have precious little time to search out the climate change goals and objectives in those frameworks and then find the resources to teach them. Through NOAA funding, ANDRILL has created a new framework, The Environmental Literacy Framework with a Focus on Climate Change (ELF), drawing on the works of the aforementioned groups, and promoting an Earth Systems approach to teaching climate change through five units: Atmosphere, Biosphere, Geosphere, Hydrosphere/Cryosphere, and Energy as the driver of interactions within and between the “spheres.” Each key concept in the framework has a hands-on, inquiry activity and matching NOAA resources for teaching the objectives. In its present form, we present a ‘road map’ for teaching climate change and a set of resources intended to continue to evolve over time.

Chapter 11: City-Wide Collaborations for Urban Climate Education

NASA Technical Reports Server (NTRS)

Snyder, Steven; Hoffstadt, Rita Mukherjee; Allen, Lauren B.; Crowley, Kevin; Bader, Daniel A.; Horton, Radley M.

2014-01-01

Although cities cover only 2 percent of the Earth's surface, more than 50 percent of the world's people live in urban environments, collectively consuming 75 percent of the Earth's resources. Because of their population densities, reliance on infrastructure, and role as centers of industry, cities will be greatly impacted by, and will play a large role in, the reduction or exacerbation of climate change. However, although urban dwellers are becoming more aware of the need to reduce their carbon usage and to implement adaptation strategies, education efforts on these strategies have not been comprehensive. To meet the needs of an informed and engaged urban population, a more systemic, multiplatform and coordinated approach is necessary. The Climate and Urban Systems Partnership (CUSP) is designed to explore and address this challenge. Spanning four cities-Philadelphia, New York, Pittsburgh, and Washington, DC-the project is a partnership between the Franklin Institute, the Columbia University Center for Climate Systems Research, the University of Pittsburgh Learning Research and Development Center, Carnegie Museum of Natural History, New York Hall of Science, and the Marian Koshland Science Museum of the National Academy of Sciences. The partnership is developing a comprehensive, interdisciplinary network to educate urban residents about climate science and the urban impacts of climate change.

Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

NASA Astrophysics Data System (ADS)

Holzer, M. A.; National Earth Science Teachers Association

2011-12-01

Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in other areas of the country. This presentation will provide an overview of our most recent survey results on climate change education in the K-12 Earth and space science classroom, including highlighting some of the strategies that teachers are using to bring this critically important area of science to their students.

Building Systems from Scratch: An Exploratory Study of Students Learning about Climate Change

ERIC Educational Resources Information Center

Puttick, Gillian; Tucker-Raymond, Eli

2018-01-01

Science and computational practices such as modeling and abstraction are critical to understanding the complex systems that are integral to climate science. Given the demonstrated affordances of game design in supporting such practices, we implemented a free 4-day intensive workshop for middle school girls that focused on using the visual…

Sciencetogo.Org: Using Humor to Engage a Public Audience with the Serious Issue of Climate Change

NASA Astrophysics Data System (ADS)

Lustick, D. S.; Lohmeier, J.; Chen, R. F.; Rabkin, D.; Wilson, R.

2014-12-01

A team of educators, scientists, and communication experts from multiple universities as well as a Science museum will report on the impact of ScienceToGo.org, which is an Out of Home Multi-Media (OHMM) exhibit targeting adults riding a major subway system. The campaign's goal is to design, implement, and study the efficacy of an OHMM model for free choice science learning about our changing climate. Subway riders represent a diverse and captive audience with most of them spending an average of one hour a day in the subway system. Through the use of specially designed OHMM such as train placards, platform posters, and virtual resources the campaign engages a potential audience of 500,000 riders/day with opportunities to learn climate change science informally. The primary goal of the ScienceToGo.org campaign is to engage, entertain, and educate the adult subway riding community in major U.S. city about climate change as a real, relevant, and solvable local challenge. A naturalistic quasi-experimental inquiry employing a mixed methodology approach best describes our research design with half of the subway system exposed to the project signage (experimental group) and the other half not being exposed to the project signage (control group). To identify possible outcomes, data was collected in the several forms: survey, analytic data associated with website, social media, web app, focus groups, and observations. This campaign is an example of how an individual's daily routine may be enhanced with an informal science learning opportunity. We see an urgent need to improve both the public's engagement with climate change science and to the profile of climate change science in formal education settings. The campaign makes deliberate use of humor and fun to engage a public and diverse audience with the serious issue of climate change. The research that will be presented will reveal some of the strengths and weaknesses of this strategy when communicating science to a diverse audience. Overall, the preponderance of evidence indicates that humor and fun are effective at engaging riders on mass transit. Mass transit spaces represent a promsing medium for further exploration and development when it comes to informal learning about climate change science.

Spatial and Climate Literacy: Connecting Urban and Rural Students

NASA Astrophysics Data System (ADS)

Boger, R. A.; Low, R.; Mandryk, C.; Gorokhovich, Y.

2013-12-01

Through a collaboration between the University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, four independent but linked modules were developed and piloted in courses offered at Brooklyn College and UNL simultaneously. Module content includes climate change science and literacy principles, using geospatial technologies (GIS, GPS and remote sensing) as a vehicle to explore issues associated with global, regional, and local climate change in a concrete, quantitative and visual way using Internet resources available through NASA, NOAA, USGS, and a variety of universities and organizations. The materials take an Earth system approach and incorporate sustainability, resilience, water and watersheds, weather and climate, and food security topics throughout the semester. The research component of the project focuses on understanding the role of spatial literacy and authentic inquiry based experiences in climate change understanding and improving confidence in teaching science. In particular, engaging learners in both climate change science and GIS simultaneously provides opportunities to examine questions about the role that data manipulation, mental representation, and spatial literacy plays in students' abilities to understand the consequences and impacts of climate change. Pre and post surveys were designed to discern relationships between spatial cognitive processes and effective acquisition of climate change science concepts in virtual learning environments as well as alignment of teacher's mental models of nature of science and climate system dynamics to scientific models. The courses will again be offered simultaneously in Spring 2014 at Brooklyn College and UNL. Evaluation research will continue to examine the connections between spatial and climate literacy and teacher's mental models (via qualitative textual analysis using MAXQDA text analysis, and UCINET social network analysis programs) as well as how urban-rural learning interactions may influence climate literacy.

Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

NASA Astrophysics Data System (ADS)

Gold, A. U.; Ledley, T. S.; Kirk, K. B.; Grogan, M.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Niepold, F.; Howell, C.; Lynds, S. E.

2011-12-01

Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high-quality learning resources on climate and energy topics, 3) Detailed information on effective approaches for teaching climate and energy science for a range of grade levels, and 4) A community support forum (http://iceeonline.org, coordinated by a partner project - Inspiring Climate Education Excellence, ICEE), where educators can exchange information and share advice regarding climate and energy education. In this presentation we focus on our experience coordinating professional development opportunities as well as the "Teaching about Climate and Energy" web pages that are offered through the CLEAN Pathway to show-case how misconceptions can be addressed by educators when teaching or learning about climate and energy topics. Providing educators with a robust foundation of topical knowledge, guiding them through common misconceptions and providing them with a collection of well-vetted learning resources is the approach offered by CLEAN to address student misconceptions of climate and energy topics.

AMS Climate Studies: Improving climate literacy through undergraduate education

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Blair, B. A.; Hopkins, E. J.; Kiley, T. P., Jr.; Ruwe, E. E.

2009-12-01

In working to promote scientific literacy among the public, the American Meteorological Society (AMS) has produced a suite of introductory college-level courses that engage students by investigating relevant topics in Earth science, and utilizing the most current, real-world environmental data. The newest of these courses, AMS Climate Studies, is a turnkey package which will be licensed by individual colleges for local offering in online, blended, or traditional lecture/lab settings. The course will place students in a dynamic learning environment where they will investigate Earth’s climate system using real-world data. This will allow the course to keep a strong focus on the science, while still addressing many of the societal impacts that draw the attention of today’s students. In this way, the course will serve as a great primer in preparing students to become responsible, scientifically-literate participants in discussions of climate science and climate change. Developed with major support from NASA, AMS Climate Studies will encourage students to investigate the atmosphere and world ocean as components of a larger Earth system. More than 500 colleges and universities throughout the United States have already offered AMS Weather Studies and AMS Ocean Studies, after which AMS Climate Studies will be modeled. The learning system will consist of a fully-integrated set of printed and online learning materials focused around a brand new, hardcover 15-chapter textbook, Climate Studies: Introduction to Climate Science and an Investigations Manual with 30 lab-style activities that will emphasize the use of authentic science data. The package will also include a course website providing weekly Current Climate Studies activities along with access to environmental data streams, including an impressive suite of NASA and NOAA images and products. The development and testing of AMS Climate Studies is currently nearing completion. A number of college and university professors have been selected to pilot the program in Spring 2010, with major emphasis placed on representing a diverse array of institution types, degree programs, course delivery methods, academic backgrounds, etc. The materials will be vigorously tested and updated accordingly. AMS Climate Studies will be available for implementation at your institution beginning Fall 2010.

Public Perception of Uncertainties Within Climate Change Science.

PubMed

Visschers, Vivianne H M

2018-01-01

Climate change is a complex, multifaceted problem involving various interacting systems and actors. Therefore, the intensities, locations, and timeframes of the consequences of climate change are hard to predict and cause uncertainties. Relatively little is known about how the public perceives this scientific uncertainty and how this relates to their concern about climate change. In this article, an online survey among 306 Swiss people is reported that investigated whether people differentiate between different types of uncertainty in climate change research. Also examined was the way in which the perception of uncertainty is related to people's concern about climate change, their trust in science, their knowledge about climate change, and their political attitude. The results of a principal component analysis showed that respondents differentiated between perceived ambiguity in climate research, measurement uncertainty, and uncertainty about the future impact of climate change. Using structural equation modeling, it was found that only perceived ambiguity was directly related to concern about climate change, whereas measurement uncertainty and future uncertainty were not. Trust in climate science was strongly associated with each type of uncertainty perception and was indirectly associated with concern about climate change. Also, more knowledge about climate change was related to less strong perceptions of each type of climate science uncertainty. Hence, it is suggested that to increase public concern about climate change, it may be especially important to consider the perceived ambiguity about climate research. Efforts that foster trust in climate science also appear highly worthwhile. © 2017 Society for Risk Analysis.

Climate Change Education in Earth System Science

NASA Astrophysics Data System (ADS)

Hänsel, Stephanie; Matschullat, Jörg

2013-04-01

The course "Atmospheric Research - Climate Change" is offered to master Earth System Science students within the specialisation "Climate and Environment" at the Technical University Bergakademie Freiberg. This module takes a comprehensive approach to climate sciences, reaching from the natural sciences background of climate change via the social components of the issue to the statistical analysis of changes in climate parameters. The course aims at qualifying the students to structure the physical and chemical basics of the climate system including relevant feedbacks. The students can evaluate relevant drivers of climate variability and change on various temporal and spatial scales and can transform knowledge from climate history to the present and the future. Special focus is given to the assessment of uncertainties related to climate observations and projections as well as the specific challenges of extreme weather and climate events. At the end of the course the students are able to critically reflect and evaluate climate change related results of scientific studies and related issues in media. The course is divided into two parts - "Climate Change" and "Climate Data Analysis" and encompasses two lectures, one seminar and one exercise. The weekly "Climate change" lecture transmits the physical and chemical background for climate variation and change. (Pre)historical, observed and projected climate changes and their effects on various sectors are being introduced and discussed regarding their implications for society, economics, ecology and politics. The related seminar presents and discusses the multiple reasons for controversy in climate change issues, based on various texts. Students train the presentation of scientific content and the discussion of climate change aspects. The biweekly lecture on "Climate data analysis" introduces the most relevant statistical tools and methods in climate science. Starting with checking data quality via tools of exploratory data analysis the approaches on climate time series, trend analysis and extreme events analysis are explained. Tools to describe relations within the data sets and significance tests further corroborate this. Within the weekly exercises that have to be prepared at home, the students work with self-selected climate data sets and apply the learned methods. The presentation and discussion of intermediate results by the students is as much part of the exercises as the illustration of possible methodological procedures by the teacher using exemplary data sets. The total time expenditure of the course is 270 hours with 90 attendance hours. The remainder consists of individual studies, e.g., preparation of discussions and presentations, statistical data analysis, and scientific writing. Different forms of examination are applied including written or oral examination, scientific report, presentation and portfolio work.

Applying "Climate" system to teaching basic climatology and raising public awareness of climate change issues

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Okladnikov, Igor; Titov, Alexander; Gordov, Evgeny

2016-04-01

While there is a strong demand for innovation in digital learning, available training programs in the environmental sciences have no time to adapt to rapid changes in the domain content. A joint group of scientists and university teachers develops and implements an educational environment for new learning experiences in basics of climatic science and its applications. This so-called virtual learning laboratory "Climate" contains educational materials and interactive training courses developed to provide undergraduate and graduate students with profound understanding of changes in regional climate and environment. The main feature of this Laboratory is that students perform their computational tasks on climate modeling and evaluation and assessment of climate change using the typical tools of the "Climate" information-computational system, which are usually used by real-life practitioners performing such kind of research. Students have an opportunity to perform computational laboratory works using information-computational tools of the system and improve skills of their usage simultaneously with mastering the subject. We did not create an artificial learning environment to pass the trainings. On the contrary, the main purpose of association of the educational block and computational information system was to familiarize students with the real existing technologies for monitoring and analysis of data on the state of the climate. Trainings are based on technologies and procedures which are typical for Earth system sciences. Educational courses are designed to permit students to conduct their own investigations of ongoing and future climate changes in a manner that is essentially identical to the techniques used by national and international climate research organizations. All trainings are supported by lectures, devoted to the basic aspects of modern climatology, including analysis of current climate change and its possible impacts ensuring effective links between theory and practice. Along with its usage in graduate and postgraduate education, "Climate" is used as a framework for a developed basic information course on climate change for common public. In this course basic concepts and problems of modern climate change and its possible consequences are described for non-specialists. The course will also include links to relevant information resources on topical issues of Earth Sciences and a number of case studies, which are carried out for a selected region to consolidate the received knowledge.

A Systems Perspective on Responses to Climate Change

EPA Science Inventory

The science of climate change integrates many scientific fields to explain and predict the complex effects of greenhouse gas concentrations on the planet’s energy balance, weather patterns, and ecosystems as well as economic and social systems. A changing climate requires respons...

Education, Outreach, and Diversity Partnerships and Science Education Resources From the Center for Multi-scale Modeling of Atmospheric Processes

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Randall, D.; Denning, S.; Jones, B.; Russell, R.; Gardiner, L.; Hatheway, B.; Johnson, R. M.; Drossman, H.; Pandya, R.; Swartz, D.; Lanting, J.; Pitot, L.

2007-12-01

The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. The new National Science Foundation- funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University (CSU) is a major research program addressing this problem over the next five years through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interactions among the many physical and chemical processes that are active in cloud systems. At the end of its first year, CMMAP has established effective partnerships between scientists, students, and teachers to meet its goals to: (1) provide first-rate graduate education in atmospheric science; (2) recruit diverse undergraduates into graduate education and careers in climate science; and (3) develop, evaluate, and disseminate educational resources designed to inform K-12 students, teachers, and the general public about the nature of the climate system, global climate change, and career opportunities in climate science. This presentation will describe the partners, our challenges and successes, and measures of achievement involved in the integrated suite of programs launched in the first year. They include: (1) a new high school Colorado Climate Conference drawing prestigious climate scientists to speak to students, (2) a summer Weather and Climate Workshop at CSU and the National Center for Atmospheric Research introducing K-12 teachers to Earth system science and a rich toolkit of teaching materials, (3) a program from CSU's Little Shop of Physics reaching 50 schools and 20,000 K-12 students through the new "It's Up In the Air" program, (4) expanded content, imagery, and interactives on clouds, weather, climate, and modeling for students, teachers, and the public on The Windows to the Universe web site at University Corporation for Atmospheric Research (UCAR), (5) mentoring programs engaging diverse undergraduate and graduate level students in CMMAP research through UCAR's Significant Opportunities in Atmospheric Research and Science (SOARS) Program, and (6) after school activities about clouds, climate and weather for underrepresented middle school students at the Catamount Institute. CMMAP is also enabling Windows to the Universe to continue its commitment to translate all new web pages into Spanish. This presentation will explain how resources emerging from CMMAP can be accessed and used by the entire Earth and Ocean Science educational outreach community.

A decision science approach for integrating social science in climate and energy solutions

NASA Astrophysics Data System (ADS)

Wong-Parodi, Gabrielle; Krishnamurti, Tamar; Davis, Alex; Schwartz, Daniel; Fischhoff, Baruch

2016-06-01

The social and behavioural sciences are critical for informing climate- and energy-related policies. We describe a decision science approach to applying those sciences. It has three stages: formal analysis of decisions, characterizing how well-informed actors should view them; descriptive research, examining how people actually behave in such circumstances; and interventions, informed by formal analysis and descriptive research, designed to create attractive options and help decision-makers choose among them. Each stage requires collaboration with technical experts (for example, climate scientists, geologists, power systems engineers and regulatory analysts), as well as continuing engagement with decision-makers. We illustrate the approach with examples from our own research in three domains related to mitigating climate change or adapting to its effects: preparing for sea-level rise, adopting smart grid technologies in homes, and investing in energy efficiency for office buildings. The decision science approach can facilitate creating climate- and energy-related policies that are behaviourally informed, realistic and respectful of the people whom they seek to aid.

Global Systems Science and Hands-On Universe Course Materials for High School

NASA Astrophysics Data System (ADS)

Gould, A.

2011-09-01

The University of California Berkeley's Lawrence Hall of Science has a project called Global Systems Science (GSS). GSS produced a set of course materials for high school science education that includes reading materials, investigations, and software for analyzing satellite images of Earth focusing on Earth systems as well as societal issues that require interdisciplinary science for full understanding. The software has general application in analysis of any digital images for a variety of purposes. NSF and NASA funding have contributed to the development of GSS. The current NASA-funded project of GSS is Lifelines for High School Climate Change Education (LHSCCE), which aims to establish professional learning communities (PLCs) to share curriculum resources and best practices for teaching about climate change in grades 9-12. The project explores ideal ways for teachers to meet either in-person or using simple yet effective distance-communication techniques (tele-meetings), depending on local preferences. Skills promoted include: how to set up a website to share resources; initiating tele-meetings with any available mechanism (webinars, Skype, telecons, moodles, social network tools, etc.); and easy ways of documenting and archiving presentations made at meetings. Twenty teacher leaders are forming the PLCs in their regions or districts. This is a national effort in which teachers share ideas, strategies, and resources aimed at making science education relevant to societal issues, improve students' understanding of climate change issues, and contribute to possible solutions. Although the binding theme is climate change, the application is to a wide variety of courses: Earth science, environmental science, biology, physics, and chemistry. Moreover, the PLCs formed can last as long as the members find it useful and can deal with any topics of interest, even if they are only distantly related to climate change.

Climate Science's Globally Distributed Infrastructure

NASA Astrophysics Data System (ADS)

Williams, D. N.

2016-12-01

The Earth System Grid Federation (ESGF) is primarily funded by the Department of Energy's (DOE's) Office of Science (the Office of Biological and Environmental Research [BER] Climate Data Informatics Program and the Office of Advanced Scientific Computing Research Next Generation Network for Science Program), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), and the National Science Foundation (NSF), the European Infrastructure for the European Network for Earth System Modeling (IS-ENES), and the Australian National University (ANU). Support also comes from other U.S. federal and international agencies. The federation works across multiple worldwide data centers and spans seven international network organizations to provide users with the ability to access, analyze, and visualize data using a globally federated collection of networks, computers, and software. Its architecture employs a series of geographically distributed peer nodes that are independently administered and united by common federation protocols and application programming interfaces (APIs). The full ESGF infrastructure has now been adopted by multiple Earth science projects and allows access to petabytes of geophysical data, including the Coupled Model Intercomparison Project (CMIP; output used by the Intergovernmental Panel on Climate Change assessment reports), multiple model intercomparison projects (MIPs; endorsed by the World Climate Research Programme [WCRP]), and the Accelerated Climate Modeling for Energy (ACME; ESGF is included in the overarching ACME workflow process to store model output). ESGF is a successful example of integration of disparate open-source technologies into a cohesive functional system that serves the needs the global climate science community. Data served by ESGF includes not only model output but also observational data from satellites and instruments, reanalysis, and generated images.

Climate, ecosystems, and planetary futures: The challenge to predict life in Earth system models.

PubMed

Bonan, Gordon B; Doney, Scott C

2018-02-02

Many global change stresses on terrestrial and marine ecosystems affect not only ecosystem services that are essential to humankind, but also the trajectory of future climate by altering energy and mass exchanges with the atmosphere. Earth system models, which simulate terrestrial and marine ecosystems and biogeochemical cycles, offer a common framework for ecological research related to climate processes; analyses of vulnerability, impacts, and adaptation; and climate change mitigation. They provide an opportunity to move beyond physical descriptors of atmospheric and oceanic states to societally relevant quantities such as wildfire risk, habitat loss, water availability, and crop, fishery, and timber yields. To achieve this, the science of climate prediction must be extended to a more multifaceted Earth system prediction that includes the biosphere and its resources. Copyright © 2018, American Association for the Advancement of Science.

Climate Literacy and Cyberlearning: Emerging Platforms and Programs

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.; Wise, S. B.; Buhr, S. M.

2009-12-01

With the release of the Essential Principles of Climate Science Literacy: A Guide for Individuals and Communities in the Spring of 2009, an important step toward an shared educational and communication framework about climate science was achieved. Designed as a living document, reviewed and endorsed by the thirteen federal agencies in the U.S. Climate Change Science Program (now U.S. Global Change Research Program), the Essential Principles of Climate Literacy complement other Earth system literacy efforts. A variety of emerging efforts have begun to build on the framework using a variety of cyberlearning tools, including an online Climate Literacy course developed by Education and Outreach group at CIRES, the Cooperative Institute for Research in Environmental Sciences, and the Independent Learning program of the Continuing Education Division at the University of Colorado at Boulder. The online course, piloted during the Summer of 2009 with formal classroom teachers and informal science educators, made use of the online Climate Literacy Handbook, which was developed by CIRES Education and Outreach and the Encyclopedia of Earth, which is supported by the National Council for Science and the Environment and hosted by Boston University. This paper will explore challenges and opportunities in the use of cyberlearning tools to support climate literacy efforts, highlight the development of the online course and handbook, and note related emerging cyberlearning platforms and programs for climate literacy, including related efforts by the Climate Literacy Network, the NASA Global Climate Change Education programs, the National STEM Education Distributed Learning (NSDL) and AAAS Project 2061.

Opportunities and Examples for Integration of Socio-environmental Approaches to Support Climate-informed Decisions

NASA Astrophysics Data System (ADS)

Kenney, M. A.

2014-12-01

Climate and environmental decisions require science that couples human and natural systems to quantify or articulate the observed physical, natural, and societal changes or likely consequences of different decision options. Despite the need for such policy-relevant research, multidisciplinary collaborations can be wrought with challenges of data integration, model interoperability, and communication across disciplinary divides. In this talk, I will present several examples where I have collaborated with colleagues from the physical, natural, and social sciences to develop novel, actionable science to inform decision-making. Specifically, I will discuss a cost analysis of water and sediment diversions to optimize land building in the Mississippi River delta (winner of American Geophysical Union Water Resources Research Editor's Choice Award 2014) and the development of a National Climate Indicator System that uses knowledge across the physical, natural, and social sciences to establish an end-to-end indicator system of climate changes, impacts, vulnerabilities, and responses. The latter project is in the process of moving from research to operations, an additional challenge and opportunity, as we work with the U.S. Global Change Research Program and their affiliated Federal agencies to establish it beyond the research prototype. Using these examples, I will provide some lessons learned that would have general applicability to socio-environmental research collaborations and integration of data, models, and information systems to support climate and environmental decision-making.

Exploring Climate Science with WV Educators: A Regional Model for Teacher Professional Development

NASA Astrophysics Data System (ADS)

Ruberg, L. F.; Calinger, M.

2014-12-01

The National Research Council Framework for K-12 Science Literacy reports that children reared in rural agricultural communities, who experience regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological systems than do urban and suburban children of the same age. West Virginia (WV) is a rural state. The majority of its residents live in communities of fewer than 2,500 people. Based on the features of the population being served and their unique strengths, this presentation focuses on a regional model for teacher professional development that addresses agricultural and energy vulnerabilities and adaptations to climate change in WV. The professional development model outlined shows how to guide teachers to use a problem-based learning approach to introduce climate data and analysis techniques within a scenario context that is locally meaningful. This strategy engages student interest by focusing on regional and community concerns. Climate science standards are emphasized in the Next Generation Science Standards, but WV has not provided its teachers with appropriate instructional resources to meet those standards. The authors addressed this need by offering a series of climate science education workshops followed by online webinars offered to WV science educators free of charge with funding by the West Virginia Space Grant Consortium. The authors report on findings from this series of professional development workshops conducted in partnership with the West Virginia Science Teachers Association. The goal was to enhance grades 5-12 teaching and learning about climate change through problem-based learning. Prior to offering the climate workshops, all WV science educators were asked to complete a short questionnaire. As Figure 1 shows, over 40% of the teacher respondents reported being confident in teaching climate science content. For comparison post workshops surveys measure teacher confidence in climate science instruction after the professional development sessions. In summary, this report describes how this professional approach can serve as a regional model to address the need for climate science literacy throughout Appalachia.

A Cross-Grade Comparison to Examine the Context Effect on the Relationships among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan

ERIC Educational Resources Information Center

Chen, Shin-Feng; Lin, Chien-Yu; Wang, Jing-Ru; Lin, Sheau-Wen; Kao, Huey-Lien

2012-01-01

This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who…

Games and Simulations for Climate, Weather and Earth Science Education

NASA Astrophysics Data System (ADS)

Russell, R. M.; Clark, S.

2015-12-01

We will demonstrate several interactive, computer-based simulations, games, and other interactive multimedia. These resources were developed for weather, climate, atmospheric science, and related Earth system science education. The materials were created by the UCAR Center for Science Education. These materials have been disseminated via our web site (SciEd.ucar.edu), webinars, online courses, teacher workshops, and large touchscreen displays in weather and Sun-Earth connections exhibits in NCAR's Mesa Lab facility in Boulder, Colorado. Our group has also assembled a web-based list of similar resources, especially simulations and games, from other sources that touch upon weather, climate, and atmospheric science topics. We'll briefly demonstrate this directory.

Big Data Challenges in Climate Science: Improving the Next-Generation Cyberinfrastructure

NASA Technical Reports Server (NTRS)

Schnase, John L.; Lee, Tsengdar J.; Mattmann, Chris A.; Lynnes, Christopher S.; Cinquini, Luca; Ramirez, Paul M.; Hart, Andre F.; Williams, Dean N.; Waliser, Duane; Rinsland, Pamela;

Climate Solutions Presentations on Science On a Sphere (SOS) and SOS Explorer achieve acceptance of Climate Science among Policymakers as well as the Public: US National Academy of Sciences Symposium/Open House Example

NASA Astrophysics Data System (ADS)

Sievering, H.

2015-12-01

The outcomes of climate science are inherently rife with discussions of dire consequences for humans that leave many listeners feeling helpless and hopeless. We have found that a focus on clean energy solutions, without reference to dirty energy, substantially reduces (may even eliminate) the negativity associated with sea level rise, extreme weather and other climate change presentations. US audiences respond well to discussion of California's clean energy transformation with solar, wind, geothermal and water power together now approaching 25% of total energy supply for the world's sixth largest economy. For both policymakers and the general public, a "positive climate change" presentation does not generally suffice on its own. Clear visual display of climate science information is essential. We have found the Science On a Sphere (SOS) National Oceanic and Atmospheric Administration science education tool, to be exceptional in this regard. Further, broad dissemination is possible given the SOS network consists of over 120 sites in 23 countries. The new SOS Explorer system, an advanced science education tool, can readily utilize the over 500 available SOS data sets. We have recently developed an arctic amplification and mid-latitude climate change impacts program for the upcoming US National Academy of Sciences' Arctic Matters Symposium/Open House. This SOS and SOS Explorer education program will be described with emphasis on the climate solutions incorporated into this module targeted at US policymakers and invited open house public.

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation Science Standards to their students. We will also describe the professional development and support system to develop teacher leaders and explain some of the challenges that accompany this approach of developing teacher leaders in the area of climate literacy.

Engaging Students In The Science Of Climate Change

NASA Astrophysics Data System (ADS)

Rhew, R. C.; Halversen, C.; Weiss, E.; Pedemonte, S.; Weirman, T.

2013-12-01

Climate change is arguably the defining environmental issue of our generation. It is thus increasingly necessary for every member of the global community to understand the basic underlying science of Earth's climate system and how it is changing in order to make informed, evidence-based decisions about how we will respond individually and as a society. Through exploration of the inextricable interconnection between Earth's ocean, atmosphere and climate, we believe students will be better prepared to tackle the complex issues surrounding the causes and effects of climate change and evaluate possible solutions. If students are also given opportunities to gather evidence from real data and use scientific argumentation to make evidence-based explanations about climate change, not only will they gain an increased understanding of the science concepts and science practices, the students will better comprehend the nature of climate change science. Engaging in argument from evidence is a scientific practice not only emphasized in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), but also emphasized in the Common Core State Standards for English Language Arts & Literacy in History/Social Studies and Science (CCSS). This significant overlap between NGSS and CCSS has implications for science and language arts classrooms, and should influence how we support and build students' expertise with this practice of sciences. The featured exemplary curricula supports middle school educators as they address climate change in their classrooms. The exemplar we will use is the NOAA-funded Ocean Sciences Sequence (OSS) for Grades 6-8: The ocean-atmosphere connection and climate change, which are curriculum units that deliver rich science content correlated to the Next Generation Science Standards (NGSS) Disciplinary Core Ideas and an emphasis on the Practices of Science, as called for in NGSS and the Framework. Designed in accordance with the latest research on learning this curriculum provides numerous opportunities for students to use real data to make evidence-based explanations. During the session, we will discuss ways in which students can use scientific data related to climate change as evidence in their construction of scientific arguments.

How the Pacific Islands Climate Education Partnership (PCEP) Has Collaboratively Increased Regional Collective Impacts on Climate Literacy Via Networks of Diverse Stakeholders Engaging in Multiple Reinforcing Activities

NASA Astrophysics Data System (ADS)

Sussman, A.

2016-12-01

The Pacific Islands Climate Education Partnership (PCEP) serves the U.S. Affiliated Pacific Island (USAPI) Region. The international entities served by PCEP are the state of Hawai`i (USA); three Freely Associated States (the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), and three Territories (Guam, Commonwealth of Northern Mariana Islands, and American Samoa). Funded by NSF, the PCEP aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and focus on adaptation strategies that can increase resiliency with respect to climate change impacts. PCEP partners include universities, education nonprofits, state or country offices/ministries of education, local ecological nonprofits, and a variety of community organizations. Partners contribute and share expertise in climate science, local ecological knowledge, K-12 education in the Pacific island region, science and environmental education, community college education, learning science, indigenous navigation, and oceanography. Over the past six years, PCEP has engaged with regional school systems and communities in a wide variety of ways that complement and reinforce each other. Highlighted activities include improving country and state climate science education standards; focusing on place-based local ecological knowledge and skills in working with schools and communities; developing and disseminating formal education resources such as books and web resources that focus on local contexts and skills rather than contextually inappropriate mainland the textbooks; developing and implementing professional development for teachers; and supporting local ways of knowing by gathering and sharing local stories of climate change; and promoting an emphasis on climate adaptation strategies that increase resilience of natural environments and community systems.

Challenges and Opportunities for Integrating Social Science Perspectives into Climate and Global Change Assessments

NASA Astrophysics Data System (ADS)

Larson, E. K.; Li, J.; Zycherman, A.

2017-12-01

Integration of social science into climate and global change assessments is fundamental for improving understanding of the drivers, impacts and vulnerability of climate change, and the social, cultural and behavioral challenges related to climate change responses. This requires disciplinary and interdisciplinary knowledge as well as integrational and translational tools for linking this knowledge with the natural and physical sciences. The USGCRP's Social Science Coordinating Committee (SSCC) is tasked with this challenge and is working to integrate relevant social, economic and behavioral knowledge into processes like sustained assessments. This presentation will discuss outcomes from a recent SSCC workshop, "Social Science Perspectives on Climate Change" and their applications to sustained assessments. The workshop brought academic social scientists from four disciplines - anthropology, sociology, geography and archaeology - together with federal scientists and program managers to discuss three major research areas relevant to the USGCRP and climate assessments: (1) innovative tools, methods, and analyses to clarify the interactions of human and natural systems under climate change, (2) understanding of factors contributing to differences in social vulnerability between and within communities under climate change, and (3) social science perspectives on drivers of global climate change. These disciplines, collectively, emphasize the need to consider socio-cultural, political, economic, geographic, and historic factors, and their dynamic interactions, to understand climate change drivers, social vulnerability, and mitigation and adaptation responses. They also highlight the importance of mixed quantitative and qualitative methods to explain impacts, vulnerability, and responses at different time and spatial scales. This presentation will focus on major contributions of the social sciences to climate and global change research. We will discuss future directions for sustained assessments that integrate and reflect the social science understanding of the complex relationships between social and natural worlds in a changing climate, and factors that impact effective mitigation and adaptation strategies that address risks and vulnerabilities of climate change.

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

NASA Astrophysics Data System (ADS)

Halversen, C.; Weiss, E. L.; Pedemonte, S.

2016-02-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, few high quality curriculum materials exist that address climate change in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8: The Ocean-Atmosphere Connection and Climate Change (OSS) addresses this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. OSS was developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified curriculum development team. Scientists were active partners throughout the entire development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. The goal was to focus strategically and effectively on core concepts within ocean and climate sciences that students should understand. OSS was designed in accordance with the latest research from the learning sciences and provides numerous opportunities for students to develop facility with science practices by "doing" science.Through hands-on activities, technology, informational readings, and embedded assessments, OSS deeply addresses a significant number of standards from the Next Generation Science Standards and is being used by many teachers as they explore the shifts required by NGSS. It also aligns with the Ocean Literacy and Climate Literacy Frameworks. OSS comprises 33 45-minute sessions organized into three thematic units, each driven by an exploratory question: (1) How do the ocean and atmosphere interact?; (2) How does carbon flow through the ocean, land, and atmosphere?; and (3) What are the causes and effects of climate change? The curriculum deliberately explores the ocean and climate as global systems and challenges students to use scientific evidence to make explanations about climate change.

Requirements Engineering in Building Climate Science Software

ERIC Educational Resources Information Center

Batcheller, Archer L.

2011-01-01

Software has an important role in supporting scientific work. This dissertation studies teams that build scientific software, focusing on the way that they determine what the software should do. These requirements engineering processes are investigated through three case studies of climate science software projects. The Earth System Modeling…

Three Connected Climate Education Interactives: Carbon Cycle, Earth System Energy Flows, and Climate Change Impacts/Adaptations

NASA Astrophysics Data System (ADS)

Sussman, A.

2015-12-01

The Pacific Islands Climate Education Partnership (PCEP) serves the U.S. Affiliated Pacific Island (USAPI) Region. The international entities served by PCEP are the state of Hawai'i (USA); three Freely Associated States (the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), and three Territories (Guam, Commonwealth of Northern Mariana Islands, and American Samoa). Funded by NSF, the PCEP aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and focus on adaptation strategies that can increase resiliency with respect to climate change impacts. Unfortunately the vast majority of the science texts used in schools come from the US mainland and feature contexts that do not relate to the lives of Pacific island students. The curricular materials also tend to be older and to have very weak climate science content, especially with respect to tropical islands and climate change. In collaboration with public broadcast station WGBH, PCEP has developed three climate education interactives that sequentially provide an introduction to key climate change education concepts. The first in the series focuses on the global carbon cycle and connects increased atmospheric CO2 with rising global temperatures. The second analyzes Earth system energy flows to explain the key role of the increased greenhouse effect. The third focuses on four climate change impacts (higher temperatures, rising sea level, changes in precipitation, and ocean acidification), and adaptation strategies to increase resiliency of local ecosystems and human systems. While the interactives have a Pacific island visual and text perspective, they are broadly applicable for other education audiences. Learners can use the interactives to engage with the basic science concepts, and then apply the climate change impacts to their own contexts.

Climate Literacy: Progress in Climate and Global Change Undergraduate Courses in Meteorology and Earth System Science Programs at Jackson State University

NASA Astrophysics Data System (ADS)

Reddy, S. R.; Tuluri, F.; Fadavi, M.

2017-12-01

JSU Meteorology Program will be offering AMS Climate Studies undergraduate course under MET 210: Climatology in spring 2013. AMS Climate Studies is offered as a 3 credit hour laboratory course with 2 lectures and 1 lab sessions per week. Although this course places strong intellectual demands upon each student, the instructors' objective is to help each student to pass the course with an adequate understanding of the fundamentals and advanced and advanced courses. AMS Climate Studies is an introductory college-level course developed by the American Meteorological Society for implementation at undergraduate institutions nationwide. The course places students in a dynamic and highly motivational educational environment where they investigate Earth's climate system using real-world environmental data. The AMS Climate Studies course package consists of a textbook, investigations manual, course website, and course management system-compatible files. Instructors can use these resources in combinations that make for an exciting learning experience for their students. This is a content course in Earth Science. It introduces a new concept that views Earth as a synergistic physical system applied concepts of climatology, for him/her to understand basic atmospheric/climate processes, physical and dynamical climatology, regional climatology, past and future climates and statistical analysis using climate data and to be prepared to profit from studying more of interrelated phenomenon governed by complex processes involving the atmosphere, the hydrosphere, the biosphere, and the solid Earth. The course emphasizes that the events that shape the physical, chemical, and biological processes of the Earth do not occur in isolation. Rather, there is a delicate relationship between the events that occur in the ocean, atmosphere, and the solid Earth. The course provides a multidimensional approach in solving scientific issues related to Earth-related sciences,

CMIP5 Scientific Gaps and Recommendations for CMIP6

DOE PAGES

Stouffer, R. J.; Eyring, V.; Meehl, G. A.; ...

2017-01-23

The Coupled Model Intercomparison Project (CMIP) is an ongoing coordinated international activity of numerical experimentation of unprecedented scope and impact on climate science. Its most recent phase, the fifth phase (CMIP5), has created nearly 2 PB of output from dozens of experiments performed by dozens of comprehensive climate models available to the climate science research community. In so doing, it has greatly advanced climate science. While CMIP5 has given answers to important science questions, with the help of a community survey we identify and motivate three broad topics here that guided the scientific framework of the next phase of CMIP,more » that is, CMIP6: (1) How does the Earth system respond to changes in forcing? (2) What are the origins and consequences of systematic model biases? (3) How can we assess future climate changes given internal climate variability, predictability, and uncertainties in scenarios? CMIP has demonstrated the power of idealized experiments to better understand how the climate system works. We expect that these idealized approaches will continue to contribute to CMIP6. The quantification of radiative forcings and responses was poor, and thus it requires new methods and experiments to address this gap. There are a number of systematic model biases that appear in all phases of CMIP that remain a major climate modeling challenge. In conclusion, these biases need increased attention to better understand their origins and consequences through targeted experiments. Improving understanding of the mechanisms’ underlying internal climate variability for more skillful decadal climate predictions and long-term projections remains another challenge for CMIP6.« less

CMIP5 Scientific Gaps and Recommendations for CMIP6

DOE Office of Scientific and Technical Information (OSTI.GOV)

Stouffer, R. J.; Eyring, V.; Meehl, G. A.

The Coupled Model Intercomparison Project (CMIP) is an ongoing coordinated international activity of numerical experimentation of unprecedented scope and impact on climate science. Its most recent phase, the fifth phase (CMIP5), has created nearly 2 PB of output from dozens of experiments performed by dozens of comprehensive climate models available to the climate science research community. In so doing, it has greatly advanced climate science. While CMIP5 has given answers to important science questions, with the help of a community survey we identify and motivate three broad topics here that guided the scientific framework of the next phase of CMIP,more » that is, CMIP6: (1) How does the Earth system respond to changes in forcing? (2) What are the origins and consequences of systematic model biases? (3) How can we assess future climate changes given internal climate variability, predictability, and uncertainties in scenarios? CMIP has demonstrated the power of idealized experiments to better understand how the climate system works. We expect that these idealized approaches will continue to contribute to CMIP6. The quantification of radiative forcings and responses was poor, and thus it requires new methods and experiments to address this gap. There are a number of systematic model biases that appear in all phases of CMIP that remain a major climate modeling challenge. In conclusion, these biases need increased attention to better understand their origins and consequences through targeted experiments. Improving understanding of the mechanisms’ underlying internal climate variability for more skillful decadal climate predictions and long-term projections remains another challenge for CMIP6.« less

Undergraduate Students As Effective Climate Change Communicators

NASA Astrophysics Data System (ADS)

Sharif, H. O.; Joseph, J.; Mullendore, G. L.

2014-12-01

The University of Texas at San Antonio (UTSA), San Antonio College (SAC), and the University of North Dakota (UND) have partnered with NASA to provide underrepresented undergraduates from UTSA, SAC, and other community colleges climate-related research and education experiences through the Climate Change Communication: Engineer, Environmental science, and Education (C3E3) project. The program aims to develop a robust response to climate change by providing K-16 climate change education; enhance the effectiveness of K-16 education particularly in engineering and other STEM disciplines by use of new instructional technologies; increase the enrollment in engineering programs and the number of engineering degrees awarded by showing engineering's usefulness in relation to the much-discussed contemporary issue of climate change; increase persistence in STEM degrees by providing student research opportunities; and increase the ethnic diversity of those receiving engineering degrees and help ensure an ethnically diverse response to climate change. Students participated in the second summer internship funded by the project. The program is in its third year. More than 75 students participated in a guided research experiences aligned with NASA Science Plan objectives for climate and Earth system science and the educational objectives of the three institutions. The students went through training in modern media technology (webcasts), and in using this technology to communicate the information on climate change to others, especially high school students, culminating in production of webcasts on investigating the aspects of climate change using NASA data. Content developed is leveraged by NASA Earth observation data and NASA Earth system models and tools. Three Colleges were involved in the program: Engineering, Education, and Science.

Earth System Grid II, Turning Climate Datasets into Community Resources

DOE Office of Scientific and Technical Information (OSTI.GOV)

Middleton, Don

2006-08-01

The Earth System Grid (ESG) II project, funded by the Department of Energy’s Scientific Discovery through Advanced Computing program, has transformed climate data into community resources. ESG II has accomplished this goal by creating a virtual collaborative environment that links climate centers and users around the world to models and data via a computing Grid, which is based on the Department of Energy’s supercomputing resources and the Internet. Our project’s success stems from partnerships between climate researchers and computer scientists to advance basic and applied research in the terrestrial, atmospheric, and oceanic sciences. By interfacing with other climate science projects,more » we have learned that commonly used methods to manage and remotely distribute data among related groups lack infrastructure and under-utilize existing technologies. Knowledge and expertise gained from ESG II have helped the climate community plan strategies to manage a rapidly growing data environment more effectively. Moreover, approaches and technologies developed under the ESG project have impacted datasimulation integration in other disciplines, such as astrophysics, molecular biology and materials science.« less

Raising Climate Literacy of K-12 Teachers with Datastreme Earth's Climate System

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.

2014-12-01

The American Meteorological Society (AMS) DataStreme Project is a free professional development program for in-service K-12 teachers, in which they gain considerable subject matter content and confidence in Earth science instruction. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with a team of AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. The 3-member LITs mentor about 8 teachers and in some instances an emergency manager, per semester through a given DataStreme course. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course. DataStreme is in close alignment with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Investigating the scientific basis of the workings of Earth's atmosphere, ocean, and climate system follows the cross-cutting theme of the Framework and the NGSS and is the cornerstone of the DataStreme courses. In particular, DataStreme ECS explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's teachers and students. The course utilizes resources from respected organizations, such as the IPCC and U.S. Global Change Research Program. Key to the NGSS is that students learn disciplinary core ideas in the context of science and engineering practices. In order for the students to learn in this way, the AMS believes that it is important to train the teachers in this context. DataStreme ECS emphasizes investigation of real-word and current NASA and NOAA data. Participants also are made aware of NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. The AMS DataStreme Project has received support from the National Science Foundation, NASA, and NOAA. Since 1996, more than 18,000 teachers have completed a DataStreme course, directly impacting hundreds of thousands of additional teachers and more than 1 million students.

Taming Typhon: Advancing Climate Literacy by Coordinating Federal Earth System Science Education Investments Through the U.S. Climate Change Science Program

NASA Astrophysics Data System (ADS)

Karsten, J. L.; Niepold, F.; Wei, M.; Waple, A. M.

2008-12-01

Thirteen Federal agencies in the United States invest in research, communication, and education activities related to climate and global change. The U.S. Climate Change Science Program (CCSP) works to integrate the research activities of these different agencies, with oversight from the Office of Science and Technology Policy, the Council on Environmental Quality, the National Economic Council and the Office of Management and Budget. The CCSP is the result of a Presidential initative in 2001 to build on the Global Change Research Program, which exists as a result of the Global Change Research Act of 1990. This initiative was to shift the focus of the Program from 'discovery and characterization' to 'differentiation and strategy investigation.' With this shift, CCSP's focus is now on evaluating optimal strategies for addressing climate change risks, improving coordination among the Federal agencies, communicating research results to all stakeholders (including national policy leaders and local resource managers), and improving public debate and decision-making related to global change. Implicit to these activities is the need to educate the general public about the science of climate change and its consequences, as well as coordinate Federal investments related to climate change education. This is no small task, given the variety of missions and approaches of the participating agencies. Recognizing that its Communications Interagency Working Group (CIWG) does not have the expertise or focus to adequately address issues related to science education, the CCSP recently established an ad-hoc Education Interagency Working Group (EIWG), comprising representatives from all 13 agencies, that will work closely with the CIWG to enhance education goals. Its mission is to advance literacy in climate and related sciences and increase informed decision making for the Nation. The EIWG envisions that its primary activities in the near-term will be focused on establishing: (1) a consensus framework to define climate literacy; (2) a protocol and process for vetting, reviewing, and assuring scientific quality of educational materials related to climate change; (3) a Federal network of professionals who can share, access, and identify complementary educational materials; (4) a suite of evaluation tools to gauge effectiveness of interagency programs related to climate change education; (5) a clearinghouse or central repository of climate change education resources and expertise; and (6) professional development resources for educators seeking to improve their understanding of climate change and related Earth system science principles.

Providing a Scientific Foundation in Climate Studies for Non-Science Majors

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Lambert, J.; Blair, B. A.; Hopkins, E. J.; O'Neill, K. L.; Hyre, H. R.; Nugnes, K. A.; Moses, M. N.

2010-12-01

Climate change has become a politically charged topic, creating the necessity for a scientifically literate population. Therefore, the American Meteorological Society (AMS), in partnership with NASA, has produced an introductory level, climate science course that engages students, allows for course flexibility, and boosts scientific knowledge about climate. This course shares NASA’s goal of observing, understanding, and modeling the Earth system, to discover how it is changing, to better predict change, and to understand the consequences for life. In Spring 2010, AMS Climate Studies was piloted to determine the most effective method to foster an understanding of some of the more difficult concepts of climate science. This study was offered as part of the NASA grant. This presentation will report the results of that study. Faculty and students from fourteen colleges and universities throughout the country evaluated the course using pre- and post-test questions, which included multiple choice and short answer questions, weekly course content evaluations, and an extensive post-course evaluation. The large majority of participating teachers rated the overall course, scientific content, internet delivery, and study materials as ‘good’, the most positive response available. Feedback from faculty members as well as suggestions from NASA reviewers were used to enhance the final version of the textbook and Investigations Manual for the Fall 2010 academic semester. Following the proven course work of AMS Weather and AMS Ocean Studies, AMS Climate Studies is a turnkey package utilizing both printed and online materials. It covers topics such as the water in Earth’s climate system, paleoclimates, along with climate change and public policy. The Investigations include 30 complimentary lab-style activities including the Conceptual Energy Model, which explores the flow of energy from space to Earth. Additionally, the course website features Current Climate Studies where students use real-world data and up-to-the-minute information regarding recent climate events. AMS Climate Studies can be presented in traditional, online, or blended environments, as best suites the instructor, student, and institution. By exploring the Earth’s climate as part of a larger Earth system, AMS Climate Studies will serve as a great primer in preparing students to become responsible, scientifically-literate participants in discussions of climate science and climate change. It maintains a strong focus on the fundamental science while still addressing many of the societal impacts that draw the attention of today’s students. AMS Climate Studies is available for full implementation at institutions nationwide.

Integrating Climate and Risk-Informed Science to Support Critical Decisions

ScienceCinema

None

2018-01-16

The PNNL Environmental Health and Remediation Sector stewards several decision support capabilities to integrate climate- and risk-informed science to support critical decisions. Utilizing our expertise in risk and decision analysis, integrated Earth systems modeling, and remote sensing and geoinformatics, PNNL is influencing the way science informs high level decisions at national, regional and local scales to protect and preserve our most critical assets.

Integrating Climate and Risk-Informed Science to Support Critical Decisions

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

2016-07-27

The PNNL Environmental Health and Remediation Sector stewards several decision support capabilities to integrate climate- and risk-informed science to support critical decisions. Utilizing our expertise in risk and decision analysis, integrated Earth systems modeling, and remote sensing and geoinformatics, PNNL is influencing the way science informs high level decisions at national, regional and local scales to protect and preserve our most critical assets.

A National Road Map to a Climate Literate Society: Advancing Climate Literacy by Coordinating Federal Climate Change Educational Programs (Invited)

NASA Astrophysics Data System (ADS)

Niepold, F.; Karsten, J. L.

2009-12-01

Over the 21st century, climate scientists expect Earth's temperature to continue increasing, very likely more than it did during the 20th century. Two anticipated results are rising global sea level and increasing frequency and intensity of heat waves, droughts, and floods. [IPCC 2007, USGCRP 2009] These changes will affect almost every aspect of human society, including economic prosperity, human and environmental health, and national security. Climate change will bring economic and environmental challenges as well as opportunities, and citizens who have an understanding of climate science will be better prepared to respond to both. Society needs citizens who understand the climate system and know how to apply that knowledge in their careers and in their engagement as active members of their communities. Climate change will continue to be a significant element of public discourse. Understanding the essential principles of climate science will enable all people to assess news stories and contribute to their everyday conversations as informed citizens. Key to our nations response to climate change will be a Climate Literate society that understands their influence on climate and climate’s influence on them and society. In order to ensure the nation increases its literacy, the Climate Literacy: Essential Principles of Climate Science document has been endorsed by the 13 Federal agencies that make up the US Global Change Research Program (http://globalchange.gov/resources/educators/climate-literacy) and twenty-four other science and educational institutions. This session will explore the coordinated efforts by the federal agencies and partner organizations to ensure a climate literate society. "Climate Literacy: The Essential Principles of Climate Sciences: A Guide for Individuals and Communities" produced by the U.S. Global Change Research Program in March 2009

Improving Undergraduate Climate Change Literacy through Writing: A Pilot Study

ERIC Educational Resources Information Center

Small Griswold, Jennifer D.

2017-01-01

A climate-literate population, capable of making informed decisions related to climate change, is of critical importance as society faces ever-increasing global temperatures and changes in the climate system. This project evaluates the effectiveness of a novel instructional approach that incorporates climate change science into a first-year…

The Climate Science Special Report (CSSR) of the Fourth National Climate Assessment (NCA4)

NASA Astrophysics Data System (ADS)

Wuebbles, D. J.; Fahey, D. W.; Hibbard, K. A.

2016-12-01

The Climate Science Special Report (CSSR) will provide key input into the Fourth National Climate Assessment (NCA4). The report was initiated in 2016 under the guidance of the U.S. Global Change Research Program (USGCRP) as a new, stand-alone report of the state-of-science relating to climate change and its physical impacts. The report is undergoing peer and public review in late 2016 with the aim for final publication in the fourth quarter of 2017. CSSR will provide a comprehensive assessment of the science underlying the changes occurring in the Earth's climate system, with a special focus on the United States. CSSR will serve several purposes for NCA4, including 1) providing an updated detailed analysis of the findings of how climate change is affecting weather and climate across the United States, 2) providing an executive summary that will be used as the basis for the climate science discussion in NCA4, and 3) providing foundational information and projections for climate change, including extremes, to improve "end-to-end" consistency in sectoral, regional, and resilience analyses for NCA4. We will present a summary of the origins and development of CSSR, the writing team, the chapter topics and the relation of CSSR content to NCA4, other assessments and relevance to policy and research communities.

Place-based Learning About Climate with Elementary GLOBE

NASA Astrophysics Data System (ADS)

Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

2017-12-01

Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides educators with information and strategies how Elementary GLOBE modules can be effectively applied in classrooms, how Elementary GLOBE modules are aligned with national standards, and how student literacy and science inquiry skills can be strengthened while learning about the Earth system.

Climate change: Conflict of observational science, theory, and politics

USGS Publications Warehouse

Gerhard, L.C.

2004-01-01

Debate over whether human activity causes Earth climate change obscures the immensity of the dynamic systems that create and maintain climate on the planet. Anthropocentric debate leads people to believe that they can alter these planetary dynamic systems to prevent that they perceive as negative climate impacts on human civilization. Although politicians offer simplistic remedies, such as the Kyoto Protocol, global climate continues to change naturally. Better planning for the inevitable dislocations that have followed natural global climate changes throughout human history requires us to accept the fact that climate will change, and that human society must adapt to the changes. Over the last decade, the scientific literature reported a shift in emphasis from attempting to build theoretical models of putative human impacts on climate to understanding the planetwide dynamic processes that are the natural climate drivers. The current scientific literature is beginning to report the history of past climate change, the extent of natural climate variability, natural system drivers, and the episodicity of many climate changes. The scientific arguments have broadened from focus upon human effects on climate to include the array of natural phenomena that have driven global climate change for eons. However, significant political issues with long-term social consequences continue their advance. This paper summarizes recent scientific progress in climate science and arguments about human influence on climate. ?? 2004. The American Association of Petroleum Geologists. All rights reserved.

Using Models to Teach about Climate Change: A look at NGSS Expectations and Teacher Perceptions

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

2013-12-01

The Next Generation Science Standards have been updated from the previous version of the standards with some much needed emphasis on topics in climate and climate change. In particular, the standards have focused on K-12 students learning about science models, which is extremely important when discussing climate change. The NGSS suggest that students be able to 1) develop and use science models (not just use them to explain a concept) because this is how scientists actually use models during the scientific process; and 2) understand systems and system models across all science concepts and all age levels because it leads to further understanding about a more complex natural system (like climate change). To summarize, the NGSS expects that K-12 students should develop and use system models across disciplines and age groups in a way that is similar to how scientists use them in practice, which is to make predictions about unanswered questions. Research indicates that students who learn about science content using an approach that aligns more authentically with the way real science inquiry is done have a better understanding of the content, better understanding of the nature of science, improved critical thinking skills, and improved problem solving skills. Research also indicates that most teachers are aware of this method to teach science content, but sometimes have trouble implementing it into the classroom effectively for many reasons. If accepted, this presentation will share an approach to incorporate modeling into the classroom effectively as well as report the results from a study that qualitatively look at three teacher's perspectives on using models in the classroom while teaching units about climate change, in order to identify how/why teachers struggle to teach about models involved in content related to climate change. Preliminary results indicate that the teachers in this study view models as an effective way to explain a concept to their students, but none of them mention or discuss the predictive power of models. Although models are a useful way to explain a complex phenomenon concisely, arguably the most important role science models play in scientific inquiry is their ability to allow scientists to make prediction, especially when it comes to climate change. Since all three teachers overlooked the predictive power of models, it indicates that that they do not have a firm understanding of the role science models play in making scientific predictions. In conclusion, there is discrepancy between what the NGSS indicate students should be learning about modeling and what teachers are prepared to teach. In order to better prepare teachers to meet the demands required of them, they need to be better educated about models, what they are, what they do, and how scientists use them. By preparing teachers to teach K-12 students about the role models play in climate research, we can build a more knowledgeable society that is better prepared to make informed decisions on how to deal with issues in our changing climate.

Advanced Information Technology Investments at the NASA Earth Science Technology Office

NASA Astrophysics Data System (ADS)

Clune, T.; Seablom, M. S.; Moe, K.

2012-12-01

The NASA Earth Science Technology Office (ESTO) regularly makes investments for nurturing advanced concepts in information technology to enable rapid, low-cost acquisition, processing and visualization of Earth science data in support of future NASA missions and climate change research. In 2012, the National Research Council published a mid-term assessment of the 2007 decadal survey for future spacemissions supporting Earth science and applications [1]. The report stated, "Earth sciences have advanced significantly because of existing observational capabilities and the fruit of past investments, along with advances in data and information systems, computer science, and enabling technologies." The report found that NASA had responded favorably and aggressively to the decadal survey and noted the role of the recent ESTO solicitation for information systems technologies that partnered with the NASA Applied Sciences Program to support the transition into operations. NASA's future missions are key stakeholders for the ESTO technology investments. Also driving these investments is the need for the Agency to properly address questions regarding the prediction, adaptation, and eventual mitigation of climate change. The Earth Science Division has championed interdisciplinary research, recognizing that the Earth must be studied as a complete system in order toaddress key science questions [2]. Information technology investments in the low-mid technology readiness level (TRL) range play a key role in meeting these challenges. ESTO's Advanced Information Systems Technology (AIST) program invests in higher risk / higher reward technologies that solve the most challenging problems of the information processing chain. This includes the space segment, where the information pipeline begins, to the end user, where knowledge is ultimatelyadvanced. The objectives of the program are to reduce the risk, cost, size, and development time of Earth Science space-based and ground-based systems, increase the accessibility and utility of science data, and to enable new observation measurements and information products. We will discuss the ESTO investment strategy for information technology development, the methods used to assess stakeholder needs and technology advancements, and technology partnerships to enhance the infusion for the resulting technology. We also describe specific investments and their potential impact on enabling NASA missions and scientific discovery. [1] "Earth Science and Applications from Space: A Midterm Assessment of NASA's Implementation of the Decadal Survey", 2012: National Academies Press, http://www.nap.edu/catalog.php?record_id=13405 [2] "Responding to the Challenge of Climate and Environmental Change: NASA's Plan for a Climate-Centric Architecture for Earth Observations and Applications from Space", 2010: NASA Tech Memo, http://science.nasa.gov/media/medialibrary/2010/07/01/Climate_Architecture_Final.pdf

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University. The Promoting Climate Literacy course is focused on graduate and undergraduate science students interested in learning how to more effectively communicate climate science, while participating in outreach opportunities with the public. The course has been disseminated through a workshop for faculty at 17 universities.

Climate and the Carbon Cycle

NASA Astrophysics Data System (ADS)

Manley, Jim

2017-04-01

Climate and the Carbon Cycle EOS3a Science in tomorrow's classroom Students, like too much of the American public, are largely unaware or apathetic to the changes in world climate and the impact that these changes have for life on Earth. A study conducted by Michigan State University and published in 2011 by Science Daily titled 'What carbon cycle? College students lack scientific literacy, study finds'. This study relates how 'most college students in the United States do not grasp the scientific basis of the carbon cycle - an essential skill in understanding the causes and consequences of climate change.' The study authors call for a new approach to teaching about climate. What if teachers better understood vital components of Earth's climate system and were able to impart his understanding to their students? What if students based their responses to the information taught not on emotion, but on a deeper understanding of the forces driving climate change, their analysis of the scientific evidence and in the context of earth system science? As a Middle School science teacher, I have been given the opportunity to use a new curriculum within TERC's EarthLabs collection, Climate and the Carbon Cycle, to awaken those brains and assist my students in making personal lifestyle choices based on what they had learned. In addition, with support from TERC and The University of Texas Institute for Geophysics I joined others to begin training other teachers on how to implement this curriculum in their classrooms to expose their students to our changing climate. Through my poster, I will give you (1) a glimpse into the challenges faced by today's science teachers in communicating the complicated, but ever-deepening understanding of the linkages between natural and human-driven factors on climate; (2) introduce you to a new module in the EarthLabs curriculum designed to expose teachers and students to global scientific climate data and instrumentation; and (3) illustrate how student worldviews are changed though exposure to the latest in scientific discovery and understanding.

Assessing Climate Misconceptions of Middle School Learners and Teachers

NASA Astrophysics Data System (ADS)

Sahagian, D. L.; Anastasio, D. J.; Bodzin, A.; Cirucci, L.; Bressler, D.; Dempsey, C.; Peffer, T.

2012-12-01

Middle School students and their teachers are among the many populations in the U.S. with misconceptions regarding the science or even reality of climate change. Teaching climate change science in schools is of paramount importance since all school-age children will eventually assume responsibility for the management and policy-making decisions of our planet. The recently published Framework for K-12 Science Education (National Research Council, 2012) emphasizes the importance of students understanding global climate change and its impacts on society. A preliminary assessment of over a thousand urban middles school students found the following from pretests prior to a climate literacy curriculum: - Do not understand that climate occurs on a time scale of decades (most think it is weeks or months) -Do not know the main atmospheric contributors to global warming -Do not understand the role of greenhouse gases as major contributors to increasing Earth's surface temperature -Do not understand the role of water vapor to trap heat and add to the greenhouse effect -Cannot identify some of the human activities that increase the amount of CO2 -Cannot identify sources of carbon emissions produced by US citizens -Cannot describe human activities that are causing the long-term increase of carbon -dioxide levels over the last 100 years -Cannot describe carbon reduction strategies that are feasible for lowering the levels of carbon dioxide in the atmosphere To address the lack of a well-designed middle school science climate change curriculum that can be used to help teachers promote the teaching and learning of important climate change concepts, we developed a 20-day Environmental Literacy and Inquiry (ELI): Climate Change curriculum in partnership with a local school district. Comprehension increased significantly from pre- to post-test after enactment of the ELI curriculum in the classrooms. This work is part of an ongoing systemic curriculum reform initiative to promote (1) environmental literacy and inquiry and (2) foster the development of geospatial thinking and reasoning using geospatial technologies as an essential component of the middle school science curriculum. The curriculum is designed to align instructional materials and assessments with learning goals. The following frameworks were used to provide guidelines for the climate change science content in addition to the science inquiry upon which schools must focus: Climate Literacy: The Essential Principles of Climate Sciences (U.S. Global Change Research Program, 2009) and the AAAS Project 2061 Communicating and Learning About Global Climate Change (AAAS, 2007). The curriculum is a coherent sequence of learning activities that include climate change investigations with Google Earth, Web-based interactivities that include an online carbon emissions calculator and a Web-based geologic time-line, and inquiry-based ("hands-on") laboratories. The climate change science topics include the atmosphere, Earth system energy balance, weather, greenhouse gases, paleoclimatology, and "humans and climate". It is hoped that with a solid foundation of climate science in the classroom, middle school learners will be in a position to evaluate new scientific discoveries, emerging data sets, and reasonably assess information and misinformation by which they are surrounded on a daily basis.

Spherical versus flat displays for communicating climate science concepts through stories

NASA Astrophysics Data System (ADS)

Schollaert Uz, S.; Storksdieck, M.; Duncan, B. N.

2016-12-01

One of the most compelling ways to display global Earth science data is through spherical displays. Museums around the world use Science On a Sphere for informal education of the general public, commonly for Earth science. An increasing number of universities and K-12 school systems are acquiring spheres to support formal education curriculum, but the use of spheres in education is relatively new and understanding of their advantages and best practices is still evolving. Many museums do not have the resources to staff their sphere with a facilitator or they have high turn-over of volunteer facilitators without a science background. Many K-12 teachers lack resources or training needed to utilize sphere technology to address global phenomena or Earth system science. One solution to this "facilitator-problem" has been the creation of "canned shows" for spheres, like ClimateBits. These are short videos that help people visualize Earth science concepts through global data sets and simple story-telling. To understand whether and when data driven story-telling works best on a sphere, we surveyed groups that saw identical Earth system science stories presented on a spherical display versus a flat screen. We also surveyed identical groups using live Earth science data story-telling compared to the ClimateBits videos. Some of the advantages of each format were most apparent in the qualitative comments at the end of the surveys

Improving 6th Grade Climate Literacy using New Media (CLINM) and Teacher Professional Development

NASA Astrophysics Data System (ADS)

Smith, G.; Schmidt, C.; Metzger, E. P.; Cordero, E. C.

2012-12-01

The NASA-funded project, Improving 6th Grade Climate Literacy using New Media (CLINM), is designed to improve the climate literacy of California's 450,000 6th-grade students through teacher professional development that presents climate change as an engaging context for teaching earth science standards. The project fosters experience-based interaction among learners and encourages expressive creativity and idea-exchange via the web and social media. The heart of the CLINM project is the development of an online educator-friendly experience that provides content expert-reviewed, teacher-tested, standards-based educational resources, classroom activities and lessons that make meaningful connections to NASA data and images as well as new media tools (videos, web, and phone applications) based on the Green Ninja, a climate-action superhero who fights global warming by inspiring personal action (www.greenninja.info). In this session, we will discuss this approach to professional development and share a collection of teacher-tested CLINM resources. CLINM resources are grounded in earth system science; classroom activities and lessons engage students in exploration of connections between natural systems and human systems with a particular focus on how climate change relates to everyone's need for food, water, and energy. CLINM uses a team-based approach to resource development, and partners faculty in San José State University's (SJSU) colleges of Science, Education, and Humanities and the Arts with 6th-grade teachers from local school districts, a scientist from NASA Ames Research Center and climate change education projects at Stanford University, the University of Nebraska at Lincoln, and the University of Idaho. Climate scientists and other content experts identify relevant concepts and work with science educators to develop and/or refine classroom activities to elucidate those concepts; activities are piloted in pre-service science methods courses at SJSU and in teacher professional development workshops offered through the Bay Area Earth Science Institute (BAESI); workshop attendees frame the activities as lessons appropriate for their 6th grade students; participants who use the lessons and resources in their classrooms provide iterative feedback, which is used to improve the resources for other teachers involved in the project.

CAWSES (Climate and Weather of the Sun-Earth System) Science: Progress thus far and the next steps

NASA Astrophysics Data System (ADS)

Pallamraju, D.; Kozyra, J.; Basu, S.

Climate and Weather of the Sun Earth System CAWSES is the current program of Scientific Committee for Solar Terrestrial Physics SCOSTEP for 2004 - 2008 The main aim of CAWSES is to bring together scientists from various nations to address the coupled and global nature of the Sun-Earth System phenomena Towards that end CAWSES provides a platform for international cooperation in observations data analysis theory and modeling There has been active international participation thus far with endorsement of the national CAWSES programs in some countries and many scientists around the globe actively volunteering their time in this effort The CAWSES Science Steering Group has organized the CAWSES program into five Themes for better execution of its science Solar Influence on Climate Space Weather Science and Applications Atmospheric Coupling Processes Space Climatology and Capacity Building and Education CAWSES will cooperate with International programs that focus on the Sun-Earth system science and at the same time compliment the work of programs whose scope is beyond the realm of CAWSES This talk will briefly review the science goals of CAWSES provide salient results from different Themes with emphasis on those from the Space Weather Theme This talk will also indicate the next steps that are being planned in this program and solicit inputs from the community for the science efforts to be carried out in the future

Games and Simulations for Climate, Weather and Earth Science Education

NASA Astrophysics Data System (ADS)

Russell, R. M.

2014-12-01

We will demonstrate several interactive, computer-based simulations, games, and other interactive multimedia. These resources were developed for weather, climate, atmospheric science, and related Earth system science education. The materials were created by the UCAR Center for Science Education. These materials have been disseminated via our web site (SciEd.ucar.edu), webinars, online courses, teacher workshops, and large touchscreen displays in weather and Sun-Earth connections exhibits in NCAR's Mesa Lab facility in Boulder, Colorado. Our group has also assembled a web-based list of similar resources, especially simulations and games, from other sources that touch upon weather, climate, and atmospheric science topics. We'll briefly demonstrate this directory. More info available at: scied.ucar.edu/events/agu-2014-games-simulations-sessions

Aerial Observation Needs Workshop, May 13-14, 2015

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nasiri, Shaima; Serbin, Shawn; Lesmes, David

2015-10-01

The mission of the Climate and Environmental Sciences Division (CESD) of the Office of Biological and Environmental Research (BER) within the U.S. Department of Energy's (DOE) Office of Science is "to advance a robust, predictive understanding of Earth's climate and environmental systems and to inform the development of sustainable solutions to the nation's energy and environmental challenges." Accomplishing this mission requires aerial observations of the atmospheric and terrestrial components of the climate system. CESD is assessing its current and future aerial observation needs to develop a strategy and roadmap of capability requirements for the next decade. To facilitate this process,more » a workshop was convened that consisted of invited experts in the atmospheric and terrestrial sciences, airborne observations, and modeling. This workshop report summarizes the community input prior to and during the workshop on research challenges and opportunities, as well as specific science questions and observational needs that require aerial observations to address.« less

Sustained Assessment Metadata as a Pathway to Trustworthiness of Climate Science Information

NASA Astrophysics Data System (ADS)

Champion, S. M.; Kunkel, K.

2017-12-01

The Sustained Assessment process has produced a suite of climate change reports: The Third National Climate Assessment (NCA3), Regional Surface Climate Conditions in CMIP3 and CMIP5 for the United States: Differences, Similarities, and Implications for the U.S. National Climate Assessment, Impacts of Climate Change on Human Health in the United States: A Scientific Assessment, The State Climate Summaries, as well as the anticipated Climate Science Special Report and Fourth National Climate Assessment. Not only are these groundbreaking reports of climate change science, they are also the first suite of climate science reports to provide access to complex metadata directly connected to the report figures and graphics products. While the basic metadata documentation requirement is federally mandated through a series of federal guidelines as a part of the Information Quality Act, Sustained Assessment products are also deemed Highly Influential Scientific Assessments, which further requires demonstration of the transparency and reproducibility of the content. To meet these requirements, the Technical Support Unit (TSU) for the Sustained Assessment embarked on building a system for not only collecting and documenting metadata to the required standards, but one that also provides consumers unprecedented access to the underlying data and methods. As our process and documentation have evolved, the value of both continue to grow in parallel with the consumer expectation of quality, accessible climate science information. This presentation will detail the how the TSU accomplishes the mandated requirements with their metadata collection and documentation process, as well as the technical solution designed to demonstrate compliance while also providing access to the content for the general public. We will also illustrate how our accessibility platforms guide consumers through the Assessment science at a level of transparency that builds trust and confidence in the report content.

Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

NASA Astrophysics Data System (ADS)

Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

2011-12-01

The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE is supported in countries around the world through bi-lateral agreements between U.S. Department of state and national governments.

NASA and the National Climate Assessment: Promoting awareness of NASA Earth science

NASA Astrophysics Data System (ADS)

Leidner, A. K.

2014-12-01

NASA Earth science observations, models, analyses, and applications made significant contributions to numerous aspects of the Third National Climate Assessment (NCA) report and are contributing to sustained climate assessment activities. The agency's goal in participating in the NCA was to ensure that NASA scientific resources were made available to understand the current state of climate change science and climate change impacts. By working with federal agency partners and stakeholder communities to develop and write the report, the agency was able to raise awareness of NASA climate science with audiences beyond the traditional NASA community. To support assessment activities within the NASA community, the agency sponsored two competitive programs that not only funded research and tools for current and future assessments, but also increased capacity within our community to conduct assessment-relevant science and to participate in writing assessments. Such activities fostered the ability of graduate students, post-docs, and senior researchers to learn about the science needs of climate assessors and end-users, which can guide future research activities. NASA also contributed to developing the Global Change Information System, which deploys information from the NCA to scientists, decision makers, and the public, and thus contributes to climate literacy. Finally, NASA satellite imagery and animations used in the Third NCA helped the pubic and decision makers visualize climate changes and were frequently used in social media to communicate report key findings. These resources are also key for developing educational materials that help teachers and students explore regional climate change impacts and opportunities for responses.

Arctic Boreal Vulnerability Experiment (ABoVE) Science Cloud

NASA Astrophysics Data System (ADS)

Duffy, D.; Schnase, J. L.; McInerney, M.; Webster, W. P.; Sinno, S.; Thompson, J. H.; Griffith, P. C.; Hoy, E.; Carroll, M.

2014-12-01

The effects of climate change are being revealed at alarming rates in the Arctic and Boreal regions of the planet. NASA's Terrestrial Ecology Program has launched a major field campaign to study these effects over the next 5 to 8 years. The Arctic Boreal Vulnerability Experiment (ABoVE) will challenge scientists to take measurements in the field, study remote observations, and even run models to better understand the impacts of a rapidly changing climate for areas of Alaska and western Canada. The NASA Center for Climate Simulation (NCCS) at the Goddard Space Flight Center (GSFC) has partnered with the Terrestrial Ecology Program to create a science cloud designed for this field campaign - the ABoVE Science Cloud. The cloud combines traditional high performance computing with emerging technologies to create an environment specifically designed for large-scale climate analytics. The ABoVE Science Cloud utilizes (1) virtualized high-speed InfiniBand networks, (2) a combination of high-performance file systems and object storage, and (3) virtual system environments tailored for data intensive, science applications. At the center of the architecture is a large object storage environment, much like a traditional high-performance file system, that supports data proximal processing using technologies like MapReduce on a Hadoop Distributed File System (HDFS). Surrounding the storage is a cloud of high performance compute resources with many processing cores and large memory coupled to the storage through an InfiniBand network. Virtual systems can be tailored to a specific scientist and provisioned on the compute resources with extremely high-speed network connectivity to the storage and to other virtual systems. In this talk, we will present the architectural components of the science cloud and examples of how it is being used to meet the needs of the ABoVE campaign. In our experience, the science cloud approach significantly lowers the barriers and risks to organizations that require high performance computing solutions and provides the NCCS with the agility required to meet our customers' rapidly increasing and evolving requirements.

Climate change and health research: has it served rural communities?

PubMed

Bell, Erica J

2013-01-01

If climate change is the 21st Century's biggest public health threat, research faces the major challenge of providing adequate evidence for vulnerable communities to adapt to the health effects of climate change. Available information about best practice in climate adaptation suggests it is inclusive of socio-economic disadvantage and local community factors such as access to health services. Since 1995, at least 19 164 papers have been published on climate change in the health sciences and social sciences. This body of literature has not yet been systematically examined for how well it serves rural communities. The ultimate aim of the study was to contribute to better understandings about what climate adaptation research has been done and is needed for rural communities. The two research questions were: 'What kinds of content define climate change research in disciplines that could potentially contribute to adaptation for health?' and 'How is content about rural and Aboriginal communities and best practice in adaptation related to this content?' A quantitative content analysis was performed using 'computational linguistics' Leximancer software. The analysis included 19 164 health and social sciences abstracts, batched by years, from 1 January 1995 to 31 July 2012. The relative frequency and co-occurrence of 52 concepts in these abstracts were mapped, as well as associations with positive or negative sentiment for selected concepts. Aboriginal' concepts tend to be relatively infrequent (3% and 5% overall likelihood of occurrence, respectively) and are more associated with socio-economic concepts in the social sciences than the health sciences. Multiple concepts in the health sciences literature are typically connected with 'disease' and ultimately 'science' storylines, with a 38% likelihood of paired co-occurrence of 'health' and 'disease' concepts alone. The social sciences appear more focused on the local and particular issues of community in climate change than the health sciences. 'Rural' and 'Aboriginal' concepts have increased by 1% across both discipline areas, since 2011 for the 'rural' concept and since 2004 for the 'Aboriginal' concept. 'Health' concepts in the health sciences and 'economic' concepts in the social sciences, as well as 'urban' concepts, are referred to more positively than either the 'rural' or 'Aboriginal' concepts. While care needs to be taken in interpreting the results of this study too negatively for rural and Aboriginal communities, they suggest that a disease focus dominates climate and health research typically unconnected to wider socio-economic and human system factors. This finding needs to be considered in light of the accumulating evidence of the importance of such contextual systemic factors in understanding climate and health effects and responses. The study adds some support to the view that a key priority is bringing the learnings of applied community-based researchers, from those in rural health to those in the social sciences, to climate research. There is a need to build confidence, including in the rural health sector which has arguably been slow to participate in programs of climate change research, that community-based research could make a difference to rural health in a climate-changing world.

An innovative approach to undergraduate climate change education: Sustainability in the workplace

NASA Astrophysics Data System (ADS)

Robinson, Z. P.

2009-04-01

Climate change and climate science are a core component of environment-related degree programmes, but there are many programmes, for example business studies, that have clear linkages to climate change and sustainability issues which often have no or limited coverage of the subject. Although an in-depth coverage of climate science is not directly applicable to all programmes of study, the subject of climate change is of great relevance to all of society. Graduates from the higher education system are often viewed as society's ‘future leaders', hence it can be argued that it is important that all graduates are conversant in the issues of climate change and strategies for moving towards a sustainable future. Rather than an in depth understanding of climate science it may be more important that a wider range of students are educated in strategies for positive action. One aspect of climate change education that may be missing, including in programmes where climate change is a core topic, is practical strategies, skills and knowledge for reducing our impact on the climate system. This presentation outlines an innovative approach to undergraduate climate change education which focuses on the strategies for moving towards sustainability, but which is supported by climate science understanding taught within this context. Students gain knowledge and understanding of the motivations and strategies for businesses to improve their environmental performance, and develop skills in identifying areas of environmental improvement and recommending actions for change. These skills will allow students to drive positive change in their future careers. Such courses are relevant to students of all disciplines and can give the opportunity to students for whom climate change education is not a core part of their programme, to gain greater understanding of the issues and an awareness of practical changes that can be made at all levels to move towards a more sustainable society.

Global Climate Change for Kids: Making Difficult Ideas Accessible and Exciting

NASA Astrophysics Data System (ADS)

Fisher, D. K.; Leon, N.; Greene, M. P.

2009-12-01

NASA has recently launched its Global Climate Change web site (http://climate.nasa.gov), and it has been very well received. It has now also launched in preliminary form an associated site for children and educators, with a plan for completion in the near future. The goals of the NASA Global Climate Change Education site are: To increase awareness and understanding of climate change science in upper-elementary and middle-school students, reinforcing and building upon basic concepts introduced in the formal science education curriculum for these grades; To present, insofar as possible, a holistic picture of climate change science and current evidence of climate change, describing Earth as a system of interconnected processes; To be entertaining and motivating; To be clear and easy to understand; To be easy to navigate; To address multiple learning styles; To describe and promote "green" careers; To increase awareness of NASA's contributions to climate change science; To provide valuable resources for educators; To be compliant with Section 508 of the Americans with Disabilities Act. The site incorporates research findings not only on climate change, but also on effective web design for children. It is envisioned that most of the content of the site will ultimately be presented in multimedia forms. These will include illustrated and narrated "slide shows," animated expositions, interactive concept-rich games and demonstrations, videos, animated fictionalized stories, and printable picture galleries. In recognition of the attention span of the audience, content is presented in short, modular form, with a suggested, but not mandatory order of access. Empathetic animal and human cartoon personalities are used to explain concepts and tell stories. Expository, fiction, game, video, text, and image modules are interlinked for reinforcement of similar ideas. NASA's Global Climate Change Education web site addresses the vital need to impart and emphasize Earth system science concepts at or near the beginning of the education pipeline.

Fourth National Aeronautics and Space Administration Weather and Climate Program Science Review

NASA Technical Reports Server (NTRS)

Kreins, E. R. (Editor)

1979-01-01

The NASA Weather and Climate Program has two major thrusts. The first involves the development of experimental and prototype operational satellite systems, sensors, and space facilities for monitoring and understanding the atmosphere. The second thrust involves basic scientific investigation aimed at studying the physical and chemical processes which control weather and climate. This fourth science review concentrated on the scientific research rather than the hardware development aspect of the program. These proceedings contain 65 papers covering the three general areas: severe storms and local weather research, global weather, and climate.

Games and Simulations for Climate, Weather and Earth Science Education

NASA Astrophysics Data System (ADS)

Russell, R. M.

2013-12-01

We will demonstrate several interactive, computer-based simulations, games, and other interactive multimedia. These resources were developed for weather, climate, atmospheric science, and related Earth system science education. The materials were created by education groups at NCAR/UCAR in Boulder, primarily Spark and the COMET Program. These materials have been disseminated via Spark's web site (spark.ucar.edu), webinars, online courses, teacher workshops, and large touchscreen displays in weather and Sun-Earth connections exhibits in NCAR's Mesa Lab facility. Spark has also assembled a web-based list of similar resources, especially simulations and games, from other sources that touch upon weather, climate, and atmospheric science topics. We'll briefly demonstrate this directory.

Conservation and adaptation to climate change.

PubMed

Brooke, Cassandra

2008-12-01

The need to adapt to climate change has become increasingly apparent, and many believe the practice of biodiversity conservation will need to alter to face this challenge. Conservation organizations are eager to determine how they should adapt their practices to climate change. This involves asking the fundamental question of what adaptation to climate change means. Most studies on climate change and conservation, if they consider adaptation at all, assume it is equivalent to the ability of species to adapt naturally to climate change as stated in Article 2 of the United Nations Framework Convention on Climate Change. Adaptation, however, can refer to an array of activities that range from natural adaptation, at one end of the spectrum, to sustainability science in coupled human and natural systems at the other. Most conservation organizations deal with complex systems in which adaptation to climate change involves making decisions on priorities for biodiversity conservation in the face of dynamic risks and involving the public in these decisions. Discursive methods such as analytic deliberation are useful for integrating scientific knowledge with public perceptions and values, particularly when large uncertainties and risks are involved. The use of scenarios in conservation planning is a useful way to build shared understanding at the science-policy interface. Similarly, boundary organizations-organizations or institutions that bridge different scales or mediate the relationship between science and policy-could prove useful for managing the transdisciplinary nature of adaptation to climate change, providing communication and brokerage services and helping to build adaptive capacity. The fact that some nongovernmental organizations (NGOs) are active across the areas of science, policy, and practice makes them well placed to fulfill this role in integrated assessments of biodiversity conservation and adaptation to climate change.

Progress, decline, and the public uptake of climate science.

PubMed

Rudiak-Gould, Peter

2014-02-01

Previous research has sought to explain public perception of climate change science in terms of individuals' "prior commitment" to such ideological stances as just-world belief, system justification, and liberalism/conservatism. One type of prior commitment that has received little formal attention in the literature is narratives of the moral trajectory of society. A theory of climate science uptake based on beliefs in societal progress or decline is more easily portable to non-Western settings; in a case study of global warming attitudes in the Marshall Islands, trajectory narratives indeed account for public belief, concern, blame, and response more aptly than existing theories, and accord well with qualitative analysis of Marshallese climate change discourse. In Western settings, progress/decline narratives may explain much of the variation in climate change attitudes previously accounted for by other ideological variables, promising a more penetrating explanation for the divergence of climate change attitudes within and between societies.

The influence of climate variability and change on the science and practice of restoration ecology

Treesearch

Donald A. Falk; Connie Millar

2016-01-01

Variation in Earth’s climate system has always been a primary driver of ecosystem processes and biological evolution. In recent decades, however, the prospect of anthropogenically driven change to the climate system has become an increasingly dominant concern for scientists and conservation biologists. Understanding how ecosystems may...

NASA Tools for Climate Impacts on Water Resources

NASA Technical Reports Server (NTRS)

Toll, David; Doorn, Brad

2010-01-01

Climate and environmental change are expected to fundamentally alter the nation's hydrological cycle and water availability. Satellites provide global or near-global coverage using instruments, allowing for consistent, well-calibrated, and equivalent-quality data of the Earth system. A major goal for NASA climate and environmental change research is to create multi-instrument data sets to span the multi-decadal time scales of climate change and to combine these data with those from modeling and surface-based observing systems to improve process understanding and predictions. NASA and Earth science data and analyses will ultimately enable more accurate climate prediction, and characterization of uncertainties. NASA's Applied Sciences Program works with other groups, including other federal agencies, to transition demonstrated observational capabilities to operational capabilities. A summary of some of NASA tools for improved water resources management will be presented.

Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

NASA Astrophysics Data System (ADS)

Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

Apache Open Climate Workbench: Building Open Source Climate Science Tools and Community at the Apache Software Foundation

NASA Astrophysics Data System (ADS)

Joyce, M.; Ramirez, P.; Boustani, M.; Mattmann, C. A.; Khudikyan, S.; McGibbney, L. J.; Whitehall, K. D.

2014-12-01

Apache Open Climate Workbench (OCW; https://climate.apache.org/) is a Top-Level Project at the Apache Software Foundation that aims to provide a suite of tools for performing climate science evaluations using model outputs from a multitude of different sources (ESGF, CORDEX, U.S. NCA, NARCCAP) with remote sensing data from NASA, NOAA, and other agencies. Apache OCW is the second NASA project to become a Top-Level Project at the Apache Software Foundation. It grew out of the Jet Propulsion Laboratory's (JPL) Regional Climate Model Evaluation System (RCMES) project, a collaboration between JPL and the University of California, Los Angeles' Joint Institute for Regional Earth System Science and Engineering (JIFRESSE). Apache OCW provides scientists and developers with tools for data manipulation, metrics for dataset comparisons, and a visualization suite. In addition to a powerful low-level API, Apache OCW also supports a web application for quick, browser-controlled evaluations, a command line application for local evaluations, and a virtual machine for isolated experimentation with minimal setup. This talk will look at the difficulties and successes of moving a closed community research project out into the wild world of open source. We'll explore the growing pains Apache OCW went through to become a Top-Level Project at the Apache Software Foundation as well as the benefits gained by opening up development to the broader climate and computer science communities.

Educational process in modern climatology within the web-GIS platform "Climate"

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Gorbatenko, Valentina; Gordov, Evgeny; Martynova, Yulia; Okladnikov, Igor; Titov, Alexander; Shulgina, Tamara

2013-04-01

These days, common to all scientific fields the problem of training of scientists in the environmental sciences is exacerbated by the need to develop new computational and information technology skills in distributed multi-disciplinary teams. To address this and other pressing problems of Earth system sciences, software infrastructure for information support of integrated research in the geosciences was created based on modern information and computational technologies and a software and hardware platform "Climate» (http://climate.scert.ru/) was developed. In addition to the direct analysis of geophysical data archives, the platform is aimed at teaching the basics of the study of changes in regional climate. The educational component of the platform includes a series of lectures on climate, environmental and meteorological modeling and laboratory work cycles on the basics of analysis of current and potential future regional climate change using Siberia territory as an example. The educational process within the Platform is implemented using the distance learning system Moodle (www.moodle.org). This work is partially supported by the Ministry of education and science of the Russian Federation (contract #8345), SB RAS project VIII.80.2.1, RFBR grant #11-05-01190a, and integrated project SB RAS #131.

Teaching climate science within the transdisciplinary framework of Critical Zone science

NASA Astrophysics Data System (ADS)

White, T. S.; Wymore, A.; Dere, A. L. D.; Washburne, J. C.; Hoffman, A.; Conklin, M. H.

2017-12-01

During the past decade a new realm of Earth surface and environmental science has evolved, Critical Zone (CZ) science. The CZ is the outermost layer of the continents spanning from the top of the vegetation canopy down to the bottom of the fresh groundwater zone. CZ science integrates across many disciplines and cross cutting concepts, including climate science, and much progress has been made by the CZ community to develop educational curricula - descriptions of the climate science aspects of two of those follows. An interdisciplinary team of CZ scientists developed an undergraduate course entitled "Introduction to CZ science". The semester-long course is modular, has been tested in multiple university settings, and the content is available online. A primary tenet of the course is that to achieve environmental sustainability, society must understand the CZ system, the natural processes and services of the CZ that are of value to society, and how those processes operate with and without the presence of humanity. A fundamental concept in the course is that the fluxes of water, C, energy, reactive gases, particulates and nutrients throughout the CZ are directly and indirectly related to climatic phenomenon and processes. Units on land-atmosphere interactions, weathering, and water budgets highlight the connection between CZ science and climate science, and are augmented by learning activities that consider climate links to soil development and landscape evolution. An online open-source course entitled "Earth 530: Earth Surface Processes in the Critical Zone'" is offered as part of The Pennsylvania State University's Masters of Education in Earth Sciences program. The course is designed to educate teachers interested in incorporating CZ science into their classrooms, though it is usable by anyone with a basic understanding of Earth surface and environmental science. Earth 530 introduces students to knowledge needed to understand the CZ through integration of transdisciplinary science. The course structure is organized into seven units; those covering the atmosphere and climate, water, and landforms, are of particular interest to this session. Earth 530 is unique from the introductory course discussed previously in that students also consider paleoclimate and future climate predictions as part of this curriculum.

Polar Bears or People?: How Framing Can Provide a Useful Analytic Tool to Understand & Improve Climate Change Communication in Classrooms

NASA Astrophysics Data System (ADS)

Busch, K. C.

2014-12-01

Not only will young adults bear the brunt of climate change's effects, they are also the ones who will be required to take action - to mitigate and to adapt. The Next Generation Science Standards include climate change, ensuring the topic will be covered in U.S. science classrooms in the near future. Additionally, school is a primary source of information about climate change for young adults. The larger question, though, is how can the teaching of climate change be done in such a way as to ascribe agency - a willingness to act - to students? Framing - as both a theory and an analytic method - has been used to understand how language in the media can affect the audience's intention to act. Frames function as a two-way filter, affecting both the message sent and the message received. This study adapted both the theory and the analytic methods of framing, applying them to teachers in the classroom to answer the research question: How do teachers frame climate change in the classroom? To answer this question, twenty-five lessons from seven teachers were analyzed using semiotic discourse analysis methods. It was found that the teachers' frames overlapped to form two distinct discourses: a Science Discourse and a Social Discourse. The Science Discourse, which was dominant, can be summarized as: Climate change is a current scientific problem that will have profound global effects on the Earth's physical systems. The Social Discourse, used much less often, can be summarized as: Climate change is a future social issue because it will have negative impacts at the local level on people. While it may not be surprising that the Science Discourse was most often heard in these science classrooms, it is possibly problematic if it were the only discourse used. The research literature on framing indicates that the frames found in the Science Discourse - global scale, scientific statistics and facts, and impact on the Earth's systems - are not likely to inspire action-taking. This study indicates that framing may be a useful theory for investigating how climate change is taught and learned in classrooms. In addition, suggestions are made for how to develop effective professional development for teachers to improve their communication of climate change.

Communicating climate sciences in academia and beyond

NASA Astrophysics Data System (ADS)

Dupigny-Giroux, L. L.

2008-12-01

Climate change has catapulted climate and atmospheric sciences onto center stage in a way that eclipses the challenges of acid rain deposition in the late 1990s. However, there are subtle differences in the non- scientists' understanding of climate dynamics, processes, feedbacks etc.. Even among non-atmospheric scientists, there is sometimes an under-appreciation of the nuances of the land-atmosphere-ocean system. Many agencies are poised to play pivotal roles in helping to move this understanding forward, either due to their scientific missions or outreach components. Among these are the American Association of State Climatologists, the American Meteorological Society, American Geophysical Union, UCAR, NOAA, NASA and Association of American Geographers to name a few. This presentation will suggest directions in communicating climate science that come out a State Climatologist's perspective as well as liberal arts academic setting.

Climate Science - getting the world to understand, and to care

NASA Astrophysics Data System (ADS)

Jasmin, T.; Ackerman, S. A.; Whittaker, T. M.

2012-12-01

Effectively teaching and conveying climate science has become one of Earth Science's greatest challenges. Existing barriers are many and varied, from political, ideological, and religious, to purely economic. Additionally, studies show the general public at present has a surprising number of basic misconceptions regarding the Earth system, and Earth-Sun relationships. Addressing these misconceptions is the first hurdle to overcome for properly teaching climate science. This talk will discuss ways to address the various barriers. Strategies are being employed to arm teachers with new tools leveraging the move to online, interactive learning. Content can be tailored particular audiences. For any individual, learning will be most effective if there is an understood significance, the information is presented clearly and at an appropriate education level, and when possible some personal relevance can be inferred. People need a reason to care. Examples and approaches for several common education scenarios will be given. A simple "Climate Change 101" outline will be given, a blueprint that could be used to educate most of the general public. Freely available online resources to address Earth System misconceptions will be referenced. Finally, a case will be made that a dramatic improvement in climate literacy worldwide may be the only viable means to successfully tackling global warming.

Measuring Engagement and Learning Outcomes During a Teacher Professional Development Workshop about Creative Climate Communication

NASA Astrophysics Data System (ADS)

Morrison, A.; Gold, A. U.; Soltis, N.; McNeal, K.; Kay, J. E.

2017-12-01

Climate science and global climate change are complex topics that require system-level thinking and the application of general science concepts. Identifying effective instructional approaches for improving climate literacy is an emerging research area with important broader impacts. Active learning techniques can ensure engagement throughout the learning process and increase retention of climate science content. Conceptual changes that can be measured as lasting learning gains occur when both the cognitive and affective domain are engaged. Galvanic skin sensors are a relatively new technique to directly measure engagement and cognitive load in science education. We studied the engagement and learning gains of 16 teachers throughout a one-day teacher professional development workshop focused on creative strategies to communicate about climate change. The workshop consisted of presentations about climate science, climate communication, storytelling and filmmaking, which were delivered using different pedagogical approaches. Presentations alternated with group exercises, clicker questions, videos and discussions. Using a pre-post test design we measured learning gains and attitude changes towards climate change among participating teachers. Each teacher wore a hand sensor to measure galvanic skin conductance as a proxy for emotional engagement. We surveyed teachers to obtain self-reflection data on engagement and on their skin conductance data during and after the workshop. Qualitative data provide critical information to aid the interpretation of skin conductance readings. Based on skin conductance data, teachers were most engaged during group work, discussions and videos as compared to lecture-style presentations. We discuss the benefits and limitations of using galvanic skin sensors to inform the design of teacher professional development opportunities. Results indicate that watching videos or doing interactive activities may be the most effective strategies for increasing teachers' knowledge of climate science.

Modeling human-climate interaction

NASA Astrophysics Data System (ADS)

Jacoby, Henry D.

If policymakers and the public are to be adequately informed about the climate change threat, climate modeling needs to include components far outside its conventional boundaries. An integration of climate chemistry and meteorology, oceanography, and terrestrial biology has been achieved over the past few decades. More recently the scope of these studies has been expanded to include the human systems that influence the planet, the social and ecological consequences of potential change, and the political processes that lead to attempts at mitigation and adaptation. For example, key issues—like the relative seriousness of climate change risk, the choice of long-term goals for policy, and the analysis of today's decisions when uncertainty may be reduced tomorrow—cannot be correctly understood without joint application of the natural science of the climate system and social and behavioral science aspects of human response. Though integration efforts have made significant contributions to understanding of the climate issue, daunting intellectual and institutional barriers stand in the way of needed progress. Deciding appropriate policies will be a continuing task over the long term, however, so efforts to extend the boundaries of climate modeling and assessment merit long-term attention as well. Components of the effort include development of a variety of approaches to analysis, the maintenance of a clear a division between close-in decision support and science/policy research, and the development of funding institutions that can sustain integrated research over the long haul.

Climate Cases: Learning about Student Conceptualizations of Global Climate Change

ERIC Educational Resources Information Center

Tierney, Benjamin P.

2013-01-01

The complex topic of global climate change continues to be a challenging yet important topic among science educators and researchers. This mixed methods study adds to the growing research by investigating student conceptions of climate change from a system theory perspective (Von Bertalanffy, 1968) by asking the question, "How do differences…

On the data-driven inference of modulatory networks in climate science: an application to West African rainfall

NASA Astrophysics Data System (ADS)

González, D. L., II; Angus, M. P.; Tetteh, I. K.; Bello, G. A.; Padmanabhan, K.; Pendse, S. V.; Srinivas, S.; Yu, J.; Semazzi, F.; Kumar, V.; Samatova, N. F.

2014-04-01

Decades of hypothesis-driven and/or first-principles research have been applied towards the discovery and explanation of the mechanisms that drive climate phenomena, such as western African Sahel summer rainfall variability. Although connections between various climate factors have been theorized, not all of the key relationships are fully understood. We propose a data-driven approach to identify candidate players in this climate system, which can help explain underlying mechanisms and/or even suggest new relationships, to facilitate building a more comprehensive and predictive model of the modulatory relationships influencing a climate phenomenon of interest. We applied coupled heterogeneous association rule mining (CHARM), Lasso multivariate regression, and Dynamic Bayesian networks to find relationships within a complex system, and explored means with which to obtain a consensus result from the application of such varied methodologies. Using this fusion of approaches, we identified relationships among climate factors that modulate Sahel rainfall, including well-known associations from prior climate knowledge, as well as promising discoveries that invite further research by the climate science community.

Obstacles facing Africa's young climate scientists

NASA Astrophysics Data System (ADS)

Dike, Victor Nnamdi; Addi, Martin; Andang'o, Hezron Awiti; Attig, Bahar Faten; Barimalala, Rondrotiana; Diasso, Ulrich Jacques; Du Plessis, Marcel; Lamine, Salim; Mongwe, Precious N.; Zaroug, Modathir; Ochanda, Valentine Khasenye

2018-06-01

Current and future climate change poses a substantial threat to the African continent. Young scientists are needed to advance Earth systems science on the continent, but they face significant challenges.

Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College

NASA Astrophysics Data System (ADS)

Bartley, J. K.; Triplett, L.; Dontje, J.; Huber, T.; Koomen, M.; Jeremiason, J.; La Frenierre, J.; Niederriter, C.; Versluis, A.

2014-12-01

The human and social dimensions of climate change are addressed in courses in humanities, social sciences, and arts disciplines. However, faculty members in these disciplines are not climate science experts and thus may feel uncomfortable discussing the science that underpins our understanding of climate change. In addition, many students are interested in the connections between climate change and their program of study, but not all students take courses that address climate science as a principal goal. At Gustavus Adolphus College, the Climate Science Project aims to help non-geoscience faculty introduce climate science content in their courses in order to increase climate science literacy among students and inform discussions of the implications of climate change. We assembled an interdisciplinary team of faculty with climate science expertise to develop climate science modules for use in non-geoscience courses. Faculty from the social sciences, humanities, arts, education, and natural sciences attended workshops in which they developed plans to include climate science in their courses. Based on these workshops, members of the development team created short modules for use by participating faculty that introduce climate science concepts to a non-specialist audience. Each module was tested and modified prior to classroom implementation by a team of faculty and geoscience students. Faculty and student learning are assessed throughout the process, and participating faculty members are interviewed to improve the module development process. The Climate Science Project at Gustavus Adolphus College aims to increase climate science literacy in both faculty members and students by creating accessible climate science content and supporting non-specialist faculty in learning key climate science concepts. In this way, climate science becomes embedded in current course offerings, including non-science courses, reaching many more students than new courses or enhanced content in the geosciences can reach. In addition, this model can be adopted by institutions with limited geoscience course offerings to increase geoscience literacy among a broad cross-section of students.

Developing Models for Predictive Climate Science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Drake, John B; Jones, Philip W

2007-01-01

The Community Climate System Model results from a multi-agency collaboration designed to construct cutting-edge climate science simulation models for a broad research community. Predictive climate simulations are currently being prepared for the petascale computers of the near future. Modeling capabilities are continuously being improved in order to provide better answers to critical questions about Earth's climate. Climate change and its implications are front page news in today's world. Could global warming be responsible for the July 2006 heat waves in Europe and the United States? Should more resources be devoted to preparing for an increase in the frequency of strongmore » tropical storms and hurricanes like Katrina? Will coastal cities be flooded due to a rise in sea level? The National Climatic Data Center (NCDC), which archives all weather data for the nation, reports that global surface temperatures have increased over the last century, and that the rate of increase is three times greater since 1976. Will temperatures continue to climb at this rate, will they decline again, or will the rate of increase become even steeper? To address such a flurry of questions, scientists must adopt a systematic approach and develop a predictive framework. With responsibility for advising on energy and technology strategies, the DOE is dedicated to advancing climate research in order to elucidate the causes of climate change, including the role of carbon loading from fossil fuel use. Thus, climate science--which by nature involves advanced computing technology and methods--has been the focus of a number of DOE's SciDAC research projects. Dr. John Drake (ORNL) and Dr. Philip Jones (LANL) served as principal investigators on the SciDAC project, 'Collaborative Design and Development of the Community Climate System Model for Terascale Computers.' The Community Climate System Model (CCSM) is a fully-coupled global system that provides state-of-the-art computer simulations of the Earth's past, present, and future climate states. The collaborative SciDAC team--including over a dozen researchers at institutions around the country--developed, validated, documented, and optimized the performance of CCSM using the latest software engineering approaches, computational technology, and scientific knowledge. Many of the factors that must be accounted for in a comprehensive model of the climate system are illustrated in figure 1.« less

Climate change studies and the human sciences

NASA Astrophysics Data System (ADS)

Holm, Poul; Winiwarter, Verena

2017-09-01

Policy makers have made repeated calls for integration of human and natural sciences in the field of climate change. Serious multidisciplinary attempts began already in the 1950s. Progress has certainly been made in understanding the role of humans in the planetary system. New perspectives have clarified policy advice, and three insights are singled out in the paper: the critique of historicism, the distinction between benign and wicked problems, and the cultural critique of the 'myths of nature'. Nevertheless, analysis of the IPCC Assessment Reports indicates that integration is skewed towards a particular dimension of human sciences (economics) and major insights from cultural theory and historical analysis have not made it into climate science. A number of relevant disciplines are almost absent in the composition of authorship. Nevertheless, selective assumptions and arguments are made about e.g. historical findings in key documents. In conclusion, we suggest to seek remedies for the lack of historical scholarship in the IPCC reports. More effort at science-policy exchange is needed, and an Integrated Platform to channel humanities and social science expertise for climate change research might be one promising way.

Earth Futures: a General Education Sustainability Course at the Pennsylvania State University

NASA Astrophysics Data System (ADS)

Bralower, T. J.; Bice, D. M.; Barron, E. J.

2012-12-01

Earth in the Future: Predicting Climate Change and Its Impacts Over the Next Century has been taught at The Pennsylvania State University since 2000. The course is a general education course designed to give a broad survey of the science underlying climate change as well as the impacts on natural and human systems. The course has three major goals: (1) to provide an understanding of climate science and of the possible scenarios of how climate may change in the future; (2) to analyze the linkages between climate and major human and natural systems, including agriculture, water, ocean circulation, and coastal ecosystems, necessary to assess the potential impacts of climate change; and (3) to understand the potential responses to climate change, including both adaptation to, and mitigation of change. The general education course is the entry point for a new BS-degree program, Earth System Science and Policy (ESSP). Initially the course was taught face to face on a yearly basis. Recently we have developed an on-line version of the course, and, in Fall semester, 2012, we are teaching a revised version of the course face-to-face and on-line. Both versions of the course are being assessed using survey instruments developed for InTeGrate courses. The simultaneous instruction provides a unique opportunity to compare the strengths and weaknesses of the two different modes of education. From its beginning, the course has included laboratory exercises designed to enhance the student's understanding of climate science. The revised course includes laboratory exercises in every module, including STELLA-based model experiments. These exercises form an essential part of the on-line version of the course, however, the identical exercises are involved in the face-to-face version. In our presentation, we provide preliminary comparison of the two instructional modes as well as their effectiveness in recruiting students to the ESSP major.

Creating Effective Dialogue Around Climate Change

NASA Astrophysics Data System (ADS)

Kiehl, J. T.

2015-12-01

Communicating climate change to people from diverse sectors of society has proven to be difficult in the United States. It is widely recognized that difficulties arise from a number of sources, including: basic science understanding, the psychologically affect laden content surrounding climate change, and the diversity of value systems that exist in our society. I explore ways of working with the affect that arises around climate change and describe specific methods to work with the resistance often encountered when communicating this important issue. The techniques I describe are rooted in psychology and group process and provide means for creating more effective narratives to break through the barriers to communicating climate change science. Examples are given from personal experiences in presenting climate change to diverse groups.

Earth System Science at NASA: Teleconnections Between Sea Surface Temperature and Epidemics in Africa

NASA Technical Reports Server (NTRS)

Meeson, Blanche W.

2000-01-01

The research carried out in the Earth Sciences in NASA and at NASA's Goddard Space Flight Center will be the focus of the presentations. In addition, one research project that links sea surface temperature to epidemics in Africa will be highlighted. At GSFC research interests span the full breath of disciplines in Earth Science. Branches and research groups focus on areas as diverse as planetary geomagnetics and atmospheric chemistry. These organizations focus on atmospheric sciences (atmospheric chemistry, climate and radiation, regional processes, atmospheric modeling), hydrological sciences (snow, ice, oceans, and seasonal-to-interannual prediction), terrestrial physics (geology, terrestrial biology, land-atmosphere interactions, geophysics), climate modeling (global warming, greenhouse gases, climate change), on sensor development especially using lidar and microwave technologies, and on information technologies, that enable support of scientific and technical research.

Anticipating impacts of climate change on fish habitat to support decisionmaking in hydropower licensing: a climate risk study for the Hiram Dam, Saco River, ME

NASA Astrophysics Data System (ADS)

Lagron, C. S.; Ray, A. J.; Barsugli, J. J.

2016-12-01

The Federal Energy Regulatory Commission (FERC) issues licenses for non-federal hydropower projects through its Integrated Licensing Process (ILP). Through this multi-stage, multi-year decision process, NOAA National Marine Fisheries Service (NMFS) can request studies needed to prescribe license conditions to mitigate dams' effects on trust resources, e.g. fish passages and flow requirements. NMFS must understand the combined effects of hydropower projects and climate change to fulfill its mandates to maintain fisheries and protected species. Although 30-50 year hydropower licenses and renewals are within the time frame of anticipated risks from changing climate, FERC has consistently rejected NMFS' climate study requests, stating climate science is "too uncertain," and therefore not actionable. The ILP is an opportunity to incorporate climate change risks in this decision process, and to make decisions now to avoid failures later in the system regarding both hydropower reliability (the concern of FERC and the applicant) and ecosystem health (NMFS's concern). NMFS has partnered with climate scientists at the ESRL Physical Sciences Division to co-produce a climate study request for the relicensing of the Hiram Project on the Saco River in Southern Maine. The Saco hosts Atlantic salmon (Salmo salar) runs which are not currently self-sustaining. This presentation will describe basin-to-basin variability in both historic river analyses (Hydro-Climate Data Network, HCDN) and projected hydrologic responses of New England rivers to climate forcings using statewide Precipitation-Runoff Modeling System (PRMS) demonstrate the need to develop Saco-specific watershed models. Furthermore, although methods for projecting fishery-relevant metrics (heat waves, flood annual exceedance probabilities) have been proven in nearby basins, this modeling has not been conducted at fishery-relevant thresholds. Climate study requests are an example of bridging between science and applications. We argue that the current state of climate science provides actionable information on climate risks in the region, and will articulate the need and required elements for a Saco-specific climate study request.

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

NASA Astrophysics Data System (ADS)

Weiss, E.; Skene, J.; Tran, L.

2011-12-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, there are few high quality curricula available to teachers that address these topics in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8 aims to address this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. The Ocean Sciences Sequence for Grades 6-8 is developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified GEMS (Great Explorations in Math & Science) curriculum development team. Scientists are active partners throughout the whole development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. As with all GEMS Sequences, the Ocean Sciences Sequence for Grades 6-8 is designed to provide significant scientific and educational depth, systematic assessments and informational readings, and incorporate new learning technologies. The goal is to focus strategically and effectively on the core concepts within ocean and climate sciences that students need to understand. This curriculum is designed in accordance with the latest research from the learning sciences, and provides numerous opportunities for students to develop inquiry skills and abilities as they learn about the practice of science through hands-on activities. The Ocean Sciences Sequence for Grades 6-8 addresses in depth a significant number of national, state, and district standards and benchmarks. It aligns with the Ocean Literacy and Climate Literacy Frameworks, as well as multiple core ideas in the new National Academy of Sciences Framework for K-12 Science Education. In brief, the curriculum comprises 33 45-minute sessions organized into three thematic units that are each driven by an exploratory question: Unit 1 (11 sessions)-How do the ocean and atmosphere interact?; Unit 2 (8 sessions)-How does carbon flow through the ocean, land, and atmosphere?; and Unit 3 (12 sessions)-What are the causes and effects of climate change? The curriculum deliberately explores the ocean and climate as global systems, and challenges students to use scientific evidence to make explanations about climate change. The Ocean Sciences Sequence for Grades 6-8 is currently being classroom tested by teachers across the United States in a wide variety of classroom settings. Evaluation is also being undertaken to determine the efficacy of the sequence in addressing the curriculum's learning goals.

Adapting agriculture to climate change.

PubMed

Howden, S Mark; Soussana, Jean-François; Tubiello, Francesco N; Chhetri, Netra; Dunlop, Michael; Meinke, Holger

2007-12-11

The strong trends in climate change already evident, the likelihood of further changes occurring, and the increasing scale of potential climate impacts give urgency to addressing agricultural adaptation more coherently. There are many potential adaptation options available for marginal change of existing agricultural systems, often variations of existing climate risk management. We show that implementation of these options is likely to have substantial benefits under moderate climate change for some cropping systems. However, there are limits to their effectiveness under more severe climate changes. Hence, more systemic changes in resource allocation need to be considered, such as targeted diversification of production systems and livelihoods. We argue that achieving increased adaptation action will necessitate integration of climate change-related issues with other risk factors, such as climate variability and market risk, and with other policy domains, such as sustainable development. Dealing with the many barriers to effective adaptation will require a comprehensive and dynamic policy approach covering a range of scales and issues, for example, from the understanding by farmers of change in risk profiles to the establishment of efficient markets that facilitate response strategies. Science, too, has to adapt. Multidisciplinary problems require multidisciplinary solutions, i.e., a focus on integrated rather than disciplinary science and a strengthening of the interface with decision makers. A crucial component of this approach is the implementation of adaptation assessment frameworks that are relevant, robust, and easily operated by all stakeholders, practitioners, policymakers, and scientists.

Textbooks of Doubt: Using Systemic Functional Analysis to Explore the Framing of Climate Change in Middle-School Science Textbooks

ERIC Educational Resources Information Center

Román, Diego; Busch, K. C.

2016-01-01

Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade…

CEOS SEO and GISS Meeting

NASA Technical Reports Server (NTRS)

Killough, Brian; Stover, Shelley

2008-01-01

The Committee on Earth Observation Satellites (CEOS) provides a brief to the Goddard Institute for Space Studies (GISS) regarding the CEOS Systems Engineering Office (SEO) and current work on climate requirements and analysis. A "system framework" is provided for the Global Earth Observation System of Systems (GEOSS). SEO climate-related tasks are outlined including the assessment of essential climate variable (ECV) parameters, use of the "systems framework" to determine relevant informational products and science models and the performance of assessments and gap analyses of measurements and missions for each ECV. Climate requirements, including instruments and missions, measurements, knowledge and models, and decision makers, are also outlined. These requirements would establish traceability from instruments to products and services allowing for benefit evaluation of instruments and measurements. Additionally, traceable climate requirements would provide a better understanding of global climate models.

Climate Change Communicators: The C3E3 Project

NASA Astrophysics Data System (ADS)

Sharif, H. O.; Joseph, J.

2013-12-01

The University of Texas at San Antonio (UTSA), San Antonio College (SAC), and the University of North Dakota (UND) have partnered with NASA to provide underrepresented undergraduates from UTSA, SAC, and other community colleges climate-related research and education experiences through the Climate Change Communication: Engineer, Environmental science, and Education (C3E3) project. The program aims to develop a robust response to climate change by providing K-16 climate change education; enhance the effectiveness of K-16 education particularly in engineering and other STEM disciplines by use of new instructional technologies; increase the enrollment in engineering programs and the number of engineering degrees awarded by showing engineering's usefulness in relation to the much-discussed contemporary issue of climate change; increase persistence in STEM degrees by providing student research opportunities; and increase the ethnic diversity of those receiving engineering degrees and help ensure an ethnically diverse response to climate change. Students participated in the second summer internship funded by the project. More than 60 students participated in guided research experiences aligned with NASA Science Plan objectives for climate and Earth system science and the educational objectives of the three institutions. The students went through training in modern media technology (webcasts), and in using this technology to communicate the information on climate change to others, especially high school students, culminating in production of webcasts on investigating the aspects of climate change using NASA data. Content developed is leveraged by NASA Earth observation data and NASA Earth system models and tools. Several departments are involved in the educational program.

Earth Radiation Budget Science, 1978. [conferences

NASA Technical Reports Server (NTRS)

1978-01-01

An earth radiation budget satellite system planned in order to understand climate on various temporal and spatial scales is considered. Topics discussed include: climate modeling, climate diagnostics, radiation modeling, radiation variability and correlation studies, cloudiness and the radiation budget, and radiation budget and related measurements in 1985 and beyond.

Successful Massive Open Online Climate Course on Climate Science and Psychology

NASA Astrophysics Data System (ADS)

Nuccitelli, D. A.; Cook, J.

2015-12-01

In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.

What’s Needed from Climate Modeling to Advance Actionable Science for Water Utilities?

NASA Astrophysics Data System (ADS)

Barsugli, J. J.; Anderson, C. J.; Smith, J. B.; Vogel, J. M.

2009-12-01

“…perfect information on climate change is neither available today nor likely to be available in the future, but … over time, as the threats climate change poses to our systems grow more real, predicting those effects with greater certainty is non-discretionary. We’re not yet at a level at which climate change projections can drive climate change adaptation.” (Testimony of WUCA Staff Chair David Behar to the House Committee on Science and Technology, May 5, 2009) To respond to this challenge, the Water Utility Climate Alliance (WUCA) has sponsored a white paper titled “Options for Improving Climate Modeling to Assist Water Utility Planning for Climate Change. ” This report concerns how investments in the science of climate change, and in particular climate modeling and downscaling, can best be directed to help make climate projections more actionable. The meaning of “model improvement” can be very different depending on whether one is talking to a climate model developer or to a water manager trying to incorporate climate projections in to planning. We first surveyed the WUCA members on present and potential uses of climate model projections and on climate inputs to their various system models. Based on those surveys and on subsequent discussions, we identified four dimensions along which improvement in modeling would make the science more “actionable”: improved model agreement on change in key parameters; narrowing the range of model projections; providing projections at spatial and temporal scales that match water utilities system models; providing projections that water utility planning horizons. With these goals in mind we developed four options for improving global-scale climate modeling and three options for improving downscaling that will be discussed. However, there does not seem to be a single investment - the proverbial “magic bullet” -- which will substantially reduce the range of model projections at the scales at which utility planning is conducted. In the near term we feel strongly that water utilities and climate scientists should work together to leverage the upcoming Coupled Model Intercomparison Project, Phase 5 (CMIP5; a coordinated set climate model experiments that will be used to support the upcoming IPCC Fifth Assessment) to better benefit water utilities. In the longer term, even with model and downscaling improvements, it is very likely that substantial uncertainty about future climate change at the desired spatial and temporal scales will remain. Nonetheless, there is no doubt the climate is changing, and the challenge is to work with what we have, or what we can reasonably expect to have in the coming years to make the best decisions we can.

Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to Blackboard and webCT), utilizing its features to promote dialogue as well as provide rich online content and media. A key element of the online courses is the development and support of an online learning community, an essential component in successful online courses. Interactive learning techniques are built into the course designs with assignments that encourage active participation. Educators (both formal and informal) use the courses as a venue to exchange ideas and teaching resources. A unique feature of the courses is the emphasis on hands-on activities, a hallmark of our professional development efforts. This presentation will focus on the lessons learned in the development of the three online courses and our successful recruitment and retention efforts.

Actionable Science Lessons Emerging from the Department of Interior Climate Science Center Network

NASA Astrophysics Data System (ADS)

McMahon, G.; Meadow, A. M.; Mikels-Carrasco, J.

2015-12-01

The DOI Advisory Committee on Climate Change and Natural Resource Science (ACCCNRS) has recommended that co-production of actionable science be the core programmatic focus of the Climate Science Center enterprise. Efforts by the Southeast Climate Science Center suggest that the complexity of many climate adaptation decision problems (many stakeholders that can influence implementation of a decision; the problems that can be viewed at many scales in space and time; dynamic objectives with competing values; complex, non-linear systems) complicates development of research-based information that scientists and non-scientists view as comprehensible, trustworthy, legitimate, and accurate. Going forward, organizers of actionable science efforts should consider inclusion of a broad set of stakeholders, beyond formal decisionmakers, and ensure that sufficient resources are available to explore the interests and values of this broader group. Co-produced research endeavors should foster agency and collaboration across a wide range of stakeholders. We recognize that stakeholder agency may be constrained by scientific or political power structures that limit the ability to initiate discussion, make claims, and call things into question. Co-production efforts may need to be preceded by more descriptive assessments that summarize existing climate science in ways that stakeholders can understand and link with their concerns. Such efforts can build rapport and trust among scientists and non-scientists, and may help stakeholders and scientists alike to frame adaptation decision problems amenable to a co-production effort. Finally, university and government researchers operate within an evaluation structure that rewards researcher-driven science that, at the extreme, "throws information over the fence" in the hope that information users will make better decisions. Research evaluation processes must reward more consultative, collaborative, and collegial research approaches if researchers are to widely adopt co-production methods

Building Climate Resilience in the Blue Nile/Abay Highlands: A Role for Earth System Sciences

PubMed Central

Zaitchik, Benjamin F.; Simane, Belay; Habib, Shahid; Anderson, Martha C.; Ozdogan, Mutlu; Foltz, Jeremy D.

2012-01-01

The Blue Nile (Abay) Highlands of Ethiopia are characterized by significant interannual climate variability, complex topography and associated local climate contrasts, erosive rains and erodible soils, and intense land pressure due to an increasing population and an economy that is almost entirely dependent on smallholder, low-input agriculture. As a result, these highland zones are highly vulnerable to negative impacts of climate variability. As patterns of variability and precipitation intensity alter under anthropogenic climate change, there is concern that this vulnerability will increase, threatening economic development and food security in the region. In order to overcome these challenges and to enhance sustainable development in the context of climate change, it is necessary to establish climate resilient development strategies that are informed by best-available Earth System Science (ESS) information. This requirement is complicated by the fact that climate projections for the Abay Highlands contain significant and perhaps irreducible uncertainties. A critical challenge for ESS, then, is to generate and to communicate meaningful information for climate resilient development in the context of a highly uncertain climate forecast. Here we report on a framework for applying ESS to climate resilient development in the Abay Highlands, with a focus on the challenge of reducing land degradation. PMID:22470302

A Faculty Workshop Model to Integrate Climate Change across the Curriculum

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2017-12-01

Much of the growing scientific certainty of human impacts on the climate system, and the implications of these impacts on current and future generations, have been discovered and documented in research labs in colleges and universities across the country. Often these institutions also take decisive action towards combatting climate change, by making significant reductions in greenhouse emissions and pledging to greater future reductions. Yet, there are still far too many students that graduate from these campuses without an adequate understanding of how climate change will impact them within their lifetimes and without adequate workforce preparation to implement solutions. It may be that where college and universities still have the largest influence on climate change adaption and mitigation is in the way that we educate students. Here I present a curriculum workshop model at UC San Diego that leverages faculty expertise to infuse climate change education across disciplines to enhance UC San Diego students' climate literacy, particularly for those students whose major focus is not in the geosciences. In this model, twenty faculty from a breadth of disciplines, including social sciences, humanities, arts, education, and natural sciences participated in workshops and developed curricula to infuse aspects of climate change into their existing undergraduate courses. We particularly encouraged development of climate change modules in courses in the humanities, social sciences and arts that are best positioned to address the important human and social dimensions of climate change. In this way, climate change content becomes embedded in current course offerings, including non-science courses, to increase climate literacy among a greater number and a broader cross-section of students.

It's Not Just About More Data: Translation of Science and Decision Support Evaluation for Climate Impact Indicators

NASA Astrophysics Data System (ADS)

Kenney, M. A.

2014-12-01

The U.S. Global Change Research Program is currently considering establishing a National Climate Indicators System, which would be a set of physical, ecological, and societal indicators that would communicate key aspects of climate changes, impacts, vulnerabilities, and preparedness to inform mitigation and adaptation decisions. Thus, over the past several years 150+ scientists and practitioners representing a range of expertise from the climate system to natural systems to human sectors have developed a set of indicator recommendations that could be used as a first step to establishing such an indicator system. These recommendations have been implemented into a pilot system, with the goal of working with stakeholder communities to evaluate the understandability of individual indicators and learn how users are combining indicators for their own understanding or decision needs through this multiple Federal agency decision support platform. This prototype system provides the perfect test bed for evaluating the translation of scientific data - observations, remote sensing, and citizen science data -- and data products, such as indicators, for decision-making audiences. Often translation of scientific information into decision support products is developed and improved given intuition and feedback. Though this can be useful in many cases, more rigorous testing using social science methodologies would provide greater assurance that the data products are useful for the intended audiences. I will present some initial research using surveys to assess the understandability of indicators and whether that understanding is influenced by one's attitude toward climate change. Such information is critical to assess whether products developed for scientists by scientists have been appropriately translated for non-scientists, thus assuring that the data will have some value for the intended audience. Such survey information will provide a data driven approach to further develop and improve the National Climate Indicators System and could be applied to improve other decision support systems.

Enabling Research Tools for Sustained Climate Assessment

NASA Technical Reports Server (NTRS)

Leidner, Allison K.; Bosilovich, Michael G.; Jasinski, Michael F.; Nemani, Ramakrishna R.; Waliser, Duane Edward; Lee, Tsengdar J.

2016-01-01

The U.S. Global Change Research Program Sustained Assessment process benefits from long-term investments in Earth science research that enable the scientific community to conduct assessment-relevant science. To this end, NASA initiated several research programs over the past five years to support the Earth observation community in developing indicators, datasets, research products, and tools to support ongoing and future National Climate Assessments. These activities complement NASA's ongoing Earth science research programs. One aspect of the assessment portfolio funds four "enabling tools" projects at NASA research centers. Each tool leverages existing capacity within the center, but has developed tailored applications and products for National Climate Assessments. The four projects build on the capabilities of a global atmospheric reanalysis (MERRA-2), a continental U.S. land surface reanalysis (NCA-LDAS), the NASA Earth Exchange (NEX), and a Regional Climate Model Evaluation System (RCMES). Here, we provide a brief overview of each enabling tool, highlighting the ways in which it has advanced assessment science to date. We also discuss how the assessment community can access and utilize these tools for National Climate Assessments and other sustained assessment activities.

The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

2012-12-01

To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic approach that fosters systems thinking. Workshop participants heard presentations from top climate scientists about topics such as the role of carbon dioxide in regulating Earth's climate, the silicate-weathering thermostat hypothesis, effects of water vapor in the climate system, and albedo effects from the loss of Artic sea ice. Demonstrations of classroom techniques allowed participants to use a jigsaw approach to understand poleward heat transport, plot atmospheric carbon dioxide concentrations, and use a mass balance model to explore the role of carbon dioxide in Earth's atmosphere. A hallmark of the CLEAN workshops is that participants are actively engaged in team projects to create new teaching materials. In the Communicating Climate workshop, John Cook led a demonstration of techniques featured in his Debunking Handbook and workshop participants created examples of how to respond to common climate myths in the classroom. In the Climate Complexities workshop, participants used existing elements within the CLEAN reviewed collection to create a comprehensive sequence of activities that can be used to teach elements of Earth's climate system. Activities from the workshop are archived on the CLEAN website, including screen cast recordings of all the presentations and materials created at each workshop. For more information, visit the workshop website at the URL below.

Fixing Climate: What Past Climate Changes Reveal About the Current Threat-And How to Counter It

NASA Astrophysics Data System (ADS)

McKinley, Galen A.

2008-10-01

The Earth's climate is changing due to human activities. Recent polls suggest that the U.S. public generally recognizes this fact, and the efforts that led the Intergovernmental Panel on Climate Change (IPCC) and former U.S. vice president Al Gore to win the 2007 Nobel Peace Prize have played no small role in bringing most of the public to realize what scientists have been discussing for years. Yet aside from distorted Hollywood movie accounts such as The Day After Tomorrow, the public knows little about the potential for abrupt change in the climate system. With support from climate science philanthropist Gary Comer, climate scientist Wally Broecker has teamed with science writer Robert Kunzig in this book to bring abrupt climate change into public view. They do this elegantly and convincingly, making the first 12 chapters quite enjoyable.

GLOBE Observer and the Association of Science & Technology Centers: Leveraging Citizen Science and Partnerships for an International Science Experiment to Build Climate Literacy

NASA Astrophysics Data System (ADS)

Riebeek Kohl, H.; Chambers, L. H.; Murphy, T.

2016-12-01

For more that 20 years, the Global Learning and Observations to Benefit the Environment (GLOBE) Program has sought to increase environment literacy in students by involving them in the process of data collection and scientific research. In 2016, the program expanded to accept observations from citizen scientists of all ages through a relatively simple app. Called GLOBE Observer, the new program aims to help participants feel connected to a global community focused on advancing the scientific understanding of Earth system science while building climate literacy among participants and increasing valuable environmental data points to expand both student and scientific research. In October 2016, GLOBE Observer partnered with the Association of Science & Technology Centers (ASTC) in an international science experiment in which museums and patrons around the world collected cloud observations through GLOBE Observer to create a global cloud map in support of NASA satellite science. The experiment was an element of the International Science Center and Science Museum Day, an event planned in partnership with UNESCO and ASTC. Museums and science centers provided the climate context for the observations, while GLOBE Observer offered a uniform experience and a digital platform to build a connected global community. This talk will introduce GLOBE Observer and will present the results of the experiment, including evaluation feedback on gains in climate literacy through the event.

Building climate resilience in the Blue Nile/Abay Highlands: Part II-arole for earth system sciences

USDA-ARS?s Scientific Manuscript database

The Blue Nile (Abay) Highlands of Ethiopia are characterized by significant interannual climate variability, dissected topography and associated local climate contrasts, erosive rains and erodible soils, and intense land pressure due to an increasing population and an economy that is almost entirely...

Accelerated Climate Modeling for Energy (ACME) Final Scientific/Technical Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chaudhary, Aashish

Seven Department of Energy (DOE) national laboratories, Universities, and Kitware, undertook a coordinated effort to build an Earth system modeling capability tailored to meet the climate change research strategic objectives of the DOE Office of Science, as well as the broader climate change application needs of other DOE programs.

Collaborative Project. Understanding the effects of tides and eddies on the ocean dynamics, sea ice cover and decadal/centennial climate prediction using the Regional Arctic Climate Model (RACM)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hutchings, Jennifer; Joseph, Renu

2013-09-14

The goal of this project is to develop an eddy resolving ocean model (POP) with tides coupled to a sea ice model (CICE) within the Regional Arctic System Model (RASM) to investigate the importance of ocean tides and mesoscale eddies in arctic climate simulations and quantify biases associated with these processes and how their relative contribution may improve decadal to centennial arctic climate predictions. Ocean, sea ice and coupled arctic climate response to these small scale processes will be evaluated with regard to their influence on mass, momentum and property exchange between oceans, shelf-basin, ice-ocean, and ocean-atmosphere. The project willmore » facilitate the future routine inclusion of polar tides and eddies in Earth System Models when computing power allows. As such, the proposed research addresses the science in support of the BER’s Climate and Environmental Sciences Division Long Term Measure as it will improve the ocean and sea ice model components as well as the fully coupled RASM and Community Earth System Model (CESM) and it will make them more accurate and computationally efficient.« less

3rd Annual Earth System Grid Federation and 3rd Annual Earth System Grid Federation and Ultrascale Visualization Climate Data Analysis Tools Face-to-Face Meeting Report December 2013

DOE Office of Scientific and Technical Information (OSTI.GOV)

Williams, Dean N.

The climate and weather data science community gathered December 3–5, 2013, at Lawrence Livermore National Laboratory, in Livermore, California, for the third annual Earth System Grid Federation (ESGF) and Ultra-scale Visualization Climate Data Analysis Tools (UV-CDAT) Face-to-Face (F2F) Meeting, which was hosted by the Department of Energy, National Aeronautics and Space Administration, National Oceanic and Atmospheric Administration, the European Infrastructure for the European Network of Earth System Modelling, and the Australian Department of Education. Both ESGF and UV-CDAT are global collaborations designed to develop a new generation of open-source software infrastructure that provides distributed access and analysis to observed andmore » simulated data from the climate and weather communities. The tools and infrastructure developed under these international multi-agency collaborations are critical to understanding extreme weather conditions and long-term climate change, while the F2F meetings help to build a stronger climate and weather data science community and stronger federated software infrastructure. The 2013 F2F meeting determined requirements for existing and impending national and international community projects; enhancements needed for data distribution, analysis, and visualization infrastructure; and standards and resources needed for better collaborations.« less

Science Writers' Guide to TERRA

NASA Technical Reports Server (NTRS)

2000-01-01

The launch of NASA's Terra spacecraft marks a new era of comprehensive monitoring of the Earth's atmosphere, oceans, and continents from a single space-based platform. Data from the five Terra instruments will create continuous, long-term records of the state of the land, oceans, and atmosphere. Together with data from other satellite systems launched by NASA and other countries, Terra will inaugurate a new self-consistent data record that will be gathered over the next 15 years. The science objectives of NASAs Earth Observing System (EOS) program are to provide global observations and scientific understanding of land cover change and global productivity, climate variability and change, natural hazards, and atmospheric ozone. Observations by the Terra instruments will: provide the first global and seasonal measurements of the Earth system, including such critical functions as biological productivity of the land and oceans, snow and ice, surface temperature, clouds, water vapor, and land cover; improve our ability to detect human impacts on the Earth system and climate, identify the "fingerprint" of human activity on climate, and predict climate change by using the new global observations in climate models; help develop technologies for disaster prediction, characterization, and risk reduction from wildfires, volcanoes, floods, and droughts, and start long-term monitoring of global climate change and environmental change.

Creating a Partnering Community Aimed to Foster Climate Literacy in the Southeastern United States

NASA Astrophysics Data System (ADS)

Rutherford, D.; McNeal, K. S.; Smith, R.; Hare, D.; Nair, U. S.

2011-12-01

The Climate Literacy Partnership in the Southeast (CLiPSE) is a part of the Climate Change Education Program supported by the National Science Foundation (http://CLiPSE-project.org). The established CLiPSE partnership is dedicated to improving climate literacy in the southeast through crafting a shared vision and strategic plan among stakeholders that promotes scientific formal and informal educational resources, materials and programs; a diverse network of key partnering organizations throughout the Southeastern United States (SE US); and effective public dialogues that address diverse learners and audiences and supports learning of climate, climate change, and its relevance upon human and environmental systems. The CLiPSE project has been successful in creating partnerships with more than fifty key stakeholders that stem from a few key publics such as agriculture, education, leisure, religious organizations, and culturally diverse communities. These key publics in the SE US frequently consist of individuals that place great trust in local, private efforts, and CLiPSE has realized the importance of the role of the partnering organizations in providing information through a trusted source. A second unique characteristic of the SE US is the predominately conservative and Protestant citizenry in the region. Working with and through these communities enhances climate change education outreach to this citizenry. The CLiPSE project rests on solid climate science and learning science research in order to formulate an effective plan with desired learning outcomes of critical thinking and civil conversation through effective communication strategies. This paper will present the CLiPSE model in reaching the key publics that traditionally hold ideologies that are traditionally perceived as incompatible with climate change science. We will present the strategies utilized to bring together experts and researchers in climate science, learning science, and social science with practitioners and leaders of key stakeholder groups to formulate a shared climate change education plan in the SE US that is uniquely formatted for each target audience. We will also share what we have learned from interacting with the leaders of our partnering organizations in crafting effective messages for their audiences and addressing learners' affective and cognitive domains.

Upper Colorado River Basin Climate Effects Network

USGS Publications Warehouse

Belnap, Jayne; Campbell, Donald; Kershner, Jeff

2011-01-01

The Upper Colorado River Basin (UCRB) Climate Effects Network (CEN) is a science team established to provide information to assist land managers in future decision making processes by providing a better understanding of how future climate change, land use, invasive species, altered fire cycles, human systems, and the interactions among these factors will affect ecosystems and the services they provide to human communities. The goals of this group are to (1) identify science needs and provide tools to assist land managers in addressing these needs, (2) provide a Web site where users can access information pertinent to this region, and (3) provide managers technical assistance when needed. Answers to the team's working science questions are intended to address how interactions among climate change, land use, and management practices may affect key aspects of water availability, ecosystem changes, and societal needs within the UCRB.

The AmeriFlux Data Activity and Data System: An Evolving Collection of Data Management Techniques, Tools, Products and Services

DOE Office of Scientific and Technical Information (OSTI.GOV)

Boden, Thomas A; Krassovski, Misha B; Yang, Bai

2013-01-01

The Carbon Dioxide Information Analysis Center (CDIAC) at Oak Ridge National Laboratory (ORNL), USA has provided scientific data management support for the U.S. Department of Energy and international climate change science since 1982. Over this period, climate change science has expanded from research focusing on basic understanding of geochemical cycles, particularly the carbon cycle, to integrated research addressing climate change impacts, vulnerability, adaptation, and mitigation. Interests in climate change data and information worldwide have grown remarkably and, as a result, so have demands and expectations for CDIAC s data systems. To meet the growing demands, CDIAC s strategy has beenmore » to design flexible data systems using proven technologies blended with new, evolving technologies and standards. CDIAC development teams are multidisciplinary and include computer science and information technology expertise, but also scientific expertise necessary to address data quality and documentation issues and to identify data products and system capabilities needed by climate change scientists. CDIAC has learned there is rarely a single commercial tool or product readily available to satisfy long-term scientific data system requirements (i.e., one size does not fit all and the breadth and diversity of environmental data are often too complex for easy use with commercial products) and typically deploys a variety of tools and data products in an effort to provide credible data freely to users worldwide. Like many scientific data management applications, CDIAC s data systems are highly customized to satisfy specific scientific usage requirements (e.g., developing data products specific for model use) but are also designed to be flexible and interoperable to take advantage of new software engineering techniques, standards (e.g., metadata standards) and tools and to support future Earth system data efforts (e.g., ocean acidification). CDIAC has provided data management support for numerous long-term measurement projects crucial to climate change science. One current example is the AmeriFlux measurement network. AmeriFlux provides continuous measurements from forests, grasslands, wetlands, and croplands in North, Central, and South America and offers important insight about carbon cycling in terrestrial ecosystems. We share our approaches in satisfying the challenges of delivering AmeriFlux data worldwide to benefit others with similar challenges handling climate change data, further heighten awareness and use of an outstanding ecological data resource, and highlight expanded software engineering applications being used for climate change measurement data.« less

Climate Science Centers: Growing Federal and Academic Expertise in the Nation's Interests

NASA Astrophysics Data System (ADS)

Ryker, S. J.

2014-12-01

The U.S. Department of the Interior's (Interior) natural and cultural resource managers face increasingly complex challenges exacerbated by climate change. In 2009, under Secretarial Order 3289, Interior created eight regional Climate Science Centers managed by the U.S. Geological Survey's (USGS) National Climate Change and Wildlife Science Center and in partnership with universities. Secretarial Order 3289 provides a framework to coordinate climate change science and adaptation efforts across Interior and to integrate science and resource management expertise from Federal, State, Tribal, private, non-profit, and academic partners. In addition to broad research expertise, these Federal/university partnerships provide opportunities to develop a next generation of climate science professionals. These include opportunities to increase the climate science knowledge base of students and practicing professionals; build students' skills in working across the boundary between research and implementation; facilitate networking among researchers, students, and professionals for the application of research to on-the-ground issues; and support the science pipeline in climate-related fields through structured, intensive professional development. In 2013, Climate Science Centers supported approximately 10 undergraduates, 60 graduate students, and 26 postdoctoral researchers. Additional students trained by Climate Science Center-affiliated faculty also contribute valuable time and expertise, and are effectively part of the Climate Science Center network. The Climate Science Centers' education and training efforts have also reached a number of high school students interested in STEM careers, and professionals in natural and cultural resource management. The Climate Science Centers are coordinating to build on each other's successful education and training efforts. Early successes include several intensive education experiences, such as the Alaska Climate Science Center's Girls on Ice, the Northeast's Consortium Retreat, the Northwest's Climate Science Boot Camp; the whole-network Early Career Climate Forum; the South Central Climate Science Center's Minority Internship; and a growing curriculum through Interior's National Conservation Training Center.

Contextualizing Next Generation Science Standards to Guide Climate Education in the U.S. Affiliated Pacific Islands (USAPI)

NASA Astrophysics Data System (ADS)

Sussman, A.; Fletcher, C. H.; Sachs, J. P.

2012-12-01

The USAPI has a population of about 1,800,000 people spread across 4.9 million square miles of the Pacific Ocean. The Pacific Islands are characterized by a multitude of indigenous cultures and languages. Many USAPI students live considerably below the poverty line. The Pacific Island region is projected to experience some of the most profound negative impacts of climate change considerably sooner than other regions. Funded by the National Science Foundation (NSF), the Pacific Islands Climate Education Partnership (PCEP) has developed a detailed strategic plan to collaboratively improve climate knowledge among the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and honor indigenous cultures. Students and citizens within the region will have the knowledge and skills to advance understanding of climate change, and to adapt to its impacts. Core PCEP partners contribute expertise in climate science, the science of learning, the region's education infrastructure, and the region's cultures and indigenous knowledge and practices. PCEP's strategic education plan is guided by a general, multidisciplinary K-14 Climate Education Framework (CEF) that organizes fundamental science concepts and practices within appropriate grade-span progressions. This CEF is based largely upon the National Research Council's "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" and the emerging Next Generation Science Standards. While the CEF is based upon these national Next Generation documents, it is also informed and strongly influenced by the region's geographic, climatic, cultural and socioeconomic contexts, notably indigenous knowledge and practices. Guided by the CEF, the PCEP in its initial development/planning phase has prototyped regional approaches to professional development, contextualizing curricula, and supporting community/school partnerships. With new, multiyear NSF implementation funding, the PCEP is building upon these prototypes and the strategic education plan to transform climate education across the region. Examples include a program of climate education certification being developed among the region's community colleges; research-based professional development focused on improving teachers' pedagogical content knowledge that has demonstrated striking success with both teacher and student outcomes; regional curricula based on local ecosystems and in local languages as well as English; and local school/community partnerships that combine the climate education work with local community climate adaptation projects. PCEP's interactive web-based environment (http://pcep.dsp.wested.org) interlinks the region's locations, organizations and people with information about climate science and climate impacts. This system enables the region's diverse stakeholders to access and contribute to the same information pool. This web-based environment both supports the development of PCEP resources such as the CEF and their continuing evolution and dissemination.

Linking Climate Change Education through the Integration of a Kite-Borne Remote Sensing System: Linking Climate Change Education and Remote Sensing

ERIC Educational Resources Information Center

Xie, Yichun; Henry, Andy; Bydlowski, David; Musial, Joseph

2014-01-01

A majority of secondary science teachers are found to include the topic of climate change in their courses. However, teachers informally and sporadically discuss climate change and students rarely understand the underlying scientific concepts. The project team developed an innovative pedagogical approach, in which teachers and students learn…

An approach to designing a national climate service

PubMed Central

Miles, E. L.; Snover, A. K.; Whitely Binder, L. C.; Sarachik, E. S.; Mote, P. W.; Mantua, N.

2006-01-01

Climate variability and change are considerably important for a wide range of human activities and natural ecosystems. Climate science has made major advances during the last two decades, yet climate information is neither routinely useful for nor used in planning. What is needed is a mechanism, a national climate service (NCS), to connect climate science to decision-relevant questions and support building capacity to anticipate, plan for, and adapt to climate fluctuations. This article contributes to the national debate for an NCS by describing the rationale for building an NCS, the functions and services it would provide, and how it should be designed and evaluated. The NCS is most effectively achieved as a federal interagency partnership with critically important participation by regional climate centers, state climatologists, the emerging National Integrated Drought Information System, and the National Oceanic and Atmospheric Administration (NOAA) Regional Integrated Sciences Assessment (RISA) teams in a sustained relationship with a wide variety of stakeholders. Because the NCS is a service, and because evidence indicates that the regional spatial scale is most important for delivering climate services, given subnational geographical/geophysical complexity, attention is focused on lessons learned from the University of Washington Climate Impacts Group's 10 years of experience, the first of the NOAA RISA teams. PMID:17158218

An approach to designing a national climate service.

PubMed

Miles, E L; Snover, A K; Whitely Binder, L C; Sarachik, E S; Mote, P W; Mantua, N

2006-12-26

Climate variability and change are considerably important for a wide range of human activities and natural ecosystems. Climate science has made major advances during the last two decades, yet climate information is neither routinely useful for nor used in planning. What is needed is a mechanism, a national climate service (NCS), to connect climate science to decision-relevant questions and support building capacity to anticipate, plan for, and adapt to climate fluctuations. This article contributes to the national debate for an NCS by describing the rationale for building an NCS, the functions and services it would provide, and how it should be designed and evaluated. The NCS is most effectively achieved as a federal interagency partnership with critically important participation by regional climate centers, state climatologists, the emerging National Integrated Drought Information System, and the National Oceanic and Atmospheric Administration (NOAA) Regional Integrated Sciences Assessment (RISA) teams in a sustained relationship with a wide variety of stakeholders. Because the NCS is a service, and because evidence indicates that the regional spatial scale is most important for delivering climate services, given subnational geographical/geophysical complexity, attention is focused on lessons learned from the University of Washington Climate Impacts Group's 10 years of experience, the first of the NOAA RISA teams.

Climate change science overview : asset management and adaptation to climate change

DOT National Transportation Integrated Search

2009-04-23

Impacts on transportation infrastructure: higher temperatures, more intense precipitation events, stronger storms and higher sea levels are likely to have adverse effects on transportation systems. Transportation contribution to greenhouse gas emissi...

Climate in Context - How partnerships evolve in regions

NASA Astrophysics Data System (ADS)

Parris, A. S.

2014-12-01

In 2015, NOAA's RISA program will celebrate its 20th year of exploration in the development of usable climate information. In the mid-1990s, a vision emerged to develop interdisciplinary research efforts at the regional scale for several important reasons. Recognizable climate patterns, such as the El Nino Southern Oscillation (ENSO), emerge at the regional level where our understanding of observations and models coalesce. Critical resources for society are managed in a context of regional systems, such as water supply and human populations. Multiple scales of governance (local, state, and federal) with complex institutional relationships can be examined across a region. Climate information (i.e. data, science, research etc) developed within these contexts has greater potential for use. All of this work rests on a foundation of iterative engagement between scientists and decision makers. Throughout these interactions, RISAs have navigated diverse politics, extreme events and disasters, socio-economic and ecological disruptions, and advances in both science and technology. Our understanding of information needs is evolving into a richer understanding of complex institutional, legal, political, and cultural contexts within which people can use science to make informed decisions. The outcome of RISA work includes both cases where climate information was used in decisions and cases where capacity for using climate information and making climate resilient decisions has increased over time. In addition to balancing supply and demand of scientific information, RISAs are engaged in a social process of reconciling climate information use with important drivers of society. Because partnerships are critical for sustained engagement, and because engagement is critically important to the use of science, the rapid development of new capacity in regionally-based science programs focused on providing climate decision support is both needed and challenging. New actors can bolster existing partnerships, but also impact trust developed through engagement. Examining other partnership-driven science initiatives, such as Digital Coast or NIDIS, can help identify critical elements of governance and network management that could be applied to the regional climate programs.

Climate Analytics-As-a-Service (CAaas), Advanced Information Systems, and Services to Accelerate the Climate Sciences.

NASA Astrophysics Data System (ADS)

McInerney, M.; Schnase, J. L.; Duffy, D.; Tamkin, G.; Nadeau, D.; Strong, S.; Thompson, J. H.; Sinno, S.; Lazar, D.

2014-12-01

The climate sciences represent a big data domain that is experiencing unprecedented growth. In our efforts to address the big data challenges of climate science, we are moving toward a notion of Climate Analytics-as-a-Service (CAaaS). We focus on analytics, because it is the knowledge gained from our interactions with big data that ultimately product societal benefits. We focus on CAaaS because we believe it provides a useful way of thinking about the problem: a specialization of the concept of business process-as-a-service, which is an evolving extension of IaaS, PaaS, and SaaS enabled by cloud computing. Within this framework, cloud computing plays an important role; however, we see it as only one element in a constellation of capabilities that are essential to delivering climate analytics-as-a-service. These elements are essential because in the aggregate they lead to generativity, a capacity for self-assembly that we feel is the key to solving many of the big data challenges in this domain. This poster will highlight specific examples of CAaaS using climate reanalysis data, high-performance cloud computing, map reduce, and the Climate Data Services API.

Meteorological stations as a tool to teach on climate system sciences

NASA Astrophysics Data System (ADS)

Cerdà, Artemi; Bodí, Merche B.; Damián Ruiz-Sinoga, José

2010-05-01

Higher education has been focussed on teaching climate system theory. Meteorology and climatology student rarely visited a meteorological station. However, meteorological stations are the source of information for the climate system studies and they supply the key information for modelling. This paper shows how meteorological station is a key tool to introduce student to the study of climate and meteorology. The research stations of Montesa and El Teularet-Sierra de Enguera are being used for seven years to supply data to the students of Climatology, 1st year of the Degree in Geography at the University of Valencia. The results show that the students that used the raw data set were proud to use original data. Those students got higher qualifications and they choose also in the following year courses on climatology or Physical Geography. Then, the conclusions are that the use of meteorological stations is a positive contribution to the improvement of the knowledge of the students, and his compromise with the science and the environment.

Recent Challenges Facing US Government Climate Science Access and Application

NASA Astrophysics Data System (ADS)

Goldman, G. T.; Carter, J. M.; Licker, R.

2017-12-01

Climate scientists have long faced politicization of their work, especially those working within the US federal government. However, political interference in federal government climate change science has escalated in the current political era with efforts by political actors to undermine and disrupt infrastructure supporting climate science. This has included funding changes, decreased access to climate science information on federal agency websites, restrictions on media access to scientific experts within the government, and rolling back of science-based policies designed to incorporate and respond to climate science findings. What are the impacts of such changes for both the climate science community and the broader public? What can be done to ensure that access to and application of climate change-related research to policy decisions continues? We will summarize and analyze the state of climate change research and application in the US government. The impacts of political interference in climate change science as well as opportunities the scientific community has to support climate science in the US government, will be discussed.

Collaborative Science with Indigenous Knowledge for Climate Solutions: Why, How, and with Whom?

NASA Astrophysics Data System (ADS)

Maldonado, J.; Lazrus, H.; Gough, B.

2017-12-01

The inherent complexity of climate change requires diverse perspectives to understand and respond to its impacts. The Rising Voices: Collaborative Science with Indigenous Knowledge for Climate Solutions (Rising Voices) program represents a growing network of engaged Indigenous and non-Indigenous scientists committed to cross-cultural and collaborative research and activities to understand and mitigate the impacts of extreme weather and climate change. Five annual Rising Voices workshops have occurred since 2013, engaging hundreds of participants from across Tribal communities, the United States, and internationally over the years. Housed at the National Center for Atmospheric Research, Rising Voices aims to expand how diversity is understood in atmospheric science, to include intellectual diversity stemming from distinct cultural backgrounds. It envisions collaborative research that brings together Indigenous knowledges and science with Western climate and weather sciences in a respectful and inclusive manner to achieve culturally relevant and scientifically robust climate and weather adaptation solutions. The premise of the program and the research and collaborations it produces is that there is an opportunity cost to not involving diverse knowledge systems and observations from varied cultural backgrounds in addressing climate change. We cannot afford that cost given the challenges ahead. This poster presents some of the protocols, methods, challenges, and outcomes of cross-cultural research between Western and Indigenous scientists and communities from across the United States. It also presents some of the recommendations that have emerged from Rising Voices workshops over the past five years.

Supporting Weather Data

NASA Technical Reports Server (NTRS)

2004-01-01

Since its founding in 1992, Global Science & Technology, Inc. (GST), of Greenbelt, Maryland, has been developing technologies and providing services in support of NASA scientific research. GST specialties include scientific analysis, science data and information systems, data visualization, communications, networking and Web technologies, computer science, and software system engineering. As a longtime contractor to Goddard Space Flight Center s Earth Science Directorate, GST scientific, engineering, and information technology staff have extensive qualifications with the synthesis of satellite, in situ, and Earth science data for weather- and climate-related projects. GST s experience in this arena is end-to-end, from building satellite ground receiving systems and science data systems, to product generation and research and analysis.

An Integrative Approach to Improving an Introductory Weather & Climate Course and Developing an Allied NASA Earth & Space Science Certificate Program for Pre-service Secondary Teachers (Invited)

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Martin-Hansen, L.; Diem, J.; Elliott, W.

2009-12-01

An Atlanta-based partnership made up of leaders in science, education, and Georgia’s state-wide STEM Education Initiative are creating an enduring legacy of climate science education for pre-service and in-service teachers in Georgia as well as for underrepresented high school students who participate in an "Early College" program with Georgia State University (GSU). The core elements of our NASA-funded program are to infuse NASA global climate change resources and best pedagogical practice into a popular 4-credit lecture/lab course called “Introduction to Weather & Climate” (GEOG 1112) at GSU, and to establish a sustainable academic program for pre-service teachers in the College of Education called the NASA Earth & Space Science (ESS) Teacher Certificate. The NASA ESS Certificate will require candidates to accomplish the following as part of (or in addition to) standard degree and licensure requirements: 1. successfully complete a graduate section of “Introduction to Weather and Climate” (GEOG 7112), which requires lesson planning related to course content and engagement with GSU's new CO2 monitoring station whose research-quality data will provide unique hands-on opportunities for Metro Atlanta students and teachers; 2) complete an additional advanced course in climate change (GEOG 6784) plus elective hours in physical science disciplines (e.g. astronomy and physics); 3) serve as a lab teaching assistant for GEOG 1112 and a coach for a cadre of Carver Early College students who are taking the course; 4) make at least one of two teaching practica at a Georgia-based NASA Explorer School; and 5) participate or co-present in a week-long, residential, field-based, Summer Institute in Earth & Space Science intended to increase the interest, knowledge, and ability of in-service secondary science educators to fulfill climate-related standards in Earth Science and Earth Systems Science. We will evaluate, document, and disseminate (to the University System of Georgia and beyond) our model for the NASA-enhancement of an introductory science course as a focal point for teacher preparation and professional development.

NASA Earth Observations Informing Renewable Energy Management and Policy Decision Making

NASA Technical Reports Server (NTRS)

Eckman, Richard S.; Stackhouse, Paul W., Jr.

2008-01-01

The NASA Applied Sciences Program partners with domestic and international governmental organizations, universities, and private entities to improve their decisions and assessments. These improvements are enabled by using the knowledge generated from research resulting from spacecraft observations and model predictions conducted by NASA and providing these as inputs to the decision support and scenario assessment tools used by partner organizations. The Program is divided into eight societal benefit areas, aligned in general with the Global Earth Observation System of Systems (GEOSS) themes. The Climate Application of the Applied Sciences Program has as one of its focuses, efforts to provide for improved decisions and assessments in the areas of renewable energy technologies, energy efficiency, and climate change impacts. The goals of the Applied Sciences Program are aligned with national initiatives such as the U.S. Climate Change Science and Technology Programs and with those of international organizations including the Group on Earth Observations (GEO) and the Committee on Earth Observation Satellites (CEOS). Activities within the Program are funded principally through proposals submitted in response to annual solicitations and reviewed by peers.

The Need to Introduce System Thinking in Teaching Climate Change

ERIC Educational Resources Information Center

Roychoudhury, Anita; Shepardson, Daniel P.; Hirsch, Andrew; Niyogi, Devdutta; Mehta, Jignesh; Top, Sara

2017-01-01

Research related to teaching climate change, system thinking, current reform in science education, and the research on reform-oriented assessment indicate that we need to explore student understanding in greater detail instead of only testing for an incremental gain in disciplinary knowledge. Using open-ended items we assessed details in student…

Earth Radiation Budget Science, 1978. 1: Introduction. [to obtain radiation budget measurements by satellite observation

NASA Technical Reports Server (NTRS)

1978-01-01

An earth radiation budget satellite system (ERBSS) is planned in order to understand climate on various temporal and spatial scales. The system consists of three satellites and is designed to obtain radiation budget data from the earth's surface. Among the topics discussed are the climate modeling and climate diagnostics, the applications of radiation modeling to ERBSS, and the influence of albedo clouds on radiation budget and atmospheric circulation.

Synopsis of climate change

Treesearch

Angela Jardine; Jonathan Long

2014-01-01

Changes in climate can interact with other stressors to transform ecosystems and alter the services those ecosystems provide. This synopsis presents themes that run through the synthesis report regarding the impacts of a changing climate on the forests and waters of the synthesis area as well as long-term, broad-scale, science-based strategies to promote system...

Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges

ERIC Educational Resources Information Center

Schreiner, Camilla; Henriksen, Ellen K.; Kirkeby Hansen, Pal J.

2005-01-01

An enhanced greenhouse effect, leading to global warming and associated changes in the climate system, is arguably one of the greatest environmental challenges facing humankind in the 21st century. The challenge extends to the scientific, political, economic and ethical domains of the human enterprise. The science of climate change involves…

Welcome to NOAA Communications | National Oceanic and Atmospheric

Science.gov Websites

oceans. Monica Allen, 301-734-1123 Earth System Research Laboratory Atmospheric science, climate change ; Coasts Infographic: How does climate change affect coral reefs? Coral bleaching at Lizard Island on the Administration Jump to Content Enter Search Terms Weather Climate Oceans & Coasts Fisheries

A network-base analysis of CMIP5 "historical" experiments

NASA Astrophysics Data System (ADS)

Bracco, A.; Foudalis, I.; Dovrolis, C.

2012-12-01

In computer science, "complex network analysis" refers to a set of metrics, modeling tools and algorithms commonly used in the study of complex nonlinear dynamical systems. Its main premise is that the underlying topology or network structure of a system has a strong impact on its dynamics and evolution. By allowing to investigate local and non-local statistical interaction, network analysis provides a powerful, but only marginally explored, framework to validate climate models and investigate teleconnections, assessing their strength, range, and impacts on the climate system. In this work we propose a new, fast, robust and scalable methodology to examine, quantify, and visualize climate sensitivity, while constraining general circulation models (GCMs) outputs with observations. The goal of our novel approach is to uncover relations in the climate system that are not (or not fully) captured by more traditional methodologies used in climate science and often adopted from nonlinear dynamical systems analysis, and to explain known climate phenomena in terms of the network structure or its metrics. Our methodology is based on a solid theoretical framework and employs mathematical and statistical tools, exploited only tentatively in climate research so far. Suitably adapted to the climate problem, these tools can assist in visualizing the trade-offs in representing global links and teleconnections among different data sets. Here we present the methodology, and compare network properties for different reanalysis data sets and a suite of CMIP5 coupled GCM outputs. With an extensive model intercomparison in terms of the climate network that each model leads to, we quantify how each model reproduces major teleconnections, rank model performances, and identify common or specific errors in comparing model outputs and observations.

The Climate Science Special Report: Arctic Changes and their Effect on Alaska and the Rest of the United States

NASA Astrophysics Data System (ADS)

Taylor, P. C.

2017-12-01

Rapid and visible climate change is happening across the Arctic, outpacing global change. Annual average near-surface air temperatures across the Arctic are increasing at more than twice the rate of global average surface temperature. In addition to surface temperature, all components of the Arctic climate system are responding in kind, including sea ice, mountain glaciers and the Greenland Ice sheet, snow cover, and permafrost. Many of these changes with a discernable anthropogenic imprint. While Arctic climate change may seem physically remote to those living in other regions of the planet, Arctic climate change can affect the global climate influencing sea level, the carbon cycle, and potentially atmospheric and oceanic circulation patterns. As an Arctic nation, United States' adaptation, mitigation, and policy decisions depend on projections of future Alaskan and Arctic climate. This chapter of the Climate Science Special Report documents significant scientific progress and knowledge about how the Alaskan and Arctic climate has changed and will continue to change.

The NASA Earth Science Flight Program: an update

NASA Astrophysics Data System (ADS)

Neeck, Steven P.

2015-10-01

Earth's changing environment impacts every aspect of life on our planet and climate change has profound implications on society. Studying Earth as a single complex system is essential to understanding the causes and consequences of climate change and other global environmental concerns. NASA's Earth Science Division (ESD) shapes an interdisciplinary view of Earth, exploring interactions among the atmosphere, oceans, ice sheets, land surface interior, and life itself. This enables scientists to measure global and climate changes and to inform decisions by government, other organizations, and people in the United States and around the world. The data collected and results generated are accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster prediction and response, agricultural yield projections, and aviation safety. ESD's Flight Program provides the space based observing systems and infrastructure for mission operations and scientific data processing and distribution that support NASA's Earth science research and modeling activities. The Flight Program currently has 21 operating Earth observing space missions, including the recently launched Global Precipitation Measurement (GPM) mission, the Orbiting Carbon Observatory-2 (OCO-2), the Soil Moisture Active Passive (SMAP) mission, and the International Space Station (ISS) RapidSCAT and Cloud-Aerosol Transport System (CATS) instruments. The ESD has 22 more missions and instruments planned for launch over the next decade. These include first and second tier missions from the 2007 Earth Science Decadal Survey, Climate Continuity missions and selected instruments to assure availability of key climate data sets, operational missions to ensure sustained land imaging provided by the Landsat system, and small-sized competitively selected orbital missions and instrument missions of opportunity belonging to the Earth Venture (EV) Program. Some examples are the NASA-ISRO Synthetic Aperture Radar (NISAR), Surface Water and Ocean Topography (SWOT), ICESat-2, SAGE III on ISS, Gravity Recovery and Climate Experiment Follow On (GRACE FO), Tropospheric Emissions: Monitoring of Pollution (TEMPO), Cyclone Global Navigation Satellite System (CYGNSS), ECOsystem Spaceborne Thermal Radiometer Experiment on Space Station (ECOSTRESS), and Global Ecosystem Dynamics Investigation (GEDI) Lidar missions. An overview of plans and current status will be presented.

The NASA Earth Science Program and Small Satellites

NASA Technical Reports Server (NTRS)

Neeck, Steven P.

2015-01-01

Earth's changing environment impacts every aspect of life on our planet and climate change has profound implications on society. Studying Earth as a single complex system is essential to understanding the causes and consequences of climate change and other global environmental concerns. NASA's Earth Science Division (ESD) shapes an interdisciplinary view of Earth, exploring interactions among the atmosphere, oceans, ice sheets, land surface interior, and life itself. This enables scientists to measure global and climate changes and to inform decisions by Government, other organizations, and people in the United States and around the world. The data collected and results generated are accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster prediction and response, agricultural yield projections, and aviation safety. ESD's Flight Program provides the spacebased observing systems and supporting infrastructure for mission operations and scientific data processing and distribution that support NASA's Earth science research and modeling activities. The Flight Program currently has 21 operating Earth observing space missions, including the recently launched Global Precipitation Measurement (GPM) mission, the Orbiting Carbon Observatory-2 (OCO-2), the Soil Moisture Active Passive (SMAP) mission, and the International Space Station (ISS) RapidSCAT and Cloud-Aerosol Transport System (CATS) instruments. The ESD has 22 more missions and instruments planned for launch over the next decade. These include first and second tier missions from the 2007 Earth Science Decadal Survey, Climate Continuity missions to assure availability of key climate data sets, and small-sized competitively selected orbital missions and instrument missions of opportunity belonging to the Earth Venture (EV) Program. Small satellites (500 kg or less) are critical contributors to these current and future satellite missions. Some examples are the aforementioned Orbiting Carbon Observatory-2 (OCO-2), the Gravity Recovery and Climate Experiment Follow On (GRACE FO), and the Cyclone Global Navigation Satellite System (CYGNSS) microsatellite constellation. Small satellites also support ESD in space validation and risk reduction of enabling technologies (components and systems). The status of the ESD Flight Program and the role of small satellites will be discussed.

The epistemology of climate models and some of its implications for climate science and the philosophy of science

NASA Astrophysics Data System (ADS)

Katzav, Joel

2014-05-01

I bring out the limitations of four important views of what the target of useful climate model assessment is. Three of these views are drawn from philosophy. They include the views of Elisabeth Lloyd and Wendy Parker, and an application of Bayesian confirmation theory. The fourth view I criticise is based on the actual practice of climate model assessment. In bringing out the limitations of these four views, I argue that an approach to climate model assessment that neither demands too much of such assessment nor threatens to be unreliable will, in typical cases, have to aim at something other than the confirmation of claims about how the climate system actually is. This means, I suggest, that the Intergovernmental Panel on Climate Change's (IPCC's) focus on establishing confidence in climate model explanations and predictions is misguided. So too, it means that standard epistemologies of science with pretensions to generality, e.g., Bayesian epistemologies, fail to illuminate the assessment of climate models. I go on to outline a view that neither demands too much nor threatens to be unreliable, a view according to which useful climate model assessment typically aims to show that certain climatic scenarios are real possibilities and, when the scenarios are determined to be real possibilities, partially to determine how remote they are.

The Graduate School of Climate Sciences, University of Bern

NASA Astrophysics Data System (ADS)

Martin, L.

2012-04-01

The Graduate School of Climate Sciences, University of Bern, offers a specialised M.Sc. and a Ph.D. study programme in climate sciences. The graduate school has a highly interdisciplinary profile involving not only natural sciences, but also humanities/history, economics and law. The ten participating institutes with a total of 45 academics provide expertise in long-term climate variability, climate modelling, climate reconstruction, predictability of the future climate and extreme events, the impact of climate change on ecosystems and climate risks for society and economy. The graduate school is fully compliant with the Bologna Accords and collaborates closely with the sister institution C2SM at ETH Zurich by, e.g., jointly organised lectures. There are currently 23 master and 37 doctoral students in the programme. These originate from the University of Bern (28 %), from other Swiss universities (30 %) and from foreign universities (42 %). Comprehensive information about the Graduate School of Climate Sciences is available at http://www.climatestudies.unibe.ch . The M.Sc. in Climate Sciences programme (120 ECTS credits) is designed to attract students from all disciplines in natural sciences and offers them a tailor-made curriculum to reach their career aspirations. The students make their own course selection according to their profile envisaged (specialised versus broad education) and ideally already guided by a job perspective. Selecting the courses and the topic of the master thesis they specialise in one of five fields: climate and earth system science; atmospheric science; economics; economic, social and environmental history; statistics. Several courses are organised jointly with public authorities and the private industry, e.g. from experts working in the insurance business, in weather forecasting or in environmental pollution control. This provides the students hands-on experience and contacts to future employers. The master thesis (60 ECTS) involves the students in an ongoing research project and gives them the opportunity to collaborate with experienced scientists in a team. Alternatively, a short thesis (30 ECTS) may be combined with an internship (30 ECTS) at another university, in the private sector or in the administration. A bachelor degree in any field of science at university level (B.A. for specialisation in economics or history) or an equivalent degree is required for admission to the M.Sc. programme. The teaching language is English. The Ph.D. in Climate Sciences is research oriented and consists mainly of 3 to 4 years full time work in a project within one of the institutes involved in the Graduate School of Climate Sciences. The Ph.D. programme is research oriented and has a compulsory module of 12 ECTS credits containing workshops (professional skills), a summer school, an international conference, colloquia, seminars and optionally lectures. The compulsory module gives the Ph.D. students the opportunity to build up their own network in the local and international research community. The Ph.D. thesis is usually written in the form of research articles in international peer reviewed journals. A M.Sc. or an equivalent academic degree is conditional for admission to the Ph.D. programme.

Understanding the science of climate change: Talking points - Impacts to the Great Lakes

Treesearch

Amanda Schramm; Rachel Loehman

2010-01-01

Climate change presents significant risks to our nation’s natural and cultural resources. Although climate change was once believed to be a future problem, there is now unequivocal scientific evidence that our planet’s climate system is warming (IPCC 2007a). While many people understand that human emissions of greenhouse gases have significantly contributed to recent...

Using a Family Science Day Event to Engage Youth in Climate Change Issues

NASA Astrophysics Data System (ADS)

Brevik, C.; Brevik, E. C.

2015-12-01

Each fall, Dickinson State University organizes four Family Science Day events for elementary-aged children to increase their engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities which center around the event's theme. This year, the November event focused on climate change and the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change and soil in a fun, interactive environment. The activities also helped the children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focusing on climate change was also offered during the event. The fully immersive, 360-degree show allowed the kids and their parents to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids can understand. Education majors who participated practiced communicating science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

The Normative Orientations of Climate Scientists.

PubMed

Bray, Dennis; von Storch, Hans

2017-10-01

In 1942 Robert K. Merton tried to demonstrate the structure of the normative system of science by specifying the norms that characterized it. The norms were assigned the abbreviation CUDOs: Communism, Universalism, Disinterestedness, and Organized skepticism. Using the results of an on-line survey of climate scientists concerning the norms of science, this paper explores the climate scientists' subscription to these norms. The data suggests that while Merton's CUDOs remain the overall guiding moral principles, they are not fully endorsed or present in the conduct of climate scientists: there is a tendency to withhold results until publication, there is the intention of maintaining property rights, there is external influence defining research and the tendency to assign the significance of authored work according to the status of the author rather than content of the paper. These are contrary to the norms of science as proposed by Robert K. Merton.

Helping Italian science teachers to make earth and climate active lessons. Results of 3 years support with the ICLEEN project

NASA Astrophysics Data System (ADS)

Cattadori, M.

2013-12-01

It has been demonstrated that in Italy Earth and Climate System Sciences Education (ESS) is one of the scientific disciplines where science teachers show a greatest need in terms of professional support. Among the causes that have been reported we should mention: the predominance of science teachers with a degree in biological disciplines rather then geo-logical or physical topics, and the high interdisciplinarity of certain topics, in particular those related to the climate system. Furthermore, it was found that ESS topics are predominant in the science curricula of those grades in which have been reported the major students dropout rates during the whole italian school cycle . In this context, in 2010, the MUSE, the Museum of Science of Trento (Italy), created a web-based service named I-Cleen (Inquring on Climate and Energy www.icleen.muse.it). This is a tool aimed at promoting the collaboration among science teachers in order to share resources and enhance the professional collaboration by means of participatory methods and models belonging to the world of open source and open content. The main instrument of the I-CLEEN project is an online repository (with metadata compliant with the DCMI and LOM international standards) of teaching resources focused on Earth and Climate Sciences all published under the Creative Commons license Attribution 3.0 and therefore, belonging to the model of OER (Open Educational Resources). The service has been designed, developed and managed by a team consisting of very experiencing science teachers and scientists from the Museum and other partners research institutions. The editorial work is carried out online utilizing a specific platform made with LifeRay, a CMS (Content Management System) software that is open source and manageable in a single Java-frameworked environment using the dbase, the website, the editorial process and several web 2.0 services. The project has been subjected to two distinct testing activities in collaboration with the University of Trento dealing with the effectiveness of the service as well as the usability of the graphic user interface (GUI). The present work aims to illustrate the essential features of the service I-cleen and the results achieved during the last three years of operation. It will be display and interpret for the first time data with web traffic, and other data from downloading and publishing documents of the teaching resources and the main outcomes of the above mentioned tests. The purpose of this contribution is to highlight strengths and weaknesses of this experience and potentially able to provide valuable information on the role of today's web based services and online communities to help support teachers in earth and climate sciences subjects.

Building the capacity of Extension educators to address climate change and agricultural sustainability

NASA Astrophysics Data System (ADS)

Pathak, T. B.; Doll, J. E.

2016-12-01

It is evident that changes in climate will adversely impact various sectors including agriculture and natural resources worldwide. Increased temperatures, longer than normal growing seasons, more frequent extreme weather events, decreased winter snowpack, earlier snowmelt, and vulnerability to pest are some of the examples of changes and impacts documented in the literature. According to the IPCC 2007, mainstreaming` climate change issues into decision-making is an important aspect for sustainability. Due to the lack of locally and regionally focused educational programs, it becomes difficult for people to translate the science into meaningful actions. One of the strengths of the Cooperative Extension system is that it is one of the most trusted sources of science-based information that is locally relevant. In order to utilize strong network of Cooperative Extension system, we implemented a project to provide regionally tailored climate change and sustainable agriculture professional development for Cooperative Extension and Natural Resources Conservation Services (NRCS) educators in 12 states in north central US. We conducted these activities: 1) creation and dissemination of a Climate Change and Sustainable Agriculture Resource Handbook and a curriculum and 2) two climate change and sustainable agriculture workshops. In general, this project resulted in improved ability of Cooperative Extension academics to respond to climate change questions with science-based information. Several workshop attendees also integrated information provided to them through resource handbook and curriculum into their existing programming. In the long-term, we hope these programs will result in educators and farmers making informed choices and recommendations that lead to sustainable agriculture in the face of climate change.

Climate and Global Change: Programs and Services Reaching Public and K-12 Audiences at a National Research Laboratory

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R. M.; Carbone, L.; Eastburn, T.; Munoz, R.; Lu, G.; Ammann, C.

2004-05-01

The study of climate and global change is an important on-going focal area for scientists at the National Center for Atmospheric Research (NCAR). Programs overseen by the University Corporation for Atmospheric Research Office of Education and Outreach (UCAR-EO) help to translate NCAR's scientific programs, methodologies, and technologies, and their societal benefits to over 80,000 visitors to the NCAR Mesa Laboratory each year. This is accomplished through the implementation of exhibits, guided tours, an audiotour, programs for school groups, and a teachers' guide to exhibits which is currently in development. The Climate Discovery Exhibit unveiled in July 2003 offers visitors a visually engaging and informative overview of information, graphics, artifacts, and interactives describing the Earth system's dynamic processes that contribute to and mediate climate change, the history of our planet's changing climate, and perspectives on geographic locations and societies around the world that have potential to be impacted by a changing climate. Climate Futures, an addition to this exhibit to open in the summer of 2004, will help visitors to understand why scientists seek to model the global climate system and how information about past and current climate are used to validate models and build scenarios for Earth's future climate, while clarifying the effects of natural and human-induced contributions to these predictions. UCAR-EO further strives to enhance public understanding and to dispel misconceptions about climate change by bringing scientists' explanations to visitors who learn about atmospheric sciences while on staff-guided tours and/or while using an audiotour developed in 2003 with a grant from the National Science Foundation. With advanced reservations, a limited number of visitors may experience demonstrations of climate models in the NCAR Visualization Laboratory. An instructional module for approximately 5,000 visiting school children and a teachers guide for the Climate Discovery Exhibit is in the development and field testing phase with a goal to promote interest in and understanding of how climate change studies align with K-12 science standards. Over the next year, much of the content will become available to national audiences via the new NCAR EO web site (www.ncar.ucar.edu/eo), UCAR-EO's summer teachers workshops, and sessions at the National Science Teacher Association meetings.

Hands-on approach to teaching Earth system sciences using a information-computational web-GIS portal "Climate"

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Gorbatenko, Valentina; Martynova, Yulia; Shulgina, Tamara

2014-05-01

A problem of making education relevant to the workplace tasks is a key problem of higher education because old-school training programs are not keeping pace with the rapidly changing situation in the professional field of environmental sciences. A joint group of specialists from Tomsk State University and Siberian center for Environmental research and Training/IMCES SB RAS developed several new courses for students of "Climatology" and "Meteorology" specialties, which comprises theoretical knowledge from up-to-date environmental sciences with practical tasks. To organize the educational process we use an open-source course management system Moodle (www.moodle.org). It gave us an opportunity to combine text and multimedia in a theoretical part of educational courses. The hands-on approach is realized through development of innovative trainings which are performed within the information-computational platform "Climate" (http://climate.scert.ru/) using web GIS tools. These trainings contain practical tasks on climate modeling and climate changes assessment and analysis and should be performed using typical tools which are usually used by scientists performing such kind of research. Thus, students are engaged in n the use of modern tools of the geophysical data analysis and it cultivates dynamic of their professional learning. The hands-on approach can help us to fill in this gap because it is the only approach that offers experience, increases students involvement, advance the use of modern information and communication tools. The courses are implemented at Tomsk State University and help forming modern curriculum in Earth system science area. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants numbers 13-05-12034 and 14-05-00502.

ClimateNet: A Machine Learning dataset for Climate Science Research

NASA Astrophysics Data System (ADS)

Prabhat, M.; Biard, J.; Ganguly, S.; Ames, S.; Kashinath, K.; Kim, S. K.; Kahou, S.; Maharaj, T.; Beckham, C.; O'Brien, T. A.; Wehner, M. F.; Williams, D. N.; Kunkel, K.; Collins, W. D.

2017-12-01

Deep Learning techniques have revolutionized commercial applications in Computer vision, speech recognition and control systems. The key for all of these developments was the creation of a curated, labeled dataset ImageNet, for enabling multiple research groups around the world to develop methods, benchmark performance and compete with each other. The success of Deep Learning can be largely attributed to the broad availability of this dataset. Our empirical investigations have revealed that Deep Learning is similarly poised to benefit the task of pattern detection in climate science. Unfortunately, labeled datasets, a key pre-requisite for training, are hard to find. Individual research groups are typically interested in specialized weather patterns, making it hard to unify, and share datasets across groups and institutions. In this work, we are proposing ClimateNet: a labeled dataset that provides labeled instances of extreme weather patterns, as well as associated raw fields in model and observational output. We develop a schema in NetCDF to enumerate weather pattern classes/types, store bounding boxes, and pixel-masks. We are also working on a TensorFlow implementation to natively import such NetCDF datasets, and are providing a reference convolutional architecture for binary classification tasks. Our hope is that researchers in Climate Science, as well as ML/DL, will be able to use (and extend) ClimateNet to make rapid progress in the application of Deep Learning for Climate Science research.

Mapping Climate Science Information Needs and Networks in the Northwest, USA through Evaluating the Northwest Climate Science Center Climate Science Digest

NASA Astrophysics Data System (ADS)

Gergel, D. R.; Watts, L. H.; Salathe, E. P.; Mankowski, J. D.

2017-12-01

Climate science, already a highly interdisciplinary field, is rapidly evolving, and natural resource managers are increasingly involved in policymaking and adaptation decisions to address climate change that need to be informed by state-of-the-art climate science. Consequently, there is a strong demand for unique organizations that engender collaboration and cooperation between government, non-profit, academic and for-profit sectors that are addressing issues relating to natural resources management and climate adaptation and resilience. These organizations are often referred to as boundary organizations. The Northwest Climate Science Center (NW CSC) and the North Pacific Landscape Conservation Cooperative (NP LCC) are two such boundary organizations operating in different contexts. Together, the NW CSC and the NP LCC fulfill the need for sites of co-production between researchers and managers working on climate-related issues, and a key component of this work is a monthly climate science newsletter that includes recent climate science journal articles, reports, and climate-related events. Our study evaluates the effectiveness of the climate science digest (CSD) through a three-pronged approach: a) in-depth interviews with natural resource managers who use the CSD, b) poll questions distributed to CSD subscribers, and c) quantitative analysis of CSD effectiveness using analytics from MailChimp distribution. We aim to a) map the reach of the CSD across the Northwest and at a national level; b) understand the efficacy of the CSD at communicating climate science to diverse audiences; c) evaluate the usefulness of CSD content for diverse constituencies of subscribers; d) glean transferrable knowledge for future evaluations of boundary management tools; and e) establish a protocol for designing climate science newsletters for other agencies disseminating climate science information. We will present results from all three steps of our evaluation process and describe their implications for future evaluations of climate science communications products and other boundary management tools in the field of natural resources management.

Engaging Youth in Climate Change Issues with Family Science Day Activities

NASA Astrophysics Data System (ADS)

Brevik, Corinne E.; Brevik, Eric C.; Steffan, Joshua J.

2016-04-01

Dickinson State University organizes four Family Science Day events each fall during the months of September, October, November, and December. Activities are geared toward elementary-aged children to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities that center around the event's theme. This year, the November event focused on climate change, including an emphasis on the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change in a fun, interactive environment. Climate changes in the past, present, and future were emphasized. Activities including the Farming Game, painting with soils, taking Jello "cores", creating a cloud in a jar, and making a glacier in a bag helped children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focused on climate change was also offered during the event, surrounding the kids and their parents in a fully immersive, 360-degree show that allowed them to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids could understand. Education students who participated learned how to communicate science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

Effective and responsible teaching of climate change in Earth Science-related disciplines

NASA Astrophysics Data System (ADS)

Robinson, Z. P.; Greenhough, B. J.

2009-04-01

Climate change is a core topic within Earth Science-related courses. This vast topic covers a wide array of different aspects that could be covered, from past climatic change across a vast range of scales to environmental (and social and economic) impacts of future climatic change and strategies for reducing anthropogenic climate change. The Earth Science disciplines play a crucial role in our understanding of past, present and future climate change and the Earth system in addition to understanding leading to development of strategies and technological solutions to achieve sustainability. However, an increased knowledge of the occurrence and causes of past (natural) climate changes can lead to a lessened concern and sense of urgency and responsibility amongst students in relation to anthropogenic causes of climatic change. Two concepts integral to the teaching of climate change are those of scientific uncertainty and complexity, yet an emphasis on these concepts can lead to scepticism about future predictions and a further loss of sense of urgency. The requirement to understand the nature of scientific uncertainty and think and move between different scales in particular relating an increased knowledge of longer timescale climatic change to recent (industrialised) climate change, are clearly areas of troublesome knowledge that affect students' sense of responsibility towards their role in achieving a sustainable society. Study of the attitudes of university students in a UK HE institution on a range of Earth Science-related programmes highlights a range of different attitudes in the student body towards the subject of climate change. Students express varied amounts of ‘climate change saturation' resulting from both media and curriculum coverage, a range of views relating to the significance of humans to the global climate and a range of opinions about the relevance of environmental citizenship to their degree programme. Climate change is therefore a challenging topic to cover within the Earth Science-related curricula due to wide-ranging, and sometimes polarised, existing attitudes of students and levels of existing partial and sometimes flawed knowledge in addition to the troublesome concepts that need to be grasped. These issues highlight the responsibility and challenge inherent in teaching the subject of climate change and the importance of consideration of integrating sustainability issues with the core science of climate change. The talk will include a discussion of strategies and resources for the effective teaching of climate change topics for a range of levels and discipline backgrounds.

Climate science informs participatory scenario development and applications to decision making in Alaska

NASA Astrophysics Data System (ADS)

Welling, L. A.; Winfree, R.; Mow, J.

2012-12-01

Climate change presents unprecedented challenges for managing natural and cultural resources into the future. Impacts are expected to be highly consequential but specific effects are difficult to predict, requiring a flexible process for adaptation planning that is tightly coupled to climate science delivery systems. Scenario planning offers a tool for making science-based decisions under uncertainty. The National Park Service (NPS) is working with the Department of the Interior Climate Science Centers (CSCs), the NOAA Regional Integrated Science and Assessment teams (RISAs), and other academic, government, non-profit, and private partners to develop and apply scenarios to long-range planning and decision frameworks. In April 2012, Alaska became the first region of the NPS to complete climate change scenario planning for every national park, preserve, and monument. These areas, which collectively make up two-thirds of the total area of the NPS, are experiencing visible and measurable effects attributable to climate change. For example, thawing sea ice, glaciers and permafrost have resulted in coastal erosion, loss of irreplaceable cultural sites, slope failures, flooding of visitor access routes, and infrastructure damage. With higher temperatures and changed weather patterns, woody vegetation has expanded into northern tundra, spruce and cedar diebacks have occurred in southern Alaska, and wildland fire severity has increased. Working with partners at the Alaska Climate Science Center and the Scenario Network for Alaska Planning the NPS integrates quantitative, model-driven data with qualitative, participatory techniques to scenario creation. The approach enables managers to access and understand current climate change science in a form that is relevant for their decision making. Collaborative workshops conducted over the past two years grouped parks from Alaska's southwest, northwest, southeast, interior and central areas. The emphasis was to identify and connect climate and social drivers of change to ecological processes and decision making. Components included review and synthesis of climate observations and projections, effects and impacts, and information on other relevant factors (e.g., subsistence activities, land cover, fire activity, land use change, sea level shifts). Although workshops focused primarily on park lands and waters, nearby communities and other land management units also participated. Results include a framework through which managers are beginning to analyze uncertainties associated with climate change and ecosystem responses and evaluate appropriate and effective actions. For example, at Kenai Fjords National Park, melting from the Harding Icefield and Exit Glacier is changing how managers respond to local flooding issues. The Exit Glacier is one of the park's iconic visitor experiences and in the last four years, the road to the glacier has been subject to mid-summer/fair weather flooding which are outside the historic norms. Rather than seek a traditional solution to the issue, park management has been working with highway engineers to evolve interim solutions as this dynamic system continues to rapidly change. Climate change scenarios established a set of possible plausible futures for the park and are also being used to "wind tunnel" potential responses.

Trans- and Interdisciplinarity in K-14 Climate Change Education: Trends Emerging from Recent Reports by the National Research Council

NASA Astrophysics Data System (ADS)

Storksdieck, M.

2012-12-01

A recent report by the National Research Council placed climate change or climate science education deeply into the curriculum of K-12 science education in the US (A Framework for K-12 Science Education). The NRC Framework is currently being translated into the Next Generation Science Standards (NGSS), an effort by 26 states, representing 57% of the US school-aged population, under the leadership of the educational nonprofit Achieve. A first draft version of the NGSS was made available to public audiences in June of 2012, and a revised draft will be available for a second round of reviews in later November of 2012; the final version of the NGSS which will likely feature climate change and climate science as part of Earth Systems Science, but also embedded in other areas of the science curriculum, is expected to be released in the spring of 2013. It has already become apparent, though, that successful implementation of the new standards down into effective classroom-based instruction will require a deep analysis of current and likely future barriers and opportunities for engaging K-14 students in climate change education. A recently released report on an NRC workshop conducted in 2011 summarizes these discussions (Climate Change Education in Formal Settings, K-14: A Workshop Summary). The proceedings of the workshop highlight the need to think in trans- or interdisciplinary ways about educating children in primary, secondary and early post-secondary education. This report builds on a 2010 workshop that addressed how to best reach general audiences on the issue of climate change education, particularly if the desired outcome is seen as building adaptive capacity in children and adults alike. This workshop was summarized in a report entitled Climate Change Education: Goals, Audiences, and Strategies. Opportunities for engaging students in trans- or interdisciplinary exploration of climate science or climate change-related topics, while available to K-12 students, abound in undergraduate education and informal learning. This presentation will feature a variety of cases in which climate is being addressed this way, and discuss principles that one can extract from such diverse examples as an integrated undergraduate minor; a youth-oriented show and related activities for schools provided by an educational non-profit; Green Schools and other specialty initiatives at the K-12 level that integrate education around climate and energy challenges, or programs in nature and science centers that address climate issues from a stewardship perspective, addressing actions children can take as part of the educational activities themselves. Principles that have guided various successful efforts to implement trans-and interdisciplinary climate education include orientation towards local and community action; relevance to learners; commitment by leadership and staff; institutional and organizational freedom to experiment and cooperate; opportunities to explore underlying natural and social science phenomena through hands-on and active learning; and commitment to excellence and scientific "truth". The session will close with a reflection on the merits of infusing climate change throughout the learning trajectory of a child, adolescent or young adult.

The Transformation of Climate Models to Earth System Models and their Role in Policy Development and Decision Support

NASA Astrophysics Data System (ADS)

Washington, W. M.

2012-12-01

We have seen over the last few decades continued improvement in climate models such that they are becoming Earth system models (ESMs). Usually climate models use specified concentrations of greenhouse gases whereas ESMs allow carbon, water, biochemical and other cycles to be fully interactive between various model components. Typically ESMs have atmospheric, ocean, land/vegetation, sea ice, urbanization components and some are starting to include glacier change which can directly affect sea level change. Steve Schneider, for whom this lecture is named after, strongly encouraged the development of such models and he went further to strongly suggest that these tools be developed beyond just the climate science questions. The modeling community needs to be interacting with the social, behavioral, and economic science communities. This would allow for realistic humankind interactions with the Earth system. In 2012, the federal government with advice from the National Academies developed a new strategic plan for the U. S. Global Change Research Program entitled The National Global Change Research Plan 2012-2021. This new plan has added the social, behavioral, and economic sciences to the mix of research expertise. It should be pointed out that the Global Change Research Act of 1990 passed by Congress specified strategic goals: advance science, inform decisions, conduct assessments, and communicate and educate. In order to carry out these goals an implementation plan is being put together by the 13 federal agencies and departments. Throughout Steve's professional life, he knew that to make global change understood required this broad community of sciences to work together to answer the questions that the public and policymakers had about environmental change. This talk will not only be about the historical developments in the field but also about the future research challenges. As part of the talk I will show several unpublished video segments of Steve explaining what mankind should do about climate and global change.

A Rapid Prototyping Look at NASA's Next Generation Earth-Observing Satellites; Opportunities for Global Change Research and Applications

NASA Astrophysics Data System (ADS)

Cecil, L.; Young, D. F.; Parker, P. A.; Eckman, R. S.

2006-12-01

The NASA Applied Sciences Program extends the results of Earth Science Division (ESD) research and knowledge beyond the scientific and research communities to contribute to national priority applications with societal benefits. The Applied Sciences Program focuses on, (1) assimilation of NASA Earth-science research results and their associated uncertainties to improve decision support systems and, (2) the transition of NASA research results to evolve improvements in future operational systems. The broad range of Earth- science research results that serve as inputs to the Applied Sciences Program are from NASA's Research and Analysis Program (R&A) within the ESD. The R&A Program has established six research focus areas to study the complex processes associated with Earth-system science; Atmospheric Composition, Carbon Cycle and Ecosystems, Climate Variability and Change, Earth Surface and Interior, Water and Energy Cycle, and Weather. Through observations-based Earth-science research results, NASA and its partners are establishing predictive capabilities for future projections of natural and human perturbations on the planet. The focus of this presentation is on the use of research results and their associated uncertainties from several of NASA's nine next generation missions for societal benefit. The newly launched missions are, (1) CloudSat, and (2) CALIPSO (Cloud Aerosol Lidar and Infrared Pathfinder Satellite Observations), both launched April 28, 2006, and the planned next generation missions include, (3) the Orbiting Carbon Observatory (OCO), (4) the Global Precipitation Mission (GPM), (5) the Landsat Data Continuity Mission (LDCM), (6) Glory, for measuring the spatial and temporal distribution of aerosols and total solar irradiance for long-term climate records, (7) Aquarius, for measuring global sea surface salinity, (8) the Ocean Surface Topography Mission (OSTM), and (9) the NPOESS Preparatory Project (NPP) for measuring long-term climate trends and global biological productivity. NASA's Applied Sciences Program is taking a scientifically rigorous systems engineering approach to facilitate rapid prototyping of potential uses of the projected research capabilities of these new missions into decision support systems. This presentation includes an example of a prototype experiment that focuses on two of the Applied Sciences Program's twelve National Applications focus areas, Water Management and Energy Management. This experiment is utilizing research results and associated uncertainties from existing Earth-observation missions as well as from several of NASA's nine next generation missions. This prototype experiment is simulating decision support analysis and research results leading to priority management and/or policy issues concentrating on climate change and uncertainties in alpine areas on the watershed scale.

The NPOESS Preparatory Project Science Data Segment: Brief Overview

NASA Technical Reports Server (NTRS)

Schweiss, Robert J.; Ho, Evelyn; Ullman, Richard; Samadi, Shahin

2006-01-01

The NPOESS Preparatory Project (NPP) provides remotely-sensed land, ocean, atmospheric, ozone, and sounder data that will serve the meteorological and global climate change scientific communities while also providing risk reduction for the National Polar-orbiting Operational Environmental Satellite System (NPOESS), the U.S. Government s future low-Earth orbiting satellite system monitoring global weather and environmental conditions. NPOESS and NPP are a new era, not only because the sensors will provide unprecedented quality and volume of data but also because it is a joint mission of three federal agencies, NASA, NOAA, and DoD. NASA's primary science role in NPP is to independently assess the quality of the NPP science and environmental data records. Such assessment is critical for making NPOESS products the best that they can be for operational use and ultimately for climate studies. The Science Data Segment (SDS) supports science assessment by assuring the timely provision of NPP data to NASA s science teams organized by climate measurement themes. The SDS breaks down into nine major elements, an input element that receives data from the operational agencies and acts as a buffer, a calibration analysis element, five elements devoted to measurement based quality assessment, an element used to test algorithmic improvements, and an element that provides overall science direction. This paper will describe how the NPP SDS will leverage on NASA experience to provide a mission-reliable research capability for science assessment of NPP derived measurements.

Network access to PCDS (SPAN, ESN, SESNET, ARPANET)

NASA Technical Reports Server (NTRS)

Green, J.

1986-01-01

One of the major goals of the National Space Science Data Center is to increase access to NASA data systems by enhancing networking activities. The activities are centered around three basic networking systems: the Space Physics Analysis Network (SPAN); the Earth Science Network (ESN); and the NASA Packet Switched System (NPSS). Each system is described, linkages among systems are explained, and future plans are announced. The inclusion of several new climate nodes on SPAN or ESN are also mentioned. Presently, the Pilot Climate Data System is accessible through SPAN and will be accessible through NPSS by summer and ESN by the end of 1986. Ambitious plans for implementation are underway. The implementation of these plans will represent a major advance in the utilization and accessibility of data worldwide.

Pegasus XL CYGNSS Mission Science Briefing

NASA Image and Video Library

2016-12-10

In the Kennedy Space Center’s Press Site auditorium, NASA and industry leaders speak to members of the media during a mission science briefing for the agency’s Cyclone Global Navigation Satellite System, or CYGNSS, spacecraft. From left are: Sean Potter of NASA Communications; Dr. Chris Ruf, CYGNSS principal investigator, Department of Climate and Space Sciences and Engineering at the University of Michigan; Aaron Ridley, CYGNSS constellation scientist in the Climate and Space Department at the University of Michigan in Ann Arbor, Michigan; and Mary Morris, doctoral student in the Department of Climate and Space Sciences and Engineering at the University of Michigan. The eight CYGNSS satellites will make frequent and accurate measurements of ocean surface winds throughout the life cycle of tropical storms and hurricanes. The data will help scientists probe key air-sea interaction processes that take place near the core of storms, which are rapidly changing and play a crucial role in the beginning and intensification of hurricanes.

Pegasus XL CYGNSS Mission Science Briefing

NASA Image and Video Library

2016-12-10

In the Kennedy Space Center’s Press Site auditorium, NASA and industry leaders speak to members of the media during a mission science briefing for the agency’s Cyclone Global Navigation Satellite System, or CYGNSS, spacecraft. From left are: Dr. Chris Ruf, CYGNSS principal investigator, Department of Climate and Space Sciences and Engineering at the University of Michigan; Aaron Ridley, CYGNSS constellation scientist in the Climate and Space Department at the University of Michigan in Ann Arbor, Michigan; and Mary Morris, doctoral student in the Department of Climate and Space Sciences and Engineering at the University of Michigan. The eight CYGNSS satellites will make frequent and accurate measurements of ocean surface winds throughout the life cycle of tropical storms and hurricanes. The data will help scientists probe key air-sea interaction processes that take place near the core of storms, which are rapidly changing and play a crucial role in the beginning and intensification of hurricanes.

Welcome to NASA's Earth Science Enterprise: Educational CD-ROM Activity Supplement

NASA Technical Reports Server (NTRS)

1999-01-01

Since its inception in 1958, NASA has been studying the Earth and its changing environment by observing the atmosphere, oceans, land, ice, and snow, and their influence on weather and climate. We now understand that the key to gaining a better understanding of the global environment is exploring how the Earth's systems of air, land, water, and life interact with each other. This approach-called Earth Systems Science-blends together fields like meteorology, oceanography, geology, and biology. In 1991, NASA launched a more comprehensive program to study the Earth as an integrated environmental system. They call it NASA's Earth Science Enterprise. A major component of the Earth Science Enterprise is the Earth Observing System (EOS). EOS is series of satellites to be launched over the next two decades that will be used to intensively study the Earth, with the hopes of expanding our under- standing of how natural processes affect us, and how we might be affecting them. Such studies will yield improved weather forecasts, tools for managing agriculture and forests, information for fishermen and local planners, and, eventually, the ability to predict how the climate will change in the future. Today's program is laying the foundation for long-term environmental and climate monitoring and prediction. Potentially, this will provide the understanding needed in the future to support difficult decisions regarding the Earth's environment.

NGSS, Climate & Energy: Teaching About Climate Change Without Teaching About Energy Is Like Teaching About Lung Cancer Without Teaching About Smoking

NASA Astrophysics Data System (ADS)

Duggan-Haas, D.

2013-12-01

The ideas of systems pervade the Next Generation Science Standards, and well they should. The title of this abstract, paraphrased from commentator Chris Hayes, bluntly summarizes what should be central to the design of curriculum and instruction in the era of climate change and NGSS. It reflects a systems perspective, highlighting that the relationship between and among scientific topics are as important as the topics themselves. The centrality of systems and of human impacts within systems is highlighted by the fact that within the NGSS, the most connected Disciplinary Core Idea is Earth and Space Sciences - 3: Earth and Human Activity. 'ESS3' appears 457 times and on more than a third of the pages in the pdf of all the performance expectations. The lion's share of these appearances are in the connections boxes below the performance indicators, showing the connections -- the relationships within the Earth system -- of this topic to a multitude of expectations. Deep understandings of climate and climate change require understandings relationships between the atmosphere and human activity, and especially the impacts of energy use. As energy is needed for essentially everything we do, this is a big deal. Yet, in the typical high school science programs today, energy and its relation to climate is not prominent. NGSS has the potential to change that. The Crosscutting Concepts clearly reflect a systems approach, with four of the seven including the word 'system' within their one sentence description. This presentation will address systems in NGSS generally and use the examples from our changing energy system, to highlight ways to address climate and energy in multiple courses at different grade levels. Energy use varies across time and space, and the study of energy ties directly to all of Crosscutting Concepts. We will consider the map, showing aspects of the geography of energy, and historical energy transitions, such as the move from dependence of wood for fuel to reliance largely on fossil fuels, through the lens of the crosscutting concepts: 1. Patterns. 2. Cause and effect: Mechanism and explanation.3. Scale, proportion, and quantity.4. Systems and system models. 5. Energy and matter. 6. Structure and function. 7. Stability and change. And, we will connect to other resources and strategies for effectively addressing climate and energy in the context of NGSS. The Geography of Energy: an excerpt of a map showing electric power net generation by source for the Northeast.

Beyond Knowledge: Service Learning and Local Climate Change Research Engagement Activities that Foster Action and Behavior Change

NASA Astrophysics Data System (ADS)

Low, R.; Mandryk, C.; Gosselin, D. C.; Haney, C.

2013-12-01

Climate change engagement requires individuals to understand an abstract and complex topic and realize the profound implications of climate change for their families and local community. In recent years federal agencies have spent millions of dollars on climate change education to prepare a nation for a warming future. The majority of these education efforts are based on a knowledge deficit model. In this view 'educate' means 'provide information'. However cognitive and behavioral research and current action demonstrate that information alone is not enough; knowledge does not necessarily lead to action. Educators are speaking to deaf ears if we rely on passive and abstract information transfer and neglect more persuasive and affective approaches to communication. When climate change is presented abstractly as something that happens in the future to people, environments, animals somewhere else it is easy to discount. People employ two separate systems for information processing: analytical-rational and intuitive-experiential Authentic local research experiences that engage both analytical and experiential information processing systems not only help individuals understand the abstraction of climate change in a concrete and personally experienced manner, but are more likely to influence behavior. Two on-line, graduate-level courses offered within University of Nebraska's Masters of Applied Science program provide opportunities for participants to engage in authentic inquiry based studies climate change's local impacts, and work with K-12 learners in promoting the scientific awareness and behavioral changes that mitigate against the negative impacts of a changing climate. The courses are specifically designed to improve middle and high school (grades 6-12) teachers' content knowledge of climate processes and climate change science in the context of their own community. Both courses provide data-rich, investigative science experiences in a distributed digital environment and support teachers in the creation of lessons and units that promote both inquiry science and service learning in the community. Course participants connect the dots from their newly acquired theoretical science knowledge to concrete examples of change taking place locally, and see the value of promoting awareness as well as behavioral changes that contribute to adaptation and mitigation of local climate change impacts. We describe the assessments used and the research outcomes associated with NRES 832, Human Dimensions of Climate Change, where participants conduct archival research to create a climate change chronicle for their community, and NRES 830 Climate Research Applications, where teachers lead and evaluate the impacts of student-designed service learning activities as a capstone project for a unit on climate change. We also showcase community-based initiatives resulting from this work that seed the behavioral changes we need to live sustainably in our communities and on our planet.

Climate Change and Arctic Issues in the Marine and Environmental Science Curriculum at the U.S. Coast Guard Academy

NASA Astrophysics Data System (ADS)

Vlietstra, L.; McConnell, M. C.; Bergondo, D. L.; Mrakovcich, K. L.; Futch, V.; Stutzman, B. S.; Fleischmann, C. M.

2016-02-01

As global climate change becomes more evident, demand will likely increase for experts with a detailed understanding of the scientific basis of climate change, the ocean's role in the earth-atmosphere system, and forecasted impacts, especially in Arctic regions where effects may be most pronounced. As a result, programs in marine and environmental sciences are uniquely poised to prepare graduates for the formidable challenges posed by changing climates. Here we present research evaluating the prevalence and themes of courses focusing on anthropogenic climate change in 125 Marine Science and Environmental Science undergraduate programs at 86 institutions in the United States. These results, in addition to the increasing role of the Coast Guard in the Arctic, led to the development of two new courses in the curriculum. Climate Change Science, a one-credit seminar, includes several student-centered activities supporting key learning objectives. Polar Oceanography, a three-credit course, incorporates a major outreach component to Coast Guard units and members of the scientific community. Given the importance of climate change in Arctic regions in particular, we also propose six essential "Arctic Literacy Principles" around which courses or individual lesson plans may be organized. We show how these principles are incorporated into an additional new three-credit course, Model Arctic Council, which prepares students to participate in a week-long simulation exercise of Arctic Council meetings, held in Fairbanks, Alaska. Students examine the history and mission of the Arctic Council and explore some of the issues on which the council has deliberated. Special attention is paid to priorities of the current U.S. chairmanship of the Arctic Council which include climate change impacts on, and stewardship of, the Arctic Ocean.

Florida and Puerto Rico Secondary Science Teachers' Knowledge and Teaching of Climate Change Science

ERIC Educational Resources Information Center

Herman, Benjamin C.; Feldman, Allan; Vernaza-Hernandez, Vanessa

2017-01-01

Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers' knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were…

Climate change as an ecosystem architect: implications to rare plant ecology, conservation, and restoration

Treesearch

Constance I. Millar

2003-01-01

Recent advances in earth system sciences have revealed significant new information relevant to rare plant ecology and conservation. Analysis of climate change at high resolution with new and precise proxies of paleotemperatures reveals a picture over the past two million years of oscillatory climate change operating simultaneously at multiple timescales. Low-frequency...

Carbon cycle observations: gaps threaten climate mitigation policies

Treesearch

Richard Birdsey; Nick Bates; MIke Behrenfeld; Kenneth Davis; Scott C. Doney; Richard Feely; Dennis Hansell; Linda Heath; et al.

2009-01-01

Successful management of carbon dioxide (CO2) requires robust and sustained carbon cycle observations. Yet key elements of a national observation network are lacking or at risk. A U.S. National Research Council review of the U.S. Climate Change Science Program earlier this year highlighted the critical need for a U.S. climate observing system to...

Assessing Climate Literacy Content in Higher Education Science Courses: Distribution, Challenges, and Needs

ERIC Educational Resources Information Center

Veron, Dana E.; Marbach-Ad, Gili; Wolfson, Jane; Ozbay, Gulnihal

2016-01-01

The study described in this article is part of the Maryland and Delaware Climate Change Education Assessment and Research (MADE CLEAR) project, which aims to improve climate literacy in the K-16 population through systemic, sustainable change in teacher preparation. The authors surveyed faculty members at four higher education institutions to…

High skill in low-frequency climate response through fluctuation dissipation theorems despite structural instability.

PubMed

Majda, Andrew J; Abramov, Rafail; Gershgorin, Boris

2010-01-12

Climate change science focuses on predicting the coarse-grained, planetary-scale, longtime changes in the climate system due to either changes in external forcing or internal variability, such as the impact of increased carbon dioxide. The predictions of climate change science are carried out through comprehensive, computational atmospheric, and oceanic simulation models, which necessarily parameterize physical features such as clouds, sea ice cover, etc. Recently, it has been suggested that there is irreducible imprecision in such climate models that manifests itself as structural instability in climate statistics and which can significantly hamper the skill of computer models for climate change. A systematic approach to deal with this irreducible imprecision is advocated through algorithms based on the Fluctuation Dissipation Theorem (FDT). There are important practical and computational advantages for climate change science when a skillful FDT algorithm is established. The FDT response operator can be utilized directly for multiple climate change scenarios, multiple changes in forcing, and other parameters, such as damping and inverse modelling directly without the need of running the complex climate model in each individual case. The high skill of FDT in predicting climate change, despite structural instability, is developed in an unambiguous fashion using mathematical theory as guidelines in three different test models: a generic class of analytical models mimicking the dynamical core of the computer climate models, reduced stochastic models for low-frequency variability, and models with a significant new type of irreducible imprecision involving many fast, unstable modes.

A Second Chance: What can informal science learning institutions uniquely contribute to public inquiry about climate change? (Invited)

NASA Astrophysics Data System (ADS)

Bartels, D.

2009-12-01

The science of climate change is complicated. Even for adult audiences, scientific ideas such as non-linear modeling, probability and uncertainty, complexity and multivariate relationships, and the dynamic relationship between physical and human systems were not part of the typical curriculum for most of us in school. Moreover, many adults are invested in the myth that the aim of scientists is “truth-seeking” as opposed to finding the best interpretation that fits the best available empirical data. Science too often is presented even to adults as sets of answers and certainties. The forthcoming “Green Book” from the NSF Advisory Committee on Environmental Research and Education makes a novel recommendation that in these times adult environmental science literacy is as critical as education programs for K-12 and university students. Its reasoning is the stakes regarding the most pressing global environmental issues of our day—climate change chief among them—likely require such significant change in human behavior in the immediate term that it cannot wait for another generation of children to grow up. Practices and behaviors must change immediately. The report identifies the approximately 15,000 informal science learning institutions across the United States as the perfect adult science education delivery system to address this challenge. However, for the informal science learning community to engage this challenge most effectively, it must take care in its response given the complexity of the science, even for adults. It cannot perpetuate the idea of science as static and certain or separate itself from the social sciences. Yet the scientific community has very important stories to tell which have an immediate urgency to humankind. How do you explain the importance of uncertainty and science as a process while at the same time conveying confidence about scientific consensus where it exists? We will discuss ways of framing these important questions about adult learning and the science of climate change to assist scientists, informal science learning institutions and others increase the probability of enhanced credibility, understanding and action on the part of those of us beyond our school years.

The Global Systems Science High School Curriculum

NASA Astrophysics Data System (ADS)

Gould, A. D.; Sneider, C.; Farmer, E.; Erickson, J.

2015-12-01

Global Systems Science (GSS), a high school integrated interdisciplinary science project based at Lawrence Hall of Science at UC Berkeley, began in the early 1990s as a single book "Planet at Risk" which was only about climate change. Federal grants enabled the project to enlist about 150 teachers to field test materials in their classes and then meeting in summer institutes to share results and effect changes. The result was a series of smaller modules dealing not only with climate change, but other related topics including energy flow, energy use, ozone, loss of biodiversity, and ecosystem change. Other relevant societal issues have also been incorporated including economics, psychology and sociology. The course has many investigations/activities for student to pursue, interviews with scientists working in specific areas of research, and historical contexts. The interconnectedness of a myriad of small and large systems became an overarching theme of the resulting course materials which are now available to teachers for free online at http://www.globalsystemsscience.org/

Introduction to Building Systems Performance: Houses that Work II. Revised February 2005

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

2005-03-01

The Building Science Consortium (BSC) design recommendations are based on the hygrothermal regions with reference to the annual rainfall. Local climate must be addressed if it differs significantly from the climate described for a particular design.

Front-end Evaluation as Part of a Comprehensive Approach to Inform the Development of a New Climate Exhibit at NCAR

NASA Astrophysics Data System (ADS)

Ristvey, J. D., Jr.; Brinkworth, C.; Hatheway, B.; Williams, V.

2015-12-01

In an era of discord in public views of climate change, communicating atmospheric and related sciences to the public at a large research facility like the National Center for Atmospheric Research (NCAR) can be a daunting challenge yet one that is filled with many possibilities. The University Corporation for Atmospheric Research (UCAR) Center for Science Education (SciEd) is responsible for education and outreach activities at UCAR, including the exhibits program. Over 90,000 people visit the NCAR Mesa Lab each year to enjoy a number of exhibits that showcase our community's research. The current climate exhibit is twelve years old, and with advances in our understanding of climate science and exhibit design, SciEd staff are developing a new exhibit that is as cutting edge as the research conducted at NCAR. Based on listening sessions with NCAR scientists, the following big ideas for the exhibit emerged: How the climate system works The climate system is changing How scientists study our climate Regional impacts Solutions The goal of the new climate exhibit is to reach people using a variety of learning styles, including offerings for visitors who learn by doing, as well as providing informative text and images (Hatheway, 2014). Developers and evaluators are working together to conduct front-end, formative, and summative evaluations to understand of the needs of our visitors and collect ongoing data to inform development. The purpose of the front-end evaluation, conducted in the summer of 2014 was to develop informed data-driven strategies to move forward with exhibit design. The evaluation results to be shared in this session include: The demographics and behaviors of visitors Trends in visitors' experiences Visitor input on exhibit design (Williams and Tarsi, 2014). In this presentation, we will share the results, significance, and application of the front-end evaluation as part of a comprehensive approach to study both how we convey information about climate science and plan for the re-design of a new climate exhibit.

Nevada Infrastructure for Climate Change Science, Education, and Outreach

NASA Astrophysics Data System (ADS)

Dana, G. L.; Lancaster, N.; Mensing, S. A.; Piechota, T.

2008-12-01

The Great Basin is characterized by complex basin and range topography, arid to semiarid climate, and a history of sensitivity to climate change. Mountain areas comprise about 10% of the landscape, yet are the areas of highest precipitation and generate 85% of groundwater recharge and most surface runoff. These characteristics provide an ideal natural laboratory to study the effects of climate change. The Nevada system of Higher Education, including the University of Nevada, Las Vegas, the University of Nevada, Reno, the Desert Research Institute, and Nevada State College have begun a five year research and infrastructure building program, funded by the National Science Foundation Experimental Program to Stimulate Competitive Research (NSF EPSCoR) with the vision "to create a statewide interdisciplinary program and virtual climate change center that will stimulate transformative research, education, and outreach on the effects of regional climate change on ecosystem resources (especially water) and support use of this knowledge by policy makers and stakeholders." Six major strategies are proposed to develop infrastructure needs and attain our vision: 1) Develop a capability to model climate change at a regional and sub-regional scale(Climate Modeling Component) 2) Analyze effects on ecosystems and disturbance regimes (Ecological Change Component) 3) Quantify and model changes in water balance and resources under climate change (Water Resources Component) 4) Assess effects on human systems and enhance policy making and outreach to communities and stakeholders (Policy, Decision-Making, and Outreach Component) 5) Develop a data portal and software to support interdisciplinary research via integration of data from observational networks and modeling (Cyberinfrastructure Component) and 6) Train teachers and students at all levels and provide public outreach in climate change issues (Education Component). Two new climate observational transects will be established across Great Basin Ranges, one anticipated on a mountain range in southern Nevada and the second to be located in north-central Nevada. Climatic, hydrologic and ecological data from these transects will be downloaded into high capacity data storage units and made available to researchers through creation of the Nevada climate change portal. Our research will aim to answer two interdisciplinary science questions key to understanding the effects of future climate change on Great Basin mountain ecosystems and the potential management strategies for responding to these changes: 1) How will climate change affect water resources and linked ecosystem resources and human systems? And 2) How will climate change affect disturbance regimes (e.g., wildland fires, invasive species, insect outbreaks, droughts) and linked systems? Infrastructure developed through this project will provide new interdisciplinary capability to detect, analyze, and model effects of regional climate change in mountainous regions of the west and provide a major contribution to existing climate change research and monitoring networks.

Nevada Infrastructure for Climate Change Science, Education, and Outreach

NASA Astrophysics Data System (ADS)

Dana, G. L.; Piechota, T. C.; Lancaster, N.; Mensing, S. A.

2009-12-01

The Nevada system of Higher Education, including the University of Nevada, Las Vegas, the University of Nevada, Reno, the Desert Research Institute, and Nevada State College have begun a five year research and infrastructure building program, funded by the National Science Foundation Experimental Program to Stimulate Competitive Research (NSF EPSCoR) with the vision “to create a statewide interdisciplinary program and virtual climate change center that will stimulate transformative research, education, and outreach on the effects of regional climate change on ecosystem resources (especially water) and support use of this knowledge by policy makers and stakeholders.” Six major strategies are proposed: 1) Develop a capability to model climate change and its effects at a regional and sub-regional scales to evaluate different future scenarios and strategies (Climate Modeling Component) 2) Develop data collection, modeling, and visualization infrastructure to determine and analyze effects on ecosystems and disturbance regimes (Ecological Change Component) 3) Develop data collection, modeling, and visualization infrastructure to better quantify and model changes in water balance and resources under climate change (Water Resources Component) 4) Develop data collection and modeling infrastructure to assess effects on human systems, responses to institutional and societal aspects, and enhance policy making and outreach to communities and stakeholders (Policy, Decision-Making, and Outreach Component) 5) Develop a data portal and software to support interdisciplinary research via integration of data from observational networks and modeling (Cyberinfrastructure Component) and 6) Develop educational infrastructure to train students at all levels and provide public outreach in climate change issues (Education Component). As part of the new infrastructure, two observational transects will be established across Great Basin Ranges, one in southern Nevada in the Spring Mountains, and the second to be located in the Snake Range of eastern Nevada which will reach bristlecone pine stands. Climatic, hydrologic and ecological data from these transects will be downloaded into high capacity data storage units and made available to researchers through creation of the Nevada climate change portal. Our research will aim to answer two interdisciplinary science questions: 1) How will climate change affect water resources and linked ecosystem resources and human systems? And 2) How will climate change affect disturbance regimes (e.g., wildland fires, invasive species, insect outbreaks, droughts) and linked systems?

A history of the science and politics of climate change: the role of the Intergovernmental Panel on Climate Change

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bolin, B.

2007-11-15

In response to growing concern about human-induced global climate change, the UN Intergovernmental Panel on Climate Change (IPCC) was formed in 1988. Written by its first Chairman, this book is a unique overview of the history of the IPCC. It describes and evaluates the intricate interplay between key factors in the science and politics of climate change, the strategy that has been followed, and the regretfully slow pace in getting to grips with the uncertainties that have prevented earlier action being taken. The book also highlights the emerging conflict between establishing a sustainable global energy system and preventing a seriousmore » change in global climate. Contents are: Part I. The Early History of the Climate Change Issue: 1. Nineteenth century discoveries; 2. The natural carbon cycle and life on earth; 3. Global research initiatives in meteorology and climatology; 4. Early international assessments of climate change; Part II. The Climate Change Issue Becomes One of Global Concern: 5. Setting the stage; 6. The scientific basis for a climate convention; 7. Serving the Intergovernmental Negotiating Committee; 8. The Second IPP Assessment Report; 9. In the aftermath of the IPCC Second Assessment; 10. The Kyoto Protocol is agreed and a third assessment begun; 11. A decade of hesitance and slow progress; Part III. A Turning Point in Addressing Climate Change?: 12. Key scientific finding of prime political relevance; 13. Climate change and the future global energy supply system; Concluding remarks. 9 figs.« less

Partners in Earth System Science: a Field, Laboratory and Classroom Based Professional Development Program for K-12 Teachers Designed to Build Scientific and Pedagogical Understandings of Teaching Climate Change.

NASA Astrophysics Data System (ADS)

Slattery, W.; Lunsford, S.; Diedrick, A.; Crane, C.

2015-12-01

The purpose of the Partners in Earth System Science summer and academic year professional development program for Ohio K-12 teachers is to build their understandings of the scientific observations, methods and resources that scientists use when studying past and present climate change. Participants then use these tools to develop inquiry-based activities to teach their K-12 students how the scientific method and data are used to understand the effects of global climate change. The summer portion of the program takes teachers from throughout Ohio to the Duke University Marine Laboratory in Beaufort, North Carolina. There they engage in a physical and biological exploration of the modern and ancient ocean. For example, they collect samples of sediment and test water samples collected from modern coastal environments and connect their findings with evidence of the fauna living in those environments. Then, using observations from the geological record of the Eocene through Pleistocene sediments exposed in eastern North Carolina and inferences from observations made from the modern ocean they seek to answer scientifically testable questions regarding the physical and biological characteristics of the ocean during Cenozoic climate change events. During the academic year participants connect with each other and project faculty online to support the development of inquiry based science activities for their K-12 students. These activities focus on how evidence and observations such as outcrop extent, sediment type and biological assemblages can be used to infer past climates. The activities are taught in participant's classrooms and discussed with other participants in an online discussion space. Assessment of both teachers and K-12 students document significant positive changes in science knowledge, their confidence in being able to do science and a clearer understanding of how oceans are impacted by global climate change.

76 FR 13207 - Announcement of the U.S. Geological Survey Science Strategy Planning Feedback Process

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-10

... its Mission Areas: Climate and Land Use Change, Core Science Systems, Ecosystems, Energy and Minerals... USGS Mission Area: Global Change Virginia Burkett: 318-256-5628, [email protected] . Dave...

77 FR 43110 - Announcement of the U.S. Geological Survey Science Strategy Planning Feedback Process

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-23

... of its Mission Areas: Climate and Land Use Change, Core Science Systems, Ecosystems, Energy and.... FOR FURTHER INFORMATION CONTACT: Listed below are contacts for each USGS Mission Area: Global Change...

The QWeCI Project: seamlessly linking climate science to society

NASA Astrophysics Data System (ADS)

Morse, A. P.; Caminade, C.; Jones, A. E.; MacLeod, D.; Heath, A. E.

2012-04-01

The EU FP7 QWeCI project Quantifying Weather and Climate Impacts on health in developing countries (www.liv.ac.uk/qweci) has 13 partners with 7 of these in Africa. The geographical focus of the project is in Senegal, Ghana and Malawi. In all three countries the project has a strong scientific dissemination outlook as well as having field based surveillance programmes in Ghana and Senegal to understand more about the local parameters controlling the transmission of malaria and in Senegal of Rift Valley fever. The project has a strong and active climate science activity in using hindcasts of the new System 4 seasonal forecasting system at ECMWF; to further develop the use of monthly to seasonal forecasts from ensemble prediction systems; within project downscaling development; the assessment of decadal ensemble prediction systems; and the development and testing of vector borne disease models for malaria and Rift Valley fever. In parallel with the science programme the project has a large outreach activity involving regular communication and bi-lateral exchanges, science and decision maker focused workshops. In Malawi a long range WiFi network has been established for the dissemination of data. In Senegal where they is a concentration of partners and stakeholders the project is gaining a role as a catalyst for wider health and climate related activity within government departments and national research bodies along with the support and involvement of local communities. Within these wider community discussions we have interactive inputs from African and European scientists who are partners in the project. This paper will show highlights of the work completed so far and give an outline to future development and to encourage a wider user interaction from outside of the current project team and their direct collaborators.

Climate Change Student Summits: A Model that Works (Invited)

NASA Astrophysics Data System (ADS)

Huffman, L. T.

2013-12-01

The C2S2: Climate Change Student Summit project has completed four years of activities plus a year-long longitudinal evaluation with demonstrated positive impacts beyond the life of the project on both students and teachers. This presentation will share the lessons learned about implementing this climate change science education program and suggest that it is a successful model that can be used to scale up from its Midwestern roots to achieve measurable national impact. A NOAA Environmental Literacy grant allowed ANDRILL (ANtarctic geological DRILLing) to grow a 2008 pilot program involving 2 Midwestern sites, to a program 4 years later involving 10 sites. The excellent geographical coverage included 9 of the U.S. National Climate Assessment regions defined by the U.S. Global Change Research Program. Through the delivery of two professional development (PD) workshops, a unique opportunity was provided for both formal and informal educators to engage their classrooms/audiences in understanding the complexities of climate change. For maximum contact hours, the PD experience was extended throughout the school year through the use of an online grouphub. Student teams were involved in a creative investigative science research and presentation experience culminating in a Climate Change Student Summit, an on-site capstone event including a videoconference connecting all sites. The success of this program was based on combining multiple aspects, such as encouraging the active involvement of scientists and early career researchers both in the professional development workshops and in the Student Summit. Another key factor was the close working relationships between informal and formal science entities, including involvement of informal science learning facilities and informal science education leaders. The program also created cutting-edge curriculum materials titled the ELF, (Environmental Literacy Framework with a focus on climate change), providing an earth systems approach to climate change education which have been successfully integrated into existing curricula in grades 4-12, as well as at numerous science museums.

Report for Oregon State University Reporting Period: June 2016 to June 2017

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hutchings, Jennifer

The goal of this project is to develop an eddy resolving ocean model (POP) with tides coupled to a sea ice model (CICE) within the Regional Arctic System Model (RASM) to investigate the importance of ocean tides and mesoscale eddies in arctic climate simulations and quantify biases associated with these processes and how their relative contribution may improve decadal to centennial arctic climate predictions. Ocean, sea ice and coupled arctic climate response to these small scale processes will be evaluated with regard to their influence on mass, momentum and property exchange between oceans, shelf-basin, ice-ocean, and ocean-atmosphere. The project willmore » facilitate the future routine inclusion of polar tides and eddies in Earth System Models when computing power allows. As such, the proposed research addresses the science in support of the BER’s Climate and Environmental Sciences Division Long Term Measure as it will improve the ocean and sea ice model components as well as the fully coupled RASM and Community Earth System Model (CESM) and it will make them more accurate and computationally efficient.« less

77 FR 60717 - Establishment of the Advisory Committee on Climate Change and Natural Resource Science

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-04

... seeking nominations for the Advisory Committee on Climate Change and Natural Resource Science (Committee... of the U.S. Geological Survey National Climate Change and Wildlife Science Center and the DOI Climate... Partnership Coordinator, National Climate Change and Wildlife Science Center, U.S. Geological Survey, 12201...

DataStreme Earth's Climate System: Building a Climate Literate Society through Effective Partnerships

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2015-12-01

Effective partnerships are key to increasing climate and overall environmental literacy. Financial support from NSF, NASA, and NOAA has allowed the American Meteorological Society (AMS) to offer DataStreme courses for almost 20 years. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. A long-standing partnership with State University of New York's The College at Brockport gives teachers the opportunity to receive 3 tuition-free graduate credits upon successful completion of each DataStreme course and construction of a Plan of Action for educational peer-training. DataStreme ECS investigates the fundamental science of Earth's climate system, explores humans' impact on it, and identifies actions needed in response to climate change. The course provides participants with the knowledge to make informed climate decisions. In fact, according to a recent three-year study conducted by AMS, 98% of DataStreme ECS participants reported an increase in environmental literacy as a result of the course. DataStreme Atmosphere, Ocean, and ECS content has been improved because of AMS partnerships with NOAA and NASA. Specifically, hundreds of NASA and NOAA scientists and faculty from numerous institutions both domestic and abroad have contributed and reviewed DataStreme ECS content. Additional collaborations with Consortium for Ocean Leadership and the U.S. Ice Drilling Program greatly improved the course's paleoclimate content. Looking ahead, the Climate Resilience Toolkit from NOAA's Climate Program Office will further bolster the course this fall. These partnerships have resulted in a powerful, content-rich climate science course for K-12 teachers, building the foundation to a climate literate society.

Strategies for Effective Implementation of Science Models into 6-9 Grade Classrooms on Climate, Weather, and Energy Topics

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

2011-12-01

As atmospheric scientists, we depend on Numerical Weather Prediction (NWP) models. We use them to predict weather patterns, to understand external forcing on the atmosphere, and as evidence to make claims about atmospheric phenomenon. Therefore, it is important that we adequately prepare atmospheric science students to use computer models. However, the public should also be aware of what models are in order to understand scientific claims about atmospheric issues, such as climate change. Although familiar with weather forecasts on television and the Internet, the general public does not understand the process of using computer models to generate a weather and climate forecasts. As a result, the public often misunderstands claims scientists make about their daily weather as well as the state of climate change. Since computer models are the best method we have to forecast the future of our climate, scientific models and modeling should be a topic covered in K-12 classrooms as part of a comprehensive science curriculum. According to the National Science Education Standards, teachers are encouraged to science models into the classroom as a way to aid in the understanding of the nature of science. However, there is very little description of what constitutes a science model, so the term is often associated with scale models. Therefore, teachers often use drawings or scale representations of physical entities, such as DNA, the solar system, or bacteria. In other words, models used in classrooms are often used as visual representations, but the purpose of science models is often overlooked. The implementation of a model-based curriculum in the science classroom can be an effective way to prepare students to think critically, problem solve, and make informed decisions as a contributing member of society. However, there are few resources available to help teachers implement science models into the science curriculum effectively. Therefore, this research project looks at strategies middle school science teachers use to implement science models into their classrooms. These teachers in this study took part in a week-long professional development designed to orient them towards appropriate use of science models for a unit on weather, climate, and energy concepts. The goal of this project is to describe the professional development and describe how teachers intend to incorporate science models into each of their individual classrooms.

Effective Teacher Practice on the Plausibility of Human-Induced Climate Change

NASA Astrophysics Data System (ADS)

Niepold, F.; Sinatra, G. M.; Lombardi, D.

2013-12-01

Climate change education programs in the United States seek to promote a deeper understanding of the science of climate change, behavior change and stewardship, and support informed decision making by individuals, organizations, and institutions--all of which are summarized under the term 'climate literacy.' The ultimate goal of climate literacy is to enable actors to address climate change, both in terms of stabilizing and reducing emissions of greenhouse gases, but also an increased capacity to prepare for the consequences and opportunities of climate change. However, the long-term nature of climate change and the required societal response involve the changing students' ideas about controversial scientific issues which presents unique challenges for educators (Lombardi & Sinatra, 2010; Sinatra & Mason, 2008). This session will explore how the United States educational efforts focus on three distinct, but related, areas: the science of climate change, the human-climate interaction, and using climate education to promote informed decision making. Each of these approaches are represented in the Atlas of Science Literacy (American Association for the Advancement of Science, 2007) and in the conceptual framework for science education developed at the National Research Council (NRC) in 2012. Instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) has been called for by the Next Generation Science Standards (NGSS) (Achieve, 2013), an innovative and research based way to address climate change education within the decentralized U.S. education system. However, the promise of the NGSS is that students will have more time to build mastery on the subjects, but the form of that instructional practice has been show to be critical. Research has show that effective instructional activities that promote evaluation of evidence improve students' understanding and acceptance toward the scientifically accepted model of human-induced climate change (Lombardi, Sinatra, & Nussbaum, 2013). This study and many others show the critical role instructional practice plays in the development of a climate literate nation. Climate change communication faces many challenges, but federal agencies, civil society, and individuals have invested in numerous initiatives to develop a climate-literate citizenry. In the NRC Report America's Climate Choices the authors find that 'climate change is difficult to understand by its very nature,' however, 'education and communication are among the most powerful tools the nation has to bring hidden hazards to public attention, understanding, and action.' This session will explore how the federal science mission agencies and their partners are working to harness these tools and use the best available research to develop programs and partnership that build on the promise of the NGSS. When citizens have knowledge of the causes, likelihood, and severity of climate impacts, as well as of the range, cost, and efficacy of options to adapt to impacts, they are more prepared to effectively address the risks and opportunities

Does the public deserve free access to climate system science?

NASA Astrophysics Data System (ADS)

Grigorov, Ivo

2010-05-01

Some time ago it was the lack of public access to medical research data that really stirred the issue and gave inertia for legislation and a new publishing model that puts tax payer-funded medical research in the hands of those who fund it. In today's age global climate change has become the biggest socio-economic challenge, and the same argument resonates: climate affects us all and the publicly-funded science quantifying it should be freely accessible to all stakeholders beyond academic research. Over the last few years the ‘Open Access' movement to remove as much as possible subscription, and other on-campus barriers to academic research has rapidly gathered pace, but despite significant progress, the climate system sciences are not among the leaders in providing full access to their publications and data. Beyond the ethical argument, there are proven and tangible benefits for the next generation of climate researchers to adapt the way their output is published. Through the means provided by ‘open access', both data and ideas can gain more visibility, use and citations for the authors, but also result in a more rapid exchange of knowledge and ideas, and ultimately progress towards a sought solution. The presentation will aim to stimulate discussion and seek progress on the following questions: Should free access to climate research (& data) be mandatory? What are the career benefits of using ‘open access' for young scientists? What means and methods should, or could, be incorporated into current European graduate training programmes in climate research, and possible ways forward?

Varying geospatial analyses to assess climate risk and adaptive capacity in a hotter, drier Southwestern United States

NASA Astrophysics Data System (ADS)

Elias, E.; Reyes, J. J.; Steele, C. M.; Rango, A.

2017-12-01

Assessing vulnerability of agricultural systems to climate variability and change is vital in securing food systems and sustaining rural livelihoods. Farmers, ranchers, and forest landowners rely on science-based, decision-relevant, and localized information to maintain production, ecological viability, and economic returns. This contribution synthesizes a collection of research on the future of agricultural production in the American Southwest (SW). Research was based on a variety of geospatial methodologies and datasets to assess the vulnerability of rangelands and livestock, field crops, specialty crops, and forests in the SW to climate-risk and change. This collection emerged from the development of regional vulnerability assessments for agricultural climate-risk by the U.S. Department of Agriculture (USDA) Climate Hub Network, established to deliver science-based information and technologies to enable climate-informed decision-making. Authors defined vulnerability differently based on their agricultural system of interest, although each primarily focuses on biophysical systems. We found that an inconsistent framework for vulnerability and climate risk was necessary to adequately capture the diversity, variability, and heterogeneity of SW landscapes, peoples, and agriculture. Through the diversity of research questions and methodologies, this collection of articles provides valuable information on various aspects of SW vulnerability. All articles relied on geographic information systems technology, with highly variable levels of complexity. Agricultural articles used National Agricultural Statistics Service data, either as tabular county level summaries or through the CropScape cropland raster datasets. Most relied on modeled historic and future climate information, but with differing assumptions regarding spatial resolution and temporal framework. We assert that it is essential to evaluate climate risk using a variety of complementary methodologies and perspectives. In addition, we found that spatial analysis supports informed adaptation, within and outside the SW United States. The persistence and adaptive capacity of agriculture in the water-limited Southwest serves as an instructive example and may offer solutions to reduce future climate risk.

Educational and Scientific Applications of Climate Model Diagnostic Analyzer

NASA Astrophysics Data System (ADS)

Lee, S.; Pan, L.; Zhai, C.; Tang, B.; Kubar, T. L.; Zhang, J.; Bao, Q.

2016-12-01

Climate Model Diagnostic Analyzer (CMDA) is a web-based information system designed for the climate modeling and model analysis community to analyze climate data from models and observations. CMDA provides tools to diagnostically analyze climate data for model validation and improvement, and to systematically manage analysis provenance for sharing results with other investigators. CMDA utilizes cloud computing resources, multi-threading computing, machine-learning algorithms, web service technologies, and provenance-supporting technologies to address technical challenges that the Earth science modeling and model analysis community faces in evaluating and diagnosing climate models. As CMDA infrastructure and technology have matured, we have developed the educational and scientific applications of CMDA. Educationally, CMDA supported the summer school of the JPL Center for Climate Sciences for three years since 2014. In the summer school, the students work on group research projects where CMDA provide datasets and analysis tools. Each student is assigned to a virtual machine with CMDA installed in Amazon Web Services. A provenance management system for CMDA is developed to keep track of students' usages of CMDA, and to recommend datasets and analysis tools for their research topic. The provenance system also allows students to revisit their analysis results and share them with their group. Scientifically, we have developed several science use cases of CMDA covering various topics, datasets, and analysis types. Each use case developed is described and listed in terms of a scientific goal, datasets used, the analysis tools used, scientific results discovered from the use case, an analysis result such as output plots and data files, and a link to the exact analysis service call with all the input arguments filled. For example, one science use case is the evaluation of NCAR CAM5 model with MODIS total cloud fraction. The analysis service used is Difference Plot Service of Two Variables, and the datasets used are NCAR CAM total cloud fraction and MODIS total cloud fraction. The scientific highlight of the use case is that the CAM5 model overall does a fairly decent job at simulating total cloud cover, though simulates too few clouds especially near and offshore of the eastern ocean basins where low clouds are dominant.

Undergraduate Students as Climate Communicators

NASA Astrophysics Data System (ADS)

Sharif, H. O.; Joseph, J.; Mullendore, G. L.

2012-12-01

The University of Texas at San Antonio (UTSA), San Antonio College (SAC), and the University of North Dakota (UND) are partnering with NASA to provide underrepresented undergraduates from UTSA, SAC, and other community colleges climate-related research and education experiences. The program aims to develop a robust response to climate change by providing K-16 climate change education; enhance the effectiveness of K-16 education particularly in engineering and other STEM disciplines by use of new instructional technologies; increase the enrollment in engineering programs and the number of engineering degrees awarded by showing engineering's usefulness in relation to the much-discussed contemporary issue of climate change; increase persistence in STEM degrees by providing student research opportunities; and increase the ethnic diversity of those receiving engineering degrees and help ensure an ethnically diverse response to climate change. Students will have the opportunity to participate in guided research experiences aligned with NASA Science Plan objectives for climate and Earth system science and the educational objectives of the three institutions. An integral part of the learning process will include training in modern media technology (webcasts), and in using this technology to communicate the information on climate change to others, especially high school students, culminating in production of a webcast about investigating aspects of climate change using NASA data. Content developed is leveraged by NASA Earth observation data and NASA Earth system models and tools. Several departments are involved in the educational program.

Opinions and knowledge about climate change science in high school students.

PubMed

Harker-Schuch, Inez; Bugge-Henriksen, Christian

2013-10-01

This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education.

Integrating Climate and Ecosystem-Response Sciences in Temperate Western North American Mountains: The CIRMOUNT Initiative

NASA Astrophysics Data System (ADS)

Millar, C. I.; Fagre, D. B.

2004-12-01

Mountain regions are uniquely sensitive to changes in climate, vulnerable to climate effects on biotic and physical factors of intense social concern, and serve as critical early-warning systems of climate impacts. Escalating demands on western North American (WNA) mountain ecosystems increasingly stress both natural resources and rural community capacities; changes in mountain systems cascade to issues of national concern. Although WNA has long been a focus for climate- and climate-related environmental research, these efforts remain disciplinary and poorly integrated, hindering interpretation into policy and management. Knowledge is further hampered by lack of standardized climate monitoring stations at high-elevations in WNA. An initiative is emerging as the Consortium for Integrated Climate Research in Western Mountains (CIRMOUNT) whose primary goal is to improve knowledge of high-elevation climate systems and to better integrate physical, ecological, and social sciences relevant to climate change, ecosystem response, and natural-resource policy in WNA. CIRMOUNT seeks to focus research on climate variability and ecosystem response (progress in understanding synoptic scale processes) that improves interpretation of linkages between ecosystem functions and human processing (progress in understanding human-environment integration), which in turn would yield applicable information and understanding on key societal issues such as mountains as water towers, biodiversity, carbon forest sinks, and wildland hazards such as fire and forest dieback (progress in understanding ecosystem services and key thresholds). Achieving such integration depends first on implementing a network of high-elevation climate-monitoring stations, and linking these with integrated ecosystem-response studies. Achievements since 2003 include convening the 2004 Mountain Climate Sciences Symposium (1, 2) and several special sessions at technical conferences; initiating a biennial mountain climate research symposium (MTNCLIM), the first to be held in spring 2005; developing a strategy for climate-monitoring in WNA; installing and networking high-elevation (>3000m) climate-monitoring stations; and completing three target regions (Glacier National Park, MT; Sierra Nevada and White Mountains, CA) of the international GLORIA (Global Observation Research Initiative in Alpine Environments) plant-monitoring project, the first in WNA. CIRMOUNT emphasizes integration at the regional scale in WNA, collaborating with and complementing projects such as the Western Mountain Initiative, whose mandate is more targeted than CIRMOUNT's, and global programs such as GLORIA and the international Mountain Research Initiative. Achievement of continuing success in WNA hinges on the capacity to secure long-term funding and institutional investment. (1) See associated URL for paper and poster pdfs (2) Discussing the future of western U.S. mountains, climate change, and ecosystems. EOS 31 August 2004, 85(35), p. 329

Using Web GIS "Climate" for Adaptation to Climate Change

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Martynova, Yulia; Shulgina, Tamara

2015-04-01

A work is devoted to the application of an information-computational Web GIS "Climate" developed by joint team of the Institute of Monitoring of Climatic and Ecological Systems SB RAS and Tomsk State University to raise awareness about current and future climate change as a basis for further adaptation. Web-GIS "Climate» (http://climate.scert.ru/) based on modern concepts of Web 2.0 provides opportunities to study regional climate change and its consequences by providing access to climate and weather models, a large set of geophysical data and means of processing and visualization. Also, the system is used for the joint development of software applications by distributed research teams, research based on these applications and undergraduate and graduate students training. In addition, the system capabilities allow creating information resources to raise public awareness about climate change, its causes and consequences, which is a necessary step for the subsequent adaptation to these changes. Basic information course on climate change is placed in the public domain and is aimed at local population. Basic concepts and problems of modern climate change and its possible consequences are set out and illustrated in accessible language. Particular attention is paid to regional climate changes. In addition to the information part, the course also includes a selection of links to popular science network resources on current issues in Earth Sciences and a number of practical tasks to consolidate the material. These tasks are performed for a particular territory. Within the tasks users need to analyze the prepared within the "Climate" map layers and answer questions of direct interest to the public: "How did the minimum value of winter temperatures change in your area?", "What are the dynamics of maximum summer temperatures?", etc. Carrying out the analysis of the dynamics of climate change contributes to a better understanding of climate processes and further adaptation. Passing this course raises awareness of the general public, as well as prepares the user for subsequent registration in the system and work with its tools in conducting independent research. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants 13-05-12034 and 14-05-00502.

Climate science in a postnormal context

NASA Astrophysics Data System (ADS)

Krauss, Werner; von Storch, Hans

2012-03-01

Postnormal Science: The Case of Climate Research; Hamburg, Germany, 4-6 May 2011 Climate research has left the narrow confines of pure science and has entered the public arena. At a workshop organized by Helmholtz Research Centre Geesthacht and the KlimaCampus, University of Hamburg, experts from the cultural, social, and natural sciences discussed the current state of climate science through the lens of "postnormal science" (see, e.g., S. O. Funtowicz and J. R. Ravetz, "Science for the postnormal age," Futures,25, 739-755, 1993). Science turns postnormal when facts are uncertain, stakes are high, values are disputed, and decisions are urgent. During the workshop, situations and practices in climate research were identified and discussed to provide a solid empirical basis for a more realistic definition of climate science.

Climate fails to predict wood decomposition at regional scales

Treesearch

Mark A. Bradford; Robert J. Warren; Petr Baldrian; Thomas W. Crowther; Daniel S. Maynard; Emily E. Oldfield; William R. Wieder; Stephen A. Wood; Joshua R. King

2014-01-01

Decomposition of organic matter strongly influences ecosystem carbon storage1. In Earth-system models, climate is a predominant control on the decomposition rates of organic matter2, 3, 4, 5. This assumption is based on the mean response of decomposition to climate, yet there is a growing appreciation in other areas of global change science that projections based on...

Vulnerability of water supply from the Oregon Cascades to changing climate: linking science to users and policy

Treesearch

Kathleen A. Farley; Christina Tague; Gordon E. Grant

2011-01-01

Despite improvements in understanding biophysical response to climate change, a better understanding of how such changes will affect societies is still needed. We evaluated effects of climate change on the coupled human-environmental system of the McKenzie River watershed in the Oregon Cascades in order to assess its vulnerability. Published empirical and modeling...

Preview of Our Changing Planet. The U.S. Climate Change Science Program for Fiscal Year 2008

DTIC Science & Technology

2007-04-01

reduce the uncertainty in predictions of the global and regional water cycle and surface climate. Sunlight not reflected back to space provides the...research elements include atmospheric composition, climate variability and change, the global water cycle , land-use and land-cover change, the global...entire planet, and researchers with the ability to better explain observed changes in the climate system. Global Water Cycle – Research associated with

A general scientific information system to support the study of climate-related data

NASA Technical Reports Server (NTRS)

Treinish, L. A.

1984-01-01

The development and use of NASA's Pilot Climate Data System (PCDS) are discussed. The PCDS is used as a focal point for managing and providing access to a large collection of actively used data for the Earth, ocean and atmospheric sciences. The PCDS provides uniform data catalogs, inventories, and access methods for selected NASA and non-NASA data sets. Scientific users can preview the data sets using graphical and statistical methods. The system has evolved from its original purpose as a climate data base management system in response to a national climate program, into an extensive package of capabilities to support many types of data sets from both spaceborne and surface based measurements with flexible data selection and analysis functions.

The Climate Science Special Report: Summary of Findings

NASA Astrophysics Data System (ADS)

Wuebbles, D. J.

2017-12-01

As a prelude to the 4th National Climate Assessment, the Climate Science Special Report (CSSR) is being developed to provide a comprehensive assessment of the science underlying the changes occurring in the Earth's climate system, with a special focus on the United States. To summarize some of the findings, the science is clear—the climate on our planet, including the United States, is changing, changing much more rapidly than occurs naturally, and it is happening primarily because of human activities, especially from our use of fossil fuels but also from land use change. Observational evidence for a changing climate abounds, from the top of the atmosphere to the depths of the oceans. Documented changes include surface, atmospheric, and oceanic temperatures; melting glaciers; disappearing snow cover; shrinking sea ice; and rising sea level. Severe weather is becoming more intense. Heatwaves have become more frequent in the United States since the 1960s, while extreme cold temperatures and cold waves are less frequent. Heavy rainfall is increasing in intensity and frequency across the United States and globally. All of these trends are expected to continue. The Earth's climate is projected to continue to change over this century and beyond. Global average sea levels are expected to continue to rise. Many lines of evidence demonstrate that it is extremely likely (95% or greater likelihood) that human activities have been the dominant cause of the observed warming since the mid-20th century. This presentation summarizes key findings from the CSSR.

Making the Earth to Life Connection Using Climate Change

NASA Astrophysics Data System (ADS)

Haine, D. B.; Berbeco, M.

2016-12-01

From ocean acidification to changes in air quality to shifts in the range of disease vectors, there are many opportunities for educators to make the earth science to life science connection by incorporating the impacts of climate change on organisms and entire ecosystems and by describing how living organisms impact climate. NCSE's study in Science found that 86% of life science teachers are teaching climate, but few admit they have any formal climate science training. This session will introduce activities we developed that utilize the 2014 National Climate Assessment, data visualizations, technology tools and models to allow students to explore the evidence that climate change is impacting life. Translating the NCA into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Using the NCA and the NGSS we demonstrate strategies for weaving the concept of climate change into an already packed life science curriculum by enhancing rather than displacing content and ultimately promoting integration of science and engineering practices into instruction. Since the fall of 2014 we have engaged approximately 200 K-12 educators at local, state, regional and national teacher professional development events. Here we will summarize what we have learned from science teachers about how they address life science impacts of climate change and we will summarize evaluation data to inform future efforts to engage life science educators in light of the recent USGCRP Climate and Health Assessment and the upcoming 4th National Climate Assessment.

77 FR 34062 - Announcement of the U.S. Geological Survey Science Strategy Planning Feedback Process

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-08

... strategies for each of its Mission Areas: Climate and Land Use Change, Core Science Systems, Ecosystems.... FOR FURTHER INFORMATION CONTACT: Listed below are contacts for each USGS Mission Area: Global Change...

77 FR 55200 - Biological and Environmental Research Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-07

... News from the Biological Systems Science and Climate and Environmental Sciences Divisions Discussion of... DEPARTMENT OF ENERGY Biological and Environmental Research Advisory Committee AGENCY: Office of... the Biological and Environmental Research Advisory Committee (BERAC). The Federal Advisory Committee...

Tracing the flow: Climate change actor-networks in Oklahoma secondary science education

NASA Astrophysics Data System (ADS)

Colston, Nicole Marie

This dissertation reports research about the translation of climate change in science education. Public controversies about climate change education raises questions about the lived experiences of teachers in Oklahoma and the role of science education in increasing public understanding. A mixed methods research design included rhetorical analysis of climate change denial media, key informant interviews with science education stakeholders, and a survey questionnaire of secondary science teachers. Final analysis was further informed by archival research and supplemented by participant observation in state-wide meetings and science teacher workshops. The results are organized into three distinct manuscripts intended for publication across the fields of communication, science education, and climate science. As a whole the dissertation answers the research question, how does manufactured scientific controversy about climate change present specific challenges and characterize negotiations in secondary science education in Oklahoma? Taken together, the findings suggest that manufactured controversy about climate change introduces a logic of non-problematicity, challenges science education policy making, and undermines scientific consensus about global warming.

An Interface between Law and Science: The Climate Change Regime

NASA Astrophysics Data System (ADS)

Kuleshov, Y.; Grandbois, M.; Kaniaha, S.

2012-04-01

Law and Science are jointly building the international climate change regime. Up to date, international law and climate science have been unable to take into consideration both regional law and Pacific climate science in this process. Under the International Climate Change Adaptation Initiative (the Australian Government Initiative to assist with high priority climate adaptation needs in vulnerable countries in the Asia-Pacific region) significant efforts were dedicated to improve understanding of climate in the Pacific through the Pacific Climate Change Science Program (PCCSP) and through the Pacific Adaptation Strategy Assistance Program (PASAP). The first comprehensive PCCSP scientific report on the South Pacific climate has been published in 2011. Under the PASAP, web-based information tools for seasonal climate prediction have been developed and now outputs from dynamical climate model are used in 15 countries of the North-West and South Pacific for enhanced prediction of rainfall, air and sea surface temperatures which reduces countries' vulnerability to climate variability in the context of a changing climate. On a regional scale, the Meteorological and Geohazards Department of Vanuatu is preparing a full report on Climate change impacts on the country. These scientific reports and tools could lead to a better understanding of climate change in the South Pacific and to a better understanding of climate change science, for lawyers and policy-makers. The International climate change regime develops itself according to science findings, and at the pace of the four scientific reports issued by the Intergovernmental Panel on Climate Change (IPCC). In return, Law is a contributing factor to climate change, a structural data in the development and perception of environmental issues and it exerts an influence on Science. Because of the dependency of law on science, the PCCSP and PASAP outcomes will also stimulate and orientate developments in law of the Pacific Island countries, as well as it could increase countries' contributions to the future of international environmental law. Vanuatu is pioneering this process in the Pacific and could make a leading contribution to the development of Nationally appropriate mitigation actions by developing country Parties, according to the Bali action Plan and to participate actively in the negotiations of a successor agreement to the Kyoto Protocol. In studying and transposing the national climate change report, Vanuatu would also sensibly improve its own environmental laws in response to climate change. By building a bridge between law and science in the Pacific, we are training scientists to climate change law, and training lawyers and policy-makers to climate change science; increasing the collaborative process and the cooperation between scientists and lawyers, in drafting national environmental laws and in negotiating international climate change agreements; and enhancing the contribution of small vulnerable islands to the development of the international climate change regime, as it regards to law and to science. Training for climate scientists and for lawyers and policy-makers on climate change science and law will be provided through the USP Course on climate change international law and climate change science - the first course on this type in the Pacific.

Reassessing emotion in climate change communication

NASA Astrophysics Data System (ADS)

Chapman, Daniel A.; Lickel, Brian; Markowitz, Ezra M.

2017-12-01

Debate over effective climate change communication must be grounded in rigorous affective science. Rather than treating emotions as simple levers to be pulled to promote desired outcomes, emotions should be viewed as one integral component of a cognitive feedback system guiding responses to challenging decision-making problems.

NASA's mission to planet Earth: Earth observing system

NASA Technical Reports Server (NTRS)

1993-01-01

The topics covered include the following: global climate change; radiation, clouds, and atmospheric water; the ocean; the troposphere - greenhouse gases; land cover and the water cycle; polar ice sheets and sea level; the stratosphere - ozone chemistry; volcanoes; the Earth Observing System (EOS) - how NASA will support studies of global climate change?; research and assessment - EOS Science Investigations; EOS Data and Information System (EOSDIS); EOS observations - instruments and spacecraft; a national international effort; and understanding the Earth System.

SciDAC's Earth System Grid Center for Enabling Technologies Semiannual Progress Report October 1, 2010 through March 31, 2011

DOE Office of Scientific and Technical Information (OSTI.GOV)

Williams, Dean N.

2011-04-02

This report summarizes work carried out by the Earth System Grid Center for Enabling Technologies (ESG-CET) from October 1, 2010 through March 31, 2011. It discusses ESG-CET highlights for the reporting period, overall progress, period goals, and collaborations, and lists papers and presentations. To learn more about our project and to find previous reports, please visit the ESG-CET Web sites: http://esg-pcmdi.llnl.gov/ and/or https://wiki.ucar.edu/display/esgcet/Home. This report will be forwarded to managers in the Department of Energy (DOE) Scientific Discovery through Advanced Computing (SciDAC) program and the Office of Biological and Environmental Research (OBER), as well as national and international collaborators andmore » stakeholders (e.g., those involved in the Coupled Model Intercomparison Project, phase 5 (CMIP5) for the Intergovernmental Panel on Climate Change (IPCC) 5th Assessment Report (AR5); the Community Earth System Model (CESM); the Climate Science Computational End Station (CCES); SciDAC II: A Scalable and Extensible Earth System Model for Climate Change Science; the North American Regional Climate Change Assessment Program (NARCCAP); the Atmospheric Radiation Measurement (ARM) program; the National Aeronautics and Space Administration (NASA), the National Oceanic and Atmospheric Administration (NOAA)), and also to researchers working on a variety of other climate model and observation evaluation activities. The ESG-CET executive committee consists of Dean N. Williams, Lawrence Livermore National Laboratory (LLNL); Ian Foster, Argonne National Laboratory (ANL); and Don Middleton, National Center for Atmospheric Research (NCAR). The ESG-CET team is a group of researchers and scientists with diverse domain knowledge, whose home institutions include eight laboratories and two universities: ANL, Los Alamos National Laboratory (LANL), Lawrence Berkeley National Laboratory (LBNL), LLNL, NASA/Jet Propulsion Laboratory (JPL), NCAR, Oak Ridge National Laboratory (ORNL), Pacific Marine Environmental Laboratory (PMEL)/NOAA, Rensselaer Polytechnic Institute (RPI), and University of Southern California, Information Sciences Institute (USC/ISI). All ESG-CET work is accomplished under DOE open-source guidelines and in close collaboration with the project's stakeholders, domain researchers, and scientists. Through the ESG project, the ESG-CET team has developed and delivered a production environment for climate data from multiple climate model sources (e.g., CMIP (IPCC), CESM, ocean model data (e.g., Parallel Ocean Program), observation data (e.g., Atmospheric Infrared Sounder, Microwave Limb Sounder), and analysis and visualization tools) that serves a worldwide climate research community. Data holdings are distributed across multiple sites including LANL, LBNL, LLNL, NCAR, and ORNL as well as unfunded partners sites such as the Australian National University (ANU) National Computational Infrastructure (NCI), the British Atmospheric Data Center (BADC), the Geophysical Fluid Dynamics Laboratory/NOAA, the Max Planck Institute for Meteorology (MPI-M), the German Climate Computing Centre (DKRZ), and NASA/JPL. As we transition from development activities to production and operations, the ESG-CET team is tasked with making data available to all users who want to understand it, process it, extract value from it, visualize it, and/or communicate it to others. This ongoing effort is extremely large and complex, but it will be incredibly valuable for building 'science gateways' to critical climate resources (such as CESM, CMIP5, ARM, NARCCAP, Atmospheric Infrared Sounder (AIRS), etc.) for processing the next IPCC assessment report. Continued ESG progress will result in a production-scale system that will empower scientists to attempt new and exciting data exchanges, which could ultimately lead to breakthrough climate science discoveries.« less

Understanding and managing trust at the climate science-policy interface

NASA Astrophysics Data System (ADS)

Lacey, Justine; Howden, Mark; Cvitanovic, Christopher; Colvin, R. M.

2018-01-01

Climate change effects are accelerating, making the need for appropriate actions informed by sound climate knowledge ever more pressing. A strong climate science-policy relationship facilitates the effective integration of climate knowledge into local, national and global policy processes, increases society's responsiveness to a changing climate, and aligns research activity to policy needs. This complex science-policy relationship requires trust between climate science `producers' and `users', but our understanding of trust at this interface remains largely uncritical. To assist climate scientists and policymakers, this Perspective provides insights into how trust develops and operates at the interface of climate science and policy, and examines the extent to which trust can manage — or even create — risk at this interface.

Preliminary review of adaptation options for climate-sensitive ecosystems and resources. A report by the U.S. Climate Change Science Program and the Subcommittee on Global Change Research

USGS Publications Warehouse

Baron, Jill S.; Griffith, Brad; Joyce, Linda A.; Kareiva, Peter; Keller, Brian D.; Palmer, Margaret A.; Peterson, Charles H.; Scott, J. Michael; Julius, Susan Herrod; West, Jordan M.

2008-01-01

Climate variables are key determinants of geographic distributions and biophysical characteristics of ecosystems, communities, and species. Climate change is therefore affecting many species attributes, ecological interactions, and ecosystem processes. Because changes in the climate system will continue into the future regardless of emissions mitigation, strategies for protecting climate-sensitive ecosystems through management will be increasingly important. While there will always be uncertainties associated with the future path of climate change, the response of ecosystems to climate impacts, and the effects of management, it is both possible and essential for adaptation to proceed using the best available science. This report provides a preliminary review of adaptation options for climate-sensitive ecosystems and resources in the United States. The term “adaptation” in this document refers to adjustments in human social systems (e.g., management) in response to climate stimuli and their effects. Since management always occurs in the context of desired ecosystem conditions or natural resource management goals, it is instructive to examine particular goals and processes used by different organizations to fulfill their objectives. Such an examination allows for discussion of specific adaptation options as well as potential barriers and opportunities for implementation. Using this approach, this report presents a series of chapters on the following selected management systems: National Forests, National Parks, National Wildlife Refuges, Wild and Scenic Rivers, National Estuaries, and Marine Protected Areas. For these chapters, the authors draw on the literature, their own expert opinion, and expert workshops composed of resource management scientists and representatives of managing agencies. The information drawn from across these chapters is then analyzed to develop the key synthetic messages presented below.

Examining Challenges Related to the Production of Actionable Climate Knowledge for Adaptation Decision-Making: A Focus on Climate Knowledge System Producers

NASA Astrophysics Data System (ADS)

Ernst, K.; Preston, B. L.; Tenggren, S.; Klein, R.; Gerger-Swartling, Å.

2017-12-01

Many challenges to adaptation decision-making and action have been identified across peer-reviewed and gray literature. These challenges have primarily focused on the use of climate knowledge for adaptation decision-making, the process of adaptation decision-making, and the needs of the decision-maker. Studies on climate change knowledge systems often discuss the imperative role of climate knowledge producers in adaptation decision-making processes and stress the need for producers to engage in knowledge co-production activities and to more effectively meet decision-maker needs. While the influence of climate knowledge producers on the co-production of science for adaptation decision-making is well-recognized, hardly any research has taken a direct approach to analyzing the challenges that climate knowledge producers face when undertaking science co-production. Those challenges can influence the process of knowledge production and may hinder the creation, utilization, and dissemination of actionable knowledge for adaptation decision-making. This study involves semi-structured interviews, focus groups, and participant observations to analyze, identify, and contextualize the challenges that climate knowledge producers in Sweden face as they endeavor to create effective climate knowledge systems for multiple contexts, scales, and levels across the European Union. Preliminary findings identify complex challenges related to education, training, and support; motivation, willingness, and culture; varying levels of prioritization; professional roles and responsibilities; the type and amount of resources available; and professional incentive structures. These challenges exist at varying scales and levels across individuals, organizations, networks, institutions, and disciplines. This study suggests that the creation of actionable knowledge for adaptation decision-making is not supported across scales and levels in the climate knowledge production landscape. Additionally, enabling the production of actionable knowledge for adaptation decision-making requires multi-level effort beyond the individual level.

Hydrofutures and Hydromorphology

NASA Astrophysics Data System (ADS)

Lall, U.

2006-12-01

Hydromorphology refers to the science of hydrologic evolution. It represents a synthesis of planetary and social sciences that collectively determine the spatial and temporal evolution of planetary water. At present human actions directly or indirectly play a major role in determining hydrofutures. Man's role in changing water trajectories is now clear at both local and planetary scales. Changing climate leads to changing ecology and changing water patterns. Changing water conditions may in turn regulate (limit anthropogenic climate change) or adversely impact (e.g., runaway greenhouse) climate, as well as human habitation and water use patterns. This talk will address the problem of the prediction of future hydrologic conditions in the different media and reservoirs of the planet, from the integrated perspective indicated above. Key examples of the mechanisms of hydrologic change, that relate to climate and ecological dyanmics, and to human activity are identified as well. A theoretical framework for researching this multi-attribute dynamical system from a water centric perspective is advocated as a critical need for planetary science and human welfare.

Seasonal forecasting and health impact models: challenges and opportunities.

PubMed

Ballester, Joan; Lowe, Rachel; Diggle, Peter J; Rodó, Xavier

2016-10-01

After several decades of intensive research, steady improvements in understanding and modeling the climate system have led to the development of the first generation of operational health early warning systems in the era of climate services. These schemes are based on collaborations across scientific disciplines, bringing together real-time climate and health data collection, state-of-the-art seasonal climate predictions, epidemiological impact models based on historical data, and an understanding of end user and stakeholder needs. In this review, we discuss the challenges and opportunities of this complex, multidisciplinary collaboration, with a focus on the factors limiting seasonal forecasting as a source of predictability for climate impact models. © 2016 New York Academy of Sciences.

The Economic Value of Climate Science

NASA Astrophysics Data System (ADS)

Wielicki, B. A.; Cooke, R.; Young, D. F.; Mlynczak, M. G.

2012-12-01

While demonstrating the economic value of science is challenging, it can be more direct for some Earth observations. For example, suppose a climate science mission can yield decisive information on climate change within a shortened time frame. How much should society be willing to pay for this knowledge today? The US interagency memo on the social cost of carbon (SCC) provides a standard for valuing damages from carbon emissions. We illustrate how value of information (VOI) calculations can be used to monetize the relative value of different climate observations. We follow the SCC, stipulating uncertainty in climate sensitivity, using discount rates of 2.5%, 3% and 5%, and using one of the Integrated Assessment Models sanctioned in SCC (DICE, Nordhaus 2008). We consider three mitigation scenarios: Business as Usual (BAU), a moderate response (DICE Optimal), and a strong response (Stern). To illustrate results, suppose that we would switch from BAU to the Stern emissions path if we learn with 90% confidence that the decadal rate of temperature change reaches or exceeds 0.2 C/decade. Under the SCC assumptions, the year in which this happens, if it happens, depends on uncertain climate sensitivity and on the emissions path. The year in which we become 90% certain also depends on our Earth observations, their accuracy, and their completeness. The resolving power of a climate observing system cannot exceed climate system natural variability. All climate observations add noise to natural variability caused by observing limitations, including calibration errors and space/time sampling uncertainty. The basic concept is that more accurate observations can advance the time for societal decisions. The economic value of the resulting averted damages depends on the discount rate, and the years in which the damages occur. A new climate observation would be economically justified if the net present value (NPV) of the difference in averted damages, relative to the existing systems, exceeds the NPV of the system costs. We present illustrative results comparing the proposed CLARREO advance in satellite absolute calibration for climate change records to an existing system for detecting decadal temperature change and cloud feedback (i.e. climate sensitivity uncertainty). While CLARREO is used as an example, the value should be considered as relevant to an improved climate observing system, since societal decisions are unlikely to be based on one or a few observations. The VOI is found to depend on the required confidence level, the trigger value at which we would abandon the BAU emissions path, the path to which we switch, and the date at which the new system is launched. The VOI of CLARREO in this decision context is the surfeit of NPV of averted damages, relative to the existing system. Over all it is in the order of tens of trillions of US dollars. Among the noteworthy conclusions are (1) switching to either the DICE optimal or Stern emissions paths makes only a modest difference in the VOI of CLARREO, (2) raising the trigger value from 0.2C to 0.3C/decade, increases the VOI of CLARREO, while increasing the total NPV of climate damages, and (3) the choice of discount rate affects the VOI by a factor ~ 5. The results conclude that the economic value of advanced climate observing systems is dramatically larger than their cost, and argues for the continual enhancement of the SCC assessment process.

Climate Change in the Classroom: Patterns, Motivations, and Barriers to Instruction among Colorado Science Teachers

ERIC Educational Resources Information Center

Wise, Sarah B.

2010-01-01

A large online survey of Colorado public school science teachers (n = 628) on the topic of climate change instruction was conducted in 2007. A majority of Earth science teachers were found to include climate and climate change in their courses. However, the majority of teachers of other science subjects only informally discuss climate change, if…

Building partnerships to produce actionable science to support climate-informed management decisions: North Central Climate Science Center example

NASA Astrophysics Data System (ADS)

Lackett, J.; Ojima, D. S.; McNeeley, S.

2017-12-01

As climate change impacts become more apparent in our environment, action is needed to enhance the social-ecological system resilience. Incorporating principles which lead to actionable research and project co-development, when appropriate, will facilitate building linkages between the research and the natural resource management communities. In order to develop strategies to manage for climatic and ecosystem changes, collaborative actions are needed between researchers and resource managers to apply appropriate knowledge of the ecosystem and management environments to enable feasible solutions and management actions to respond to climate change. Our team has been involved in developing and establishing a research and engagement center, the North Central Climate Science Center (NC CSC), for the US Department of Interior, to support the development and translation of pertinent climate science information to natural resource managers in the north central portion of the United States. The NC CSC has implemented a platform to support the Resource for Vulnerability Assessment, Adaptation, and Mitigation Projects (ReVAMP) with research, engagement, and training activities to support resource managers and researchers. These activities are aimed at the co-production of appropriate response strategies to climate change in the region, in particular to drought-related responses. Through this platform we, with other partners in the region, including the Department of Interior and the Department of Agriculture, are bringing various training tools, climate information, and management planning tools to resource managers. The implementation of ReVAMP has led to development of planning efforts which include a more explicit representation of climate change as a driver of drought events in our region. Scenario planning provides a process which integrates management goals with possible outcomes derived from observations and simulations of ecological impacts of climate change. Co-development of management options under these various scenarios have allowed for guidance about further research needed, observations needed to better monitor ecological conditions under climate changes, and adaptive management practices to increase resilience.

Earth Observing System: Science Objectives and Challenges

NASA Technical Reports Server (NTRS)

King, Michael D.

1999-01-01

The Earth Observing System (EOS) is a space-based observing system comprised of a series of satellite sensors by which scientists can monitor the Earth, a Data and Information System (EOSDIS) enabling researchers worldwide to access the satellite data, and an interdisciplinary science research program to interpret the satellite data. In this presentation we review the key areas of scientific uncertainty in understanding climate and global change, and follow that with a description of the EOS goals, objectives, and scientific research elements that comprise the program (instrument science teams and interdisciplinary investigations). Finally, I will describe how scientists and policy makers intend to use EOS data improve our understanding of key global change uncertainties, such as: (i) clouds and radiation, including fossil fuel and natural emissions of sulfate aerosol and its potential impact on cloud feedback, (ii) man's impact on ozone depletion, with examples of ClO and O3 obtained from the UARS satellite during the Austral Spring, and (iii) volcanic eruptions and their impact on climate, with examples from the eruption of Mt. Pinatubo.

Participatory System Science: Multi-Level Comprehension Through a Game-like Process

NASA Astrophysics Data System (ADS)

Fatland, D. R.; Kuntz, L.

2012-12-01

Participatory System Science: Multi-Level Comprehension Through a Game-like Process We built a time-series game that permits the player to make water management decisions concerning the Skagit River (north-central Washington state) every five years for 60 years. This work was inspired by the integrative efforts of the Skagit Climate Science Consortium and the Climate Impacts Group at the University of Washington. Our principle guiding concepts have been - Construct a reasonable system description with -- wherever possible -- Events / Consequences rendered both visually and in terms of financial impact. - Base the system description on peer reviewed publications - Emphasize both connection and absence of connection between player Actions and subsequent Consequences in the catchment basin. Player choices center around dam flow levels and steps to mitigate negative impacts of sediment transport into the lower (populated) reaches of the Skagit River and into Puget Sound (levees, new dams, estuary restoration, etcetera). With this work we hope to explore scientific results in public awareness by engaging the game Player as a problem solver.

NASA's Climate Data Services Initiative

NASA Astrophysics Data System (ADS)

McInerney, M.; Duffy, D.; Schnase, J. L.; Webster, W. P.

2013-12-01

Our understanding of the Earth's processes is based on a combination of observational data records and mathematical models. The size of NASA's space-based observational data sets is growing dramatically as new missions come online. However a potentially bigger data challenge is posed by the work of climate scientists, whose models are regularly producing data sets of hundreds of terabytes or more. It is important to understand that the 'Big Data' challenge of climate science cannot be solved with a single technological approach or an ad hoc assemblage of technologies. It will require a multi-faceted, well-integrated suite of capabilities that include cloud computing, large-scale compute-storage systems, high-performance analytics, scalable data management, and advanced deployment mechanisms in addition to the existing, well-established array of mature information technologies. It will also require a coherent organizational effort that is able to focus on the specific and sometimes unique requirements of climate science. Given that it is the knowledge that is gained from data that is of ultimate benefit to society, data publication and data analytics will play a particularly important role. In an effort to accelerate scientific discovery and innovation through broader use of climate data, NASA Goddard Space Flight Center's Office of Computational and Information Sciences and Technology has embarked on a determined effort to build a comprehensive, integrated data publication and analysis capability for climate science. The Climate Data Services (CDS) Initiative integrates people, expertise, and technology into a highly-focused, next-generation, one-stop climate science information service. The CDS Initiative is providing the organizational framework, processes, and protocols needed to deploy existing information technologies quickly using a combination of enterprise-level services and an expanding array of cloud services. Crucial to its effectiveness, the CDS Initiative is developing the technical expertise to move new information technologies from R&D into operational use. This combination enables full, end-to-end support for climate data publishing and data analytics, and affords the flexibility required to meet future and unanticipated needs. Current science efforts being supported by the CDS Initiative include IPPC, OBS4MIP, ANA4MIPS, MERRA II, National Climate Assessment, the Ocean Data Assimilation project, NASA Earth Exchange (NEX), and the RECOVER Burned Area Emergency Response decision support system. Service offerings include an integrated suite of classic technologies (FTP, LAS, THREDDS, ESGF, GRaD-DODS, OPeNDAP, WMS, ArcGIS Server), emerging technologies (iRODS, UVCDAT), and advanced technologies (MERRA Analytic Services, MapReduce, Ontology Services, and the CDS API). This poster will describe the CDS Initiative, provide details about the Initiative's advanced offerings, and layout the CDS Initiative's deployment roadmap.

The ARM Climate Research Facility - New Capabilities and the Expected Impacts on Climate Science and Modeling

NASA Astrophysics Data System (ADS)

Voyles, J.; Mather, J. H.

2010-12-01

The ARM Climate Research Facility is a Department of Energy national scientific user facility. Research sites include fixed and mobile facilities, which collect research quality data for climate research. Through the American Recovery and Reinvestment Act of 2009, the U.S. Department of Energy’s Office of Science allocated $60 million to the ARM Climate Research Facility for the purchase of instruments and improvement of research sites. With these funds, ARM is in the process of deploying a broad variety of new instruments that will greatly enhance the measurement capabilities of the facility. New instruments being purchased include dual-frequency scanning cloud radars, scanning precipitation radars, Doppler lidars, a mobile Aerosol Observing System and many others. A list of instruments being purchased is available at http://www.arm.gov/about/recovery-act. Orders for all instruments have now been placed and activities are underway to integrate these new systems with our research sites. The overarching goal is to provide instantaneous and statistical measurements of the climate that can be used to advance the physical understanding and predictive performance of climate models. The Recovery Act investments enable the ARM Climate Research Facility to enhance existing and add new measurements, which enable a more complete understanding of the 3-dimensional evolution of cloud processes and related atmospheric properties. Understanding cloud processes are important globally, to reduce climate-modeling uncertainties and help improve our nation’s ability to manage climate impacts. Domer Plot of W-Band Reflectivity

Hands-on, online, and workshop-based K-12 weather and climate education resources from the Center for Multi-scale Modeling of Atmospheric Processes

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R. M.; Randall, D. A.; Denning, A.; Burt, M. A.; Gardiner, L.; Genyuk, J.; Hatheway, B.; Jones, B.; La Grave, M. L.; Russell, R. M.

2009-12-01

The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. Now in its fourth year, the National Science Foundation-funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University (CSU) is addressing this problem through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interaction processes that are active in cloud systems. CMMAP has set ambitious education and human-resource goals to share basic information about the atmosphere, clouds, weather, climate, and modeling with diverse K-12 and public audiences. This is accomplished through collaborations in resource development and dissemination between CMMAP scientists, CSU’s Little Shop of Physics (LSOP) program, and the Windows to the Universe (W2U) program at University Corporation for Atmospheric Research (UCAR). Little Shop of Physics develops new hands on science activities demonstrating basic science concepts fundamental to understanding atmospheric characteristics, weather, and climate. Videos capture demonstrations of children completing these activities which are broadcast to school districts and public television programs. CMMAP and LSOP educators and scientists partner in teaching a summer professional development workshops for teachers at CSU with a semester's worth of college-level content on the basic physics of the atmosphere, weather, climate, climate modeling, and climate change, as well as dozens of LSOP inquiry-based activities suitable for use in classrooms. The W2U project complements these efforts by developing and broadly disseminating new CMMAP-related online content pages, animations, interactives, image galleries, scientists’ biographies, and LSOP videos to K-12 and public audiences. Reaching nearly 20 million users annually, W2U is highly valued as a curriculum enhancement resource, because its content is written at three levels in English and Spanish. Links between science topics and literature, art, and mythology enable teachers of English Language Learners, literacy, and the arts to integrate science into their classrooms. In summary, the CMMAP NSF-funded Science and Technology Center has established a highly effective and productive partnership of scientists and educators focused on enhancing public science literacy about weather, climate, and global change. All CMMAP, LSOP, and W2U resources can be accessed online at no cost by the entire atmospheric science K-12 and informal science education community.

Clouds, weather, climate, and modeling for K-12 and public audiences from the Center for Multi-scale Modeling of Atmospheric Processes

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R. M.; Randall, D. A.; Denning, A.; Russell, R. M.; Gardiner, L. S.; Hatheway, B.; Jones, B.; Burt, M. A.; Genyuk, J.

2010-12-01

The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. Now in its fifth year, the National Science Foundation-funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University (CSU) is addressing this problem through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interaction processes that are active in cloud systems. CMMAP has set ambitious education and human-resource goals to share basic information about the atmosphere, clouds, weather, climate, and modeling with diverse K-12 and public audiences. This is accomplished through collaborations in resource development and dissemination between CMMAP scientists, CSU’s Little Shop of Physics (LSOP) program, and the Windows to the Universe (W2U) program at University Corporation for Atmospheric Research (UCAR). Little Shop of Physics develops new hands on science activities demonstrating basic science concepts fundamental to understanding atmospheric characteristics, weather, and climate. Videos capture demonstrations of children completing these activities which are broadcast to school districts and public television programs. CMMAP and LSOP educators and scientists partner in teaching a summer professional development workshops for teachers at CSU with a semester's worth of college-level content on the basic physics of the atmosphere, weather, climate, climate modeling, and climate change, as well as dozens of LSOP inquiry-based activities suitable for use in classrooms. The W2U project complements these efforts by developing and broadly disseminating new CMMAP-related online content pages, animations, interactives, image galleries, scientists’ biographies, and LSOP videos to K-12 and public audiences. Reaching nearly 20 million users annually, W2U is highly valued as a curriculum enhancement resource, because its content is written at three levels in English and Spanish. Links between science topics and literature, art, and mythology enable teachers of English Language Learners, literacy, and the arts to integrate science into their classrooms. In summary, the CMMAP NSF-funded Science and Technology Center has established a highly effective and productive partnership of scientists and educators focused on enhancing public science literacy about weather, climate, and global change. All CMMAP, LSOP, and W2U resources can be accessed online at no cost by the entire atmospheric science K-12 and informal science education community.

National Climate Assessment - Land Data Assimilation System (NCA-LDAS) Data at NASA GES DISC

NASA Technical Reports Server (NTRS)

Rui, Hualan; Teng, Bill; Vollmer, Bruce; Jasinski, Michael; Mocko, David; Kempler, Steven

2016-01-01

As part of NASA's active participation in the Interagency National Climate Assessment (NCA) program, the Goddard Space Flight Center's Hydrological Sciences Laboratory (HSL) is supporting an Integrated Terrestrial Water Analysis, by using NASA's Land Information System (LIS) and Land Data Assimilation System (LDAS) capabilities. To maximize the benefit of the NCA-LDAS, on completion of planned model runs and uncertainty analysis, NASA will provide open access to all NCA-LDAS components, including input data, output fields, and indicator data, to other NCA-teams and the general public. The NCA-LDAS data will be archived at the NASA GES DISC (Goddard Earth Sciences Data and Information Services Center) and can be accessed via direct ftp, THREDDS, Mirador search and download, and Giovanni visualization and analysis system.

21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development

NASA Astrophysics Data System (ADS)

Myers, R. J.; Schwerin, T. G.; Blaney, L.

2011-12-01

Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st Century learning skills, the ESSEA program is based on the urgent need for professional development for pre- and in-service teachers of Earth science. The Revolution in Earth and Space Science Education (2001) cites the Glenn Report saying "...the way to interest children in mathematics and science is through teachers who are not only enthusiastic about their subjects, but who are also steeped in their disciplines and who have the professional training - as teachers - to teach those subjects well. Nor is this teacher training simply a matter of preparation; it depends just as much - or even more - on sustained, high-quality professional development" (p. 1). This treatise states that Earth and space sciences are in the greatest need for professional development. Teachers find themselves inadequately qualified to teach science and find that professional development is not available or lacking in quality. The ESSEA program addresses its educational priorities through enriching pre- and in-service Earth science teachers' backgrounds in Earth system science, specifically in the area of global climate change, and through developing educational materials in support of science education.

Tribal engagement strategy of the South Central Climate Science Center, 2014

USGS Publications Warehouse

Andrews, William J.; Taylor, April; Winton, Kimberly T.

2014-01-01

The South Central Climate Science Center was established by the U.S. Department of the Interior in 2012 to increase understanding of climate change and coordinate an effective response to climate-change effects on Native American tribes and natural and cultural resources that the Department manages. The eight regional Climate Science Centers of the U.S. Department of the Interior work closely with natural-resource management agencies, university researchers, and others such as tribes and private landowners on climate-change issues. The relatively large number of Native Americans in the south central United States and their special knowledge of changing ecosystems make working with tribes and tribal members on climate-change issues particularly important in this part of the Nation. This circular describes priorities of the South Central Climate Science Center and provides information about resources available from Climate Science Centers and partner agencies regarding climate change. The circular also describes how this Climate Science Center, tribes and tribal members, and others can collaborate to minimize potential harmful effects of climate change on human society and our surrounding ecosystems.

The Communication Strategy of NASA's Earth Observatory

NASA Astrophysics Data System (ADS)

Simmon, R.; Ward, K.; Riebeek, H.; Allen, J.; Przyborski, P.; Scott, M.; Carlowicz, M. J.

2010-12-01

Climate change is a complex, multi-disciplinary subject. Accurately conveying this complexity to general audiences, while still communicating the basic facts, is challenging. Our approach is to combine climate change information with a wide range of Earth system science topics, illustrated by satellite imagery and data visualizations. NASA's Earth Observatory web site (earthobservatory.nasa.gov) uses the broad range of NASA's remote sensing technologies, data, and research to communicate climate change science. We serve two primary audiences: the "attentive public" --people interested in and willing to seek out information about science, technology, and the environment--and media. We cover the breadth of Earth science, with information about climate change integrated with stories about weather, geology, oceanography, and solar flares. Current event-driven imagery is used as a hook to draw readers. We then supply links to supplemental information, either about current research or the scientific basics. We use analogies, carefully explain jargon or acronyms, and build narratives which both attract readers and make information easier to remember. These narratives are accompanied by primers on topics like energy balance or the water cycle. Text is carefully integrated with illustrations and state-of-the-art data visualizations. Other site features include a growing list of climate questions and answers, addressing common misconceptions about global warming and climate change. Maps of global environmental parameters like temperature, rainfall, and vegetation show seasonal change and long-term trends. Blogs from researchers in the field provide a look at the day-to-day process of science. For the media, public domain imagery is supplied at full resolution and links are provided to primary sources.

2014 Earth System Grid Federation and Ultrascale Visualization Climate Data Analysis Tools Conference Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Williams, Dean N.

2015-01-27

The climate and weather data science community met December 9–11, 2014, in Livermore, California, for the fourth annual Earth System Grid Federation (ESGF) and Ultrascale Visualization Climate Data Analysis Tools (UV-CDAT) Face-to-Face (F2F) Conference, hosted by the Department of Energy, National Aeronautics and Space Administration, National Oceanic and Atmospheric Administration, the European Infrastructure for the European Network of Earth System Modelling, and the Australian Department of Education. Both ESGF and UVCDATremain global collaborations committed to developing a new generation of open-source software infrastructure that provides distributed access and analysis to simulated and observed data from the climate and weather communities.more » The tools and infrastructure created under these international multi-agency collaborations are critical to understanding extreme weather conditions and long-term climate change. In addition, the F2F conference fosters a stronger climate and weather data science community and facilitates a stronger federated software infrastructure. The 2014 F2F conference detailed the progress of ESGF, UV-CDAT, and other community efforts over the year and sets new priorities and requirements for existing and impending national and international community projects, such as the Coupled Model Intercomparison Project Phase Six. Specifically discussed at the conference were project capabilities and enhancements needs for data distribution, analysis, visualization, hardware and network infrastructure, standards, and resources.« less

Climate Informatics

NASA Technical Reports Server (NTRS)

Monteleoni, Claire; Schmidt, Gavin A.; Alexander, Francis J.; Niculescu-Mizil, Alexandru; Steinhaeuser, Karsten; Tippett, Michael; Banerjee, Arindam; Blumenthal, M. Benno; Ganguly, Auroop R.; Smerdon, Jason E.;

78 FR 50085 - Advisory Committee on Climate Change and Natural Resource Science

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-16

... Climate Change and Natural Resource Science AGENCY: U.S. Geological Survey, Interior. ACTION: Meeting.... 2, we announce that the Advisory Committee on Climate Change and Natural Resource Science will hold... Partnership Coordinator, National Climate Change and Wildlife Science Center, U.S. Geological Survey, 12201...

78 FR 79478 - Advisory Committee on Climate Change and Natural Resource Science

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-30

... announce that the Advisory Committee on Climate Change and Natural Resource Science will hold a meeting..., National Climate Change and Wildlife Science Center, U.S. Geological Survey, 12201 Sunrise Valley Drive...: Chartered in May 2013, the Advisory Committee on Climate Change and Natural Resource Science (ACCCNRS...

DOE Contribution to the 2015 US CLIVAR Project Office Budget

DOE Office of Scientific and Technical Information (OSTI.GOV)

DeWeaver, Eric; Patterson, Michael

The primary goal of the US Climate Variability and Predictability (CLIVAR) Project Office is to enable science community planning and implementation of research to understand and predict climate variability and change on intraseasonal-to-centennial timescales, through observations and modeling with emphasis on the role of the ocean and its interaction with other elements of the Earth system, and to serve the climate community and society through the coordination and facilitation of research on outstanding climate questions.

High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2014-12-01

One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge. In addition to these data, the professional learning model and examples of the hands-on activities utilized by teachers will be shared in this presentation. The Logic Model is included below to provide an overall picture of the project.

Science, Practitioners and Faith Communities: using TEK and Faith Knowledge to address climate issues.

NASA Astrophysics Data System (ADS)

Peterson, K.

2017-12-01

Worldview, Lifeway and Science - Communities that are tied to the land or water for their livelihood, and for whom subsistence guides their cultural lifeway, have knowledges that inform their interactions with the environment. These frameworks, sometimes called Traditional Ecological Knowledges (TEK), are based on generations of observations made and shared within lived life-environmental systems, and are tied to practitioners' broader worldviews. Subsistence communities, including Native American tribes, are well aware of the crises caused by climate change impacts. These communities are working on ways to integrate knowledge from their ancient ways with current observations and methods from Western science to implement appropriate adaptation and resilience measures. In the delta region of south Louisiana, the communities hold worldviews that blend TEK, climate science and faith-derived concepts. It is not incongruent for the communities to intertwine conversations from complex and diverse sources, including the academy, to inform their adaptation measures and their imagined solutions. Drawing on over twenty years of work with local communities, science organizations and faith institutions of the lower bayou region of Louisiana, the presenter will address the complexity of traditional communities' work with diverse sources of knowledge to guide local decision-making and to assist outside partners to more effectively address challenges associated with climate change.

Network-based approaches to climate knowledge discovery

NASA Astrophysics Data System (ADS)

Budich, Reinhard; Nyberg, Per; Weigel, Tobias

2011-11-01

Climate Knowledge Discovery Workshop; Hamburg, Germany, 30 March to 1 April 2011 Do complex networks combined with semantic Web technologies offer the next generation of solutions in climate science? To address this question, a first Climate Knowledge Discovery (CKD) Workshop, hosted by the German Climate Computing Center (Deutsches Klimarechenzentrum (DKRZ)), brought together climate and computer scientists from major American and European laboratories, data centers, and universities, as well as representatives from industry, the broader academic community, and the semantic Web communities. The participants, representing six countries, were concerned with large-scale Earth system modeling and computational data analysis. The motivation for the meeting was the growing problem that climate scientists generate data faster than it can be interpreted and the need to prepare for further exponential data increases. Current analysis approaches are focused primarily on traditional methods, which are best suited for large-scale phenomena and coarse-resolution data sets. The workshop focused on the open discussion of ideas and technologies to provide the next generation of solutions to cope with the increasing data volumes in climate science.

US Climate Variability and Predictability Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

Patterson, Mike

The US CLIVAR Project Office administers the US CLIVAR Program with its mission to advance understanding and prediction of climate variability and change across timescales with an emphasis on the role of the ocean and its interaction with other elements of the Earth system. The Project Office promotes and facilitates scientific collaboration within the US and international climate and Earth science communities, addressing priority topics from subseasonal to centennial climate variability and change; the global energy imbalance; the ocean’s role in climate, water, and carbon cycles; climate and weather extremes; and polar climate changes. This project provides essential one-year supportmore » of the Project Office, enabling the participation of US scientists in the meetings of the US CLIVAR bodies that guide scientific planning and implementation, including the scientific steering committee that establishes program goals and evaluates progress of activities to address them, the science team of funded investigators studying the ocean overturning circulation in the Atlantic, and two working groups tackling the priority research topics of Arctic change influence on midlatitude climate and weather extremes and the decadal-scale widening of the tropical belt.« less

US Climate Variability and Predictability (CLIVAR) Project- Final Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Patterson, Mike

The US CLIVAR Project Office administers the US CLIVAR Program with its mission to advance understanding and prediction of climate variability and change across timescales with an emphasis on the role of the ocean and its interaction with other elements of the Earth system. The Project Office promotes and facilitates scientific collaboration within the US and international climate and Earth science communities, addressing priority topics from subseasonal to centennial climate variability and change; the global energy imbalance; the ocean’s role in climate, water, and carbon cycles; climate and weather extremes; and polar climate changes. This project provides essential one-year supportmore » of the Project Office, enabling the participation of US scientists in the meetings of the US CLIVAR bodies that guide scientific planning and implementation, including the scientific steering committee that establishes program goals and evaluates progress of activities to address them, the science team of funded investigators studying the ocean overturning circulation in the Atlantic, and two working groups tackling the priority research topics of Arctic change influence on midlatitude climate and weather extremes and the decadal-scale widening of the tropical belt.« less

Nonlinear dynamics and predictability in the atmospheric sciences

NASA Technical Reports Server (NTRS)

Ghil, M.; Kimoto, M.; Neelin, J. D.

1991-01-01

Systematic applications of nonlinear dynamics to studies of the atmosphere and climate are reviewed for the period 1987-1990. Problems discussed include paleoclimatic applications, low-frequency atmospheric variability, and interannual variability of the ocean-atmosphere system. Emphasis is placed on applications of the successive bifurcation approach and the ergodic theory of dynamical systems to understanding and prediction of intraseasonal, interannual, and Quaternary climate changes.

Earth Observations in Support of Offshore Wind Energy Management in the Euro-Atlantic Region

NASA Astrophysics Data System (ADS)

Liberato, M. L. R.

2017-12-01

Climate change is one of the most important challenges in the 21st century and the energy sector is a major contributor to GHG emissions. Therefore greater attention has been given to the evaluation of offshore wind energy potentials along coastal areas, as it is expected offshore wind energy to be more efficient and cost-effective in the near future. Europe is developing offshore sites for over two decades and has been growing at gigawatt levels in annual capacity. Portugal is among these countries, with the development of a 25MW WindFloat Atlantic wind farm project. The international scientific community has developed robust ability on the research of the climate system components and their interactions. Climate scientists have gained expertise in the observation and analysis of the climate system as well as on the improvement of model and predictive capabilities. Developments on climate science allow advancing our understanding and prediction of the variability and change of Earth's climate on all space and time scales, while improving skilful climate assessments and tools for dealing with future challenges of a warming planet. However the availability of greater datasets amplifies the complexity on manipulation, representation and consequent analysis and interpretation of such datasets. Today the challenge is to translate scientific understanding of the climate system into climate information for society and decision makers. Here we discuss the development of an integration tool for multidisciplinary research, which allows access, management, tailored pre-processing and visualization of datasets, crucial to foster research as a service to society. One application is the assessment and monitoring of renewable energy variability, such as wind or solar energy, at several time and space scales. We demonstrate the ability of the e-science platform for planning, monitoring and management of renewable energy, particularly offshore wind energy in the Euro-Atlantic region. Further we explore the automatization of processes using different domains and datasets, which facilitate further research in evaluating and understanding renewable energy variability. AcknowledgementsThis work is supported by Foundation for Science and Technology (FCT), Portugal, project UID/GEO/50019/2013 - Instituto Dom Luiz.

Scientists and Science Museums: Forging New Collaborations to Interpret the Environment and Engage Public Audiences in Climate Change

NASA Astrophysics Data System (ADS)

Miller, M. K.; Bartels, D.; Schwartzenberg, S.; Andrews, M. S.

2011-12-01

The Exploratorium engages Americans on issues of climate change, and energy use and production in a distinctive way; using a multilayered approach emphasizing all of the Exploratorium's strengths, not simply exhibitions. Specifically, the institution gives people access to the latest science research and researchers, provides the inquiry skills and basic science needed to make sense of this research, studies perception and cognition and how we come to believe what we believe, and sets up social communities and spaces for people to test their ideas and understandings with others. Using exhibits, the web and other media, visualization technology, building architecture, physical spaces, classes and professional education the Exploratorium achieves this multilayered approach. This powerful combination enhances people's own ability to make sound, evidence-based decisions for themselves, their families, and their communities. In 2013, the Exploratorium will move from its current home in the Palace of Fine Arts in San Francisco to a waterfront campus with access to the bay and outdoor platforms for instrumentation and observation. This will allow program and exhibit development in the environmental sciences that focuses on natural phenomena and physical and biological systems. Some current and planned Exploratorium projects with an emphasis on global climate change and potential for further development in the new location: 1. An Observatory building, where visitors can investigate Bay waters and climate. 2. Wired Pier, a suite of environmental sensors that will track local conditions over time and connect to larger observing networks regionally and globally 3. NOAA education and climate science partnership, including a scientist-in-residence program for training front-line staff 4. Global Climate Change Research Explorer website enabling visitors to observe current climate data or analyze evidence. 5. The Ice Stories project which trained polar scientists in media production and story-telling to blog and produce videos from their research field sites. 6. The science of thinking and sharing: How do we make decisions? How do we evaluate risk?

An Overview of the Future Development of Climate and Earth System Models for Scientific and Policy Use (Invited)

NASA Astrophysics Data System (ADS)

Washington, W. M.

2010-12-01

The development of climate and earth system models has been regarded primarily as the making of scientific tools to study the complex nature of the Earth’s climate. These models have a long history starting with very simple physical models based on fundamental physics in the 1960s and over time they have become much more complex with atmospheric, ocean, sea ice, land/vegetation, biogeochemical, glacial and ecological components. The policy use aspects of these models did not start in the 1960s and 1970s as decision making tools but were used to answer fundamental scientific questions such as what happens when the atmospheric carbon dioxide concentration increases or is doubled. They gave insights into the various interactions and were extensively compared with observations. It was realized that models of the earlier time periods could only give first order answers to many of the fundamental policy questions. As societal concerns about climate change rose, the policy questions of anthropogenic climate change became better defined; they were mostly concerned with the climate impacts of increasing greenhouse gases, aerosols, and land cover change. In the late 1980s, the United Nations set up the Intergovernmental Panel on Climate Change to perform assessments of the published literature. Thus, the development of climate and Earth system models became intimately linked to the need to not only improve our scientific understanding but also answering fundamental policy questions. In order to meet this challenge, the models became more complex and realistic so that they could address these policy oriented science questions such as rising sea level. The presentation will discuss the past and future development of global climate and earth system models for science and policy purposes. Also to be discussed is their interactions with economic integrated assessment models, regional and specialized models such as river transport or ecological components. As an example of one development pathway, the NSF/Department of Energy supported Community Climate System and Earth System Models will be featured in the presentation. Computational challenges will also part of the discussion.

Biological and Environmental Research Exascale Requirements Review. An Office of Science review sponsored jointly by Advanced Scientific Computing Research and Biological and Environmental Research, March 28-31, 2016, Rockville, Maryland

DOE Office of Scientific and Technical Information (OSTI.GOV)

Arkin, Adam; Bader, David C.; Coffey, Richard

Understanding the fundamentals of genomic systems or the processes governing impactful weather patterns are examples of the types of simulation and modeling performed on the most advanced computing resources in America. High-performance computing and computational science together provide a necessary platform for the mission science conducted by the Biological and Environmental Research (BER) office at the U.S. Department of Energy (DOE). This report reviews BER’s computing needs and their importance for solving some of the toughest problems in BER’s portfolio. BER’s impact on science has been transformative. Mapping the human genome, including the U.S.-supported international Human Genome Project that DOEmore » began in 1987, initiated the era of modern biotechnology and genomics-based systems biology. And since the 1950s, BER has been a core contributor to atmospheric, environmental, and climate science research, beginning with atmospheric circulation studies that were the forerunners of modern Earth system models (ESMs) and by pioneering the implementation of climate codes onto high-performance computers. See http://exascaleage.org/ber/ for more information.« less

Traditional Ecological Knowledge of Stem Concepts in Informal and Place-Based Western Educational Systems: Lessons from the North Slope, Alaska

NASA Astrophysics Data System (ADS)

Nicholas-Figueroa, Linda

Upon regaining the right to direct education at the local level, the North Slope Borough (NSB) of Alaska incorporated Inupiat educational philosophies into the educational system. The NSB in partnership with the University of Alaska Fairbanks established Ilisagvik College, the only tribal college in Alaska. Ilisagvik College seeks to broaden science, technology, engineering, and mathematical education on the North Slope. Incorporation of place-based and informal lessons with traditional ecological knowledge engages students in education. Ilisagvik hosted a 2-week climate change program from 2012 - 2015 for high school and middle school students that examined climate science and the effects of a warming climate on the local environment from a multitude of perspectives from scientists, Inupiat Elders, and instructor-led field trips. Pre-assessments and post-assessments using the Student Assessment of Learning Gains tool measured students' interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the program, could articulate the impact of climatic changes on their local environment. Similarly, methods to incorporate Indigenous knowledge into research practices have been achieved, such as incorporating field trips and discussion with Elders on the importance of animal migration, whale feeding patterns, and the significance of sea-ice conditions, which are important community concerns.

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Wysession, M. E.

2013-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Westnedge, K. L.; Dallimore, A.; Salish Sea Expedition Team

2011-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

Novel GIS approaches to watershed science and management: Description, prediction, and integration

EPA Science Inventory

Spatial data and geographic information systems (GIS) are playing an increasingly important role in watershed science and management, particularly in the face of increasing climate uncertainty and demand for water resources. Concomitantly, scientists and managers are presented wi...

From Dr. Steven Ashby, Director of PNNL

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ashby, Steven

Powered by the creativity and imagination of more than 4,000 exceptional scientists, engineers and support professionals, at PNNL we advance the frontiers of science and address some of the most challenging problems in energy, the environment and national security. As DOE’s premier chemistry, environmental sciences and data analytics laboratory, we provide national leadership in four areas: deepening our understanding of climate science; inventing the future power grid; preventing nuclear proliferation; and speeding environmental remediation. Other areas where we make important contributions include energy storage, microbial biology and cyber security. PNNL also is home to EMSL (the Environmental Molecular Sciences Laboratory),more » one of DOE’s scientific user facilities. We apply these science strengths to address both national and international problems in complex adaptive systems that are too difficult for one institution to tackle alone. Take earth systems, for instance. The earth is a complex adaptive system because it involves everything from climate and microbial communities in the soil to emissions from cars and coal-powered industrial plants. All of these factors and others ultimately influence not only our environment and overall quality of life, but cause the earth to adapt in ways that must be further addressed. PNNL researchers are playing a vital role in finding solutions across every area of this complex adaptive system.« less

Building the Capacity for Climate Services: Thoughts on Training Next Generation Climate Science Integrators

NASA Astrophysics Data System (ADS)

Garfin, G. M.; Brugger, J.; Gordon, E. S.; Barsugli, J. J.; Rangwala, I.; Travis, W.

2015-12-01

For more than a decade, stakeholder needs assessments and reports, including the recent National Climate Assessment, have pointed out the need for climate "science translators" or "science integrators" who can help bridge the gap between the cultures and contexts of researchers and decision-makers. Integration is important for exchanging and enhancing knowledge, building capacity to use climate information in decision making, and fostering more robust planning for decision-making in the context of climate change. This talk will report on the characteristics of successful climate science integrators, and a variety of models for training the upcoming generation of climate science integrators. Science integration characteristics identified by an experienced vanguard in the U.S. include maintaining credibility in both the scientific and stakeholder communities, a basic respect for stakeholders demonstrated through active listening, and a deep understanding of the decision-making context. Drawing upon the lessons of training programs for Cooperative Extension, public health professionals, and natural resource managers, we offer ideas about training next generation climate science integrators. Our model combines training and development of skills in interpersonal relations, communication of science, project implementation, education techniques and practices - integrated with a strong foundation in disciplinary knowledge.

The BGC Feedbacks Scientific Focus Area 2016 Annual Progress Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hoffman, Forrest M.; Riley, William J.; Randerson, James T.

2016-06-01

The BGC Feedbacks Project will identify and quantify the feedbacks between biogeochemical cycles and the climate system, and quantify and reduce the uncertainties in Earth System Models (ESMs) associated with those feedbacks. The BGC Feedbacks Project will contribute to the integration of the experimental and modeling science communities, providing researchers with new tools to compare measurements and models, thereby enabling DOE to contribute more effectively to future climate assessments by the U.S. Global Change Research Program (USGCRP) and the Intergovernmental Panel on Climate Change (IPCC).

Introduction to Building Systems Performance: Houses That Work II. Revised February 2005

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2005-03-01

Buildings should be suited to their environments. Design and construction must be responsive to varying seismic risks, wind loads, and snow loads, as well as soil conditions, frost depth, orientation, and solar radiation. In addition, building envelopes and mechanical systems should be designed for a specific hygro-thermal regions, rain exposure, and interior climate. The Building Science Consortium (BSC) design recommendations are based on the hygro-thermal regions with reference to the annual rainfall. Local climate must be addressed if it differs significantly from the climate described for a particular design.

Robust Engineering Designs for Infrastructure Adaptation to a Changing Climate

NASA Astrophysics Data System (ADS)

Samaras, C.; Cook, L.

2015-12-01

Infrastructure systems are expected to be functional, durable and safe over long service lives - 50 to over 100 years. Observations and models of climate science show that greenhouse gas emissions resulting from human activities have changed climate, weather and extreme events. Projections of future changes (albeit with uncertainties caused by inadequacies of current climate/weather models) can be made based on scenarios for future emissions, but actual future emissions are themselves uncertain. Most current engineering standards and practices for infrastructure assume that the probabilities of future extreme climate and weather events will match those of the past. Climate science shows that this assumption is invalid, but is unable, at present, to define these probabilities over the service lives of existing and new infrastructure systems. Engineering designs, plans, and institutions and regulations will need to be adaptable for a range of future conditions (conditions of climate, weather and extreme events, as well as changing societal demands for infrastructure services). For their current and future projects, engineers should: Involve all stakeholders (owners, financers, insurance, regulators, affected public, climate/weather scientists, etc.) in key decisions; Use low regret, adaptive strategies, such as robust decision making and the observational method, comply with relevant standards and regulations, and exceed their requirements where appropriate; Publish design studies and performance/failure investigations to extend the body of knowledge for advancement of practice. The engineering community should conduct observational and modeling research with climate/weather/social scientists and the concerned communities and account rationally for climate change in revised engineering standards and codes. This presentation presents initial research on decisionmaking under uncertainty for climate resilient infrastructure design.

Climate state: Science-state struggles and the formation of climate science in the US from the 1930s to 1960s.

PubMed

Baker, Zeke

2017-12-01

This article has two aims: first, to understand the co-production of climate science and the state, and second, to provide a test case for Pierre Bourdieu's field theory. To these ends, the article reconstructs the historical formation of a US climate science field, with an analytic focus on inter-field dynamics and heterogeneous networking practices. Drawing from primary- and secondary-source materials, the historical analysis focuses on relations between scientists and state actors from the 1930s to the 1960s. The account shows how actors with positions linking scientific and bureaucratic fields constructed critical nodes and 'hinges' that co-produced war-making and state expansion on the one hand, and a relatively autonomous climate science field on the other. The analysis explains the emergence of climate science by focusing on the WWII-era transformation of meteorology and oceanography into distinct disciplines, the emergence of 'basic' research as a central principle of post-war government, and the formation of a climate science field by the 1960s centered on computerized modeling and populated by an interdisciplinary scientific elite. The article concludes by indicating how these processes led to the subsequent development of climate change as a science-state conundrum that has reorganized the climate science field in recent decades.

Technical note: Simultaneous fully dynamic characterization of multiple input–output relationships in climate models

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kravitz, Ben; MacMartin, Douglas G.; Rasch, Philip J.

We introduce system identification techniques to climate science wherein multiple dynamic input–output relationships can be simultaneously characterized in a single simulation. This method, involving multiple small perturbations (in space and time) of an input field while monitoring output fields to quantify responses, allows for identification of different timescales of climate response to forcing without substantially pushing the climate far away from a steady state. We use this technique to determine the steady-state responses of low cloud fraction and latent heat flux to heating perturbations over 22 regions spanning Earth's oceans. We show that the response characteristics are similar to thosemore » of step-change simulations, but in this new method the responses for 22 regions can be characterized simultaneously. Moreover, we can estimate the timescale over which the steady-state response emerges. The proposed methodology could be useful for a wide variety of purposes in climate science, including characterization of teleconnections and uncertainty quantification to identify the effects of climate model tuning parameters.« less

Technical note: Simultaneous fully dynamic characterization of multiple input–output relationships in climate models

DOE PAGES

Kravitz, Ben; MacMartin, Douglas G.; Rasch, Philip J.; ...

2017-02-17

We introduce system identification techniques to climate science wherein multiple dynamic input–output relationships can be simultaneously characterized in a single simulation. This method, involving multiple small perturbations (in space and time) of an input field while monitoring output fields to quantify responses, allows for identification of different timescales of climate response to forcing without substantially pushing the climate far away from a steady state. We use this technique to determine the steady-state responses of low cloud fraction and latent heat flux to heating perturbations over 22 regions spanning Earth's oceans. We show that the response characteristics are similar to thosemore » of step-change simulations, but in this new method the responses for 22 regions can be characterized simultaneously. Moreover, we can estimate the timescale over which the steady-state response emerges. The proposed methodology could be useful for a wide variety of purposes in climate science, including characterization of teleconnections and uncertainty quantification to identify the effects of climate model tuning parameters.« less

SERVIR Science Applications for Capacity Building

NASA Technical Reports Server (NTRS)

Limaye, Ashutosh; Searby, Nancy D.; Irwin, Daniel

2012-01-01

SERVIR is a regional visualization and monitoring system using Earth observations to support environmental management, climate adaptation, and disaster response in developing countries. SERVIR is jointly sponsored by NASA and the U.S. Agency for International Development (USAID). SERVIR has been instrumental in development of science applications to support the decision-making and capacity building in the developing countries with the help of SERVIR Hubs. In 2011, NASA Research Opportunities in Space and Earth Sciences (ROSES) included a call for proposals to form SERVIR Applied Sciences Team (SERVIR AST) under Applied Sciences Capacity Building Program. Eleven proposals were selected, the Principal Investigators of which comprise the core of the SERVIR AST. The expertise on the Team span several societal benefit areas including agriculture, disasters, public health and air quality, water, climate and terrestrial carbon assessments. This presentation will cover the existing SERVIR science applications, capacity building components, overview of SERVIR AST projects, and anticipated impacts.

Third National Aeronautics and Space Administration Weather and climate program science review

NASA Technical Reports Server (NTRS)

Kreins, E. R. (Editor)

1977-01-01

Research results of developing experimental and prototype operational systems, sensors, and space facilities for monitoring, and understanding the atmosphere are reported. Major aspects include: (1) detection, monitoring, and prediction of severe storms; (2) improvement of global forecasting; and (3) monitoring and prediction of climate change.

Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Environmental Geology Course

ERIC Educational Resources Information Center

McNeal, Karen S.; Spry, Jacob M.; Mitra, Ritayan; Tipton, Jamie L.

2014-01-01

This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie…

Working Group on Virtual Data Integration

DOE Office of Scientific and Technical Information (OSTI.GOV)

Williams, Dean N.

2016-03-07

This report is the outcome of a workshop commissioned by the U.S. Department of Energy’s (DOE) Climate and Environmental Sciences Division (CESD) to examine current and future data infrastructure requirements foundational for achieving CESD scientific mission goals in advancing a robust, predictive understanding of Earth’s climate and environmental systems.

Monitoring Building Energy Systems at NASA Centers Using NASA Earth Science data, CMIP5 climate data products and RETScreen Expert Clean Energy Tool

NASA Astrophysics Data System (ADS)

Stackhouse, P. W., Jr.; Ganoe, R. E.; Westberg, D. J.; Leng, G. J.; Teets, E.; Hughes, J. M.; De Young, R.; Carroll, M.; Liou, L. C.; Iraci, L. T.; Podolske, J. R.; Stefanov, W. L.; Chandler, W.

2016-12-01

The NASA Climate Adaptation Science Investigator team is devoted to building linkages between NASA Earth Science and those within NASA responsible for infrastructure assessment, upgrades and planning. One of the focus areas is assessing NASA center infrastructure for energy efficiency, planning to meet new energy portfolio standards, and assessing future energy needs. These topics intersect at the provision of current and predicted future weather and climate data. This presentation provides an overview of the multi-center effort to access current building energy usage using Earth science observations, including those from in situ measurements, satellite measurement analysis, and global model data products as inputs to the RETScreen Expert, a clean energy decision support tool. RETScreen® Expert, sponsored by Natural Resources Canada (NRCan), is a tool dedicated to developing and providing clean energy project analysis software for the feasibility design and assessment of a wide range of building projects that incorporate renewable energy technologies. RETScreen Expert requires daily average meteorological and solar parameters that are available within less than a month of real-time. A special temporal collection of meteorological parameters was compiled from near-by surface in situ measurements. These together with NASA data from the NASA CERES (Clouds and Earth's Radiance Energy System)/FLASHFlux (Fast Longwave and SHortwave radiative Fluxes) provides solar fluxes and the NASA GMAO (Global Modeling and Assimilation Office) GEOS (Goddard Earth Observing System) operational meteorological analysis are directly used for meteorological input parameters. Examples of energy analysis for a few select buildings at various NASA centers are presented in terms of the energy usage relationship that these buildings have with changes in their meteorological environment. The energy requirements of potential future climates are then surveyed for a range of changes using the most recent CMIP5 global climate model data output.

Climate Data Service in the FP7 EarthServer Project

NASA Astrophysics Data System (ADS)

Mantovani, Simone; Natali, Stefano; Barboni, Damiano; Grazia Veratelli, Maria

2013-04-01

EarthServer is a European Framework Program project that aims at developing and demonstrating the usability of open standards (OGC and W3C) in the management of multi-source, any-size, multi-dimensional spatio-temporal data - in short: "Big Earth Data Analytics". In order to demonstrate the feasibility of the approach, six thematic Lighthouse Applications (Cryospheric Science, Airborne Science, Atmospheric/ Climate Science, Geology, Oceanography, and Planetary Science), each with 100+ TB, are implemented. Scope of the Atmospheric/Climate lighthouse application (Climate Data Service) is to implement the system containing global to regional 2D / 3D / 4D datasets retrieved either from satellite observations, from numerical modelling and in-situ observations. Data contained in the Climate Data Service regard atmospheric profiles of temperature / humidity, aerosol content, AOT, and cloud properties provided by entities such as the European Centre for Mesoscale Weather Forecast (ECMWF), the Austrian Meteorological Service (Zentralanstalt für Meteorologie und Geodynamik - ZAMG), the Italian National Agency for new technologies, energies and sustainable development (ENEA), and the Sweden's Meteorological and Hydrological Institute (Sveriges Meteorologiska och Hydrologiska Institut -- SMHI). The system, through an easy-to-use web application permits to browse the loaded data, visualize their temporal evolution on a specific point with the creation of 2D graphs of a single field, or compare different fields on the same point (e.g. temperatures from different models and satellite observations), and visualize maps of specific fields superimposed with high resolution background maps. All data access operations and display are performed by means of OGC standard operations namely WMS, WCS and WCPS. The EarthServer project has just started its second year over a 3-years development plan: the present status the system contains subsets of the final database, with the scope of demonstrating I/O modules and visualization tools. At the end of the project all datasets will be available to the users.

Interdisciplinary research in climate and energy sciences

DOE PAGES

Xu, Xiaofeng; Goswami, Santonu; Gulledge, Jay; ...

2015-09-12

Due to the complex nature of climate change, interdisciplinary research approaches involving knowledge and skills from a broad range of disciplines have been adopted for studying changes in the climate system as well as strategies for mitigating climate change (i.e., greenhouse gas emissions reductions) and adapting to its impacts on society and natural systems. Harnessing of renewable energy sources to replace fossil fuels is widely regarded as a long-term mitigation strategy that requires the synthesis of knowledge from engineering, technology, and natural and social sciences. In this study, we examine how the adoption of interdisciplinary approaches has evolved over timemore » and in different geographic regions. We conducted a comprehensive literature survey using an evaluation matrix of keywords, in combination with a word cloud analysis, to evaluate the spatiotemporal dynamics of scholarly discourse about interdisciplinary approaches to climate change and renewable energy research and development (R&D). Publications that discuss interdisciplinary approaches to climate change and renewable energy have substantially increased over the last 60 years; it appears, however, that the nature, timing, and focus of these publications vary across countries and through time. Over the most recent three decades, the country-level contribution to interdisciplinary research for climate change has become more evenly distributed, but this was not true for renewable energy research, which remained dominated by the United Sates and a few other major economies. The research topics have also evolved: Water resource management was emphasized from 1990s to 2000s, policy and adaptation were emphasized from the 2000s to 2010 – 2013, while vulnerability became prominent during the most recent years (2010 – 2013). Lastly, our analysis indicates that the rate of growth of interdisciplinary research for renewable energy lags behind that for climate change, possibly because knowledge emanating from climate change science has motivated the subsequent upswing in renewable energy R&D.« less

Improving together: collaborative learning in science communication, ClimateSnack case study

NASA Astrophysics Data System (ADS)

Heuzé, C.; Reeve, M. A.

2016-02-01

Most scientists today recognize that science communication is an important part of the scientific process, yet science writing and communication are often taught outside the normal academic schedule. If universities offer such courses, they are generally intensive but short-term: the participants rarely complete a science communication course with an immediate and pressing need to apply these skills. So the skills fade, stalling real progress in science communication. Continuity is key to success! Whilst waiting for the academic system to truly integrate science communication, other methods can be tested. ClimateSnack / SciSnack is a new approach that aims to motivate scientists to develop their communication skills. It adopts a collaborative learning framework where scientists voluntarily form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online, where they are further discussed and improved by the global ClimateSnack community. This way, the participants learn and cement basic science communication skills. These skills are transferrable, and can be applied both to scientific articles and broader science media. Some writing groups are highly productive, while others exist no more. The reasons for success are here investigated with respect to issues both internal and external to the different groups, in particular leadership strategies. Possible further development, in particular using the online community, is suggested. ClimateSnack is one solution to fill the critical gap left by a lack of adequate teaching in early-career scientists' curriculum.

Next-Generation Climate Modeling Science Challenges for Simulation, Workflow and Analysis Systems

NASA Astrophysics Data System (ADS)

Koch, D. M.; Anantharaj, V. G.; Bader, D. C.; Krishnan, H.; Leung, L. R.; Ringler, T.; Taylor, M.; Wehner, M. F.; Williams, D. N.

2016-12-01

We will present two examples of current and future high-resolution climate-modeling research that are challenging existing simulation run-time I/O, model-data movement, storage and publishing, and analysis. In each case, we will consider lessons learned as current workflow systems are broken by these large-data science challenges, as well as strategies to repair or rebuild the systems. First we consider the science and workflow challenges to be posed by the CMIP6 multi-model HighResMIP, involving around a dozen modeling groups performing quarter-degree simulations, in 3-member ensembles for 100 years, with high-frequency (1-6 hourly) diagnostics, which is expected to generate over 4PB of data. An example of science derived from these experiments will be to study how resolution affects the ability of models to capture extreme-events such as hurricanes or atmospheric rivers. Expected methods to transfer (using parallel Globus) and analyze (using parallel "TECA" software tools) HighResMIP data for such feature-tracking by the DOE CASCADE project will be presented. A second example will be from the Accelerated Climate Modeling for Energy (ACME) project, which is currently addressing challenges involving multiple century-scale coupled high resolution (quarter-degree) climate simulations on DOE Leadership Class computers. ACME is anticipating production of over 5PB of data during the next 2 years of simulations, in order to investigate the drivers of water cycle changes, sea-level-rise, and carbon cycle evolution. The ACME workflow, from simulation to data transfer, storage, analysis and publication will be presented. Current and planned methods to accelerate the workflow, including implementing run-time diagnostics, and implementing server-side analysis to avoid moving large datasets will be presented.

Pacific-Australia Climate Change Science and Adaptation Planning program: supporting climate science and enhancing climate services in Pacific Island Countries

NASA Astrophysics Data System (ADS)

Kuleshov, Yuriy; Jones, David; Hendon, Harry; Charles, Andrew; Shelton, Kay; de Wit, Roald; Cottrill, Andrew; Nakaegawa, Toshiyuki; Atalifo, Terry; Prakash, Bipendra; Seuseu, Sunny; Kaniaha, Salesa

2013-04-01

Over the past few years, significant progress in developing climate science for the Pacific has been achieved through a number of research projects undertaken under the Australian government International Climate Change Adaptation Initiative (ICCAI). Climate change has major impact on Pacific Island Countries and advancement in understanding past, present and futures climate in the region is vital for island nation to develop adaptation strategies to their rapidly changing environment. This new science is now supporting new services for a wide range of stakeholders in the Pacific through the National Meteorological Agencies of the region. Seasonal climate prediction is particularly important for planning in agriculture, tourism and other weather-sensitive industries, with operational services provided by all National Meteorological Services in the region. The interaction between climate variability and climate change, for example during droughts or very warm seasons, means that much of the early impacts of climate change are being felt through seasonal variability. A means to reduce these impacts is to improve forecasts to support decision making. Historically, seasonal climate prediction has been developed based on statistical past relationship. Statistical methods relate meteorological variables (e.g. temperature and rainfall) to indices which describe large-scale environment (e.g. ENSO indices) using historical data. However, with observed climate change, statistical approaches based on historical data are getting less accurate and less reliable. Recognising the value of seasonal forecasts, we have used outputs of a dynamical model POAMA (Predictive Ocean Atmosphere Model for Australia), to develop web-based information tools (http://poama.bom.gov.au/experimental/pasap/index.shtml) which are now used by climate services in 15 partner countries in the Pacific for preparing seasonal climate outlooks. Initial comparison conducted during 2012 has shown that the predictive skill of POAMA is consistently higher than skill of statistical-based method. Presently, under the Pacific-Australia Climate Change Science and Adaptation Planning (PACCSAP) program, we are developing dynamical model-based seasonal climate prediction for climate extremes. Of particular concern are tropical cyclones which are the most destructive weather systems that impact on coastal areas of Australia and Pacific Island Countries. To analyse historical cyclone data, we developed a consolidate archive for the Southern Hemisphere and North-Western Pacific (http://www.bom.gov.au/cyclone/history/tracks/). Using dynamical climate models (POAMA and Japan Meteorological Agency's model), we work on improving accuracy of seasonal forecasts of tropical cyclone activity for the regions of Western Pacific. Improved seasonal climate prediction based on dynamical models will further enhance climate services in Australia and Pacific Island Countries.

Climate Change Science Teaching through Integration of Technology in Instruction and Research

NASA Astrophysics Data System (ADS)

Sriharan, S.; Ozbay, G.; Robinson, L.; Klimkowski, V.

2015-12-01

This presentation demonstrates the importance of collaborations between the institutions with common focus on offering the academic program on climate change science. Virginia State University (VSU) developed and established the course on climate change and adaptation, AGRI 350 for undergraduates, in cooperation with two HBCUs, Delaware State University (DSU) and Morgan State University (MSU). This program was developed to enhance the science curriculum with funding from the USDA NIFA. The hands-on research opportunities for students were supported by the NSF HBCU UP Supplement Grant at VSU. The technical guidance and lesson plans were available through the courtesy of the AMS and faculty/student team training at the NCAR. In the initial stages, the faculty members participated in faculty development workshops hosted by the AMS and NCAR. This contributed to trained faculty members developing the courses on Climate Change at VSU, DSU, and MSU. To create awareness of global climate change and exposure of students to international programs, seven students from VSU, MSU, and DSU participated in the Climate Change course (ENS 320) at the University of Sunshine Coast (USC), Australia. This international experience included faculty members in using SimCLIM for climate change data into decision-making with regard to potential changes to cropping systems and tree growth. The Climate Change program at VSU, DSU, and MSU is emerging into comprehensive academic program which includes use of case studies and exchange of students' reflections with their peers through discussion board and videoconferencing, hands-on research on water quality monitoring and mapping the study sites, and integration of geospatial technologies and i-Tree. In addition, the students' engagement in intensive research was conducted through hands-on experience with Scanning Electron Microscopy in the Marine Science Department, University of Hawaii at Hilo in summer 2015.

Where High-Tech Meets High-Touch: an example of effective cross-disciplinary collaboration in education

NASA Astrophysics Data System (ADS)

Holzhauer, B.; Mooney, M. E.

2012-12-01

How can non-formal education programs effectively blend hands-on, place-based field science lessons with technology and digital media to teach abstract global concepts in a local setting? Using climate change as an overarching concept, the Aldo Leopold Nature Center (ALNC) in Madison, WI, is developing exhibits and digital curricula, strengthened through partnerships with local and national experts from scientific and education fields, to effectively increase the public's interest in and understanding of science and technology, how the world works, and what we can do to adapt, mitigate, and innovate sustainable solutions. The exhibits and multimedia content, centered on topics such as climate, energy, weather, and phenology, have been developed in consultation with partners like the National Academy of Sciences and various departments at the University of Wisconsin (UW). Outdoor "high-touch" programs are complemented with "high-tech" exhibits and media, including touchscreen kiosks and the National Oceanic and Atmospheric Administration's (NOAA) Science On a Sphere® global display system, tying together multimedia experiences with peer-reviewed cutting-edge science to ensure maximum comprehension by appealing and connecting to learners of all ages and learning modalities. The curriculum is being developed in alignment with local and national education standards and science and climate literacy frameworks (such as "The Essential Principles of Climate Sciences," U.S. Global Change Research Program / U.S. Climate Change Science Program). Its digital format allows it to be easily adapted to visitors' learning styles and cognitive levels and updated with relevant new content such as real-time climate data or current visualizations from the UW Cooperative Institute for Meteorological Satellite Studies. Drawing upon ALNC's award-winning environmental education experiences, professional development networks such as NOAA's Climate Stewards Education Program, and existing resources for teaching through formal STEM education, ALNC has combined the unique benefits of place-based outdoor citizen-science in the community setting with digital, multimedia, and interactive components to address local, regional, and global scientific concepts with all audiences of all ages. This innovative, replicable and broadly accessible approach, geared towards formal school groups and the general public in a non-formal educational setting, is being piloted, evaluated, and disseminated through a variety of networks and professional development in order to serve as a model of continued collaborative education.;

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

NASA Astrophysics Data System (ADS)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

The US Forest Service Framework for Climate Adaptation (Invited)

NASA Astrophysics Data System (ADS)

Cleaves, D.

2013-12-01

Public lands are changing in response to climate change and related stressors such that resilience-based management plans that integrate climate-smart adaptation are needed. The goal of these plans is to facilitate land managers' consideration of a range of potential futures while simplifying the complex array of choices and assumptions in a rigorous, defensible manner. The foundation for climate response has been built into recent Forest Service policies, guidance, and strategies like the climate change Roadmap and Scorecard; 2012 Planning Rule; Cohesive Wildland Fire Management strategy; and Inventory, Monitoring & Assessment strategy. This has driven the need for information that is relevant, timely, and accessible to support vulnerability assessments and risk management to aid in designing and choosing alternatives and ranking actions. Managers must also consider carbon and greenhouse gas implications as well as understand the nature and level of uncertainties. The major adjustments that need to be made involve: improving risk-based decision making and working with predictive models and information; evaluating underlying assumptions against new realities and possibilities being revealed by climate science; integrating carbon cycle science and a new ethic of carbon stewardship into management practices; and preparing systems for inevitable changes to ameliorate negative effects, capture opportunities, or accept different and perhaps novel ecosystem configurations. We need to avoid waiting for complete science that never arrives and take actions that blend science and experience to boost learning, reduce costs and irreversible losses, and buy lead time.

Impact of Spatial Scales on the Intercomparison of Climate Scenarios

DOE Office of Scientific and Technical Information (OSTI.GOV)

Luo, Wei; Steptoe, Michael; Chang, Zheng

2017-01-01

Scenario analysis has been widely applied in climate science to understand the impact of climate change on the future human environment, but intercomparison and similarity analysis of different climate scenarios based on multiple simulation runs remain challenging. Although spatial heterogeneity plays a key role in modeling climate and human systems, little research has been performed to understand the impact of spatial variations and scales on similarity analysis of climate scenarios. To address this issue, the authors developed a geovisual analytics framework that lets users perform similarity analysis of climate scenarios from the Global Change Assessment Model (GCAM) using a hierarchicalmore » clustering approach.« less

Evolving Best Practice in Learning About Air Quality and Climate Change Science in ACCENT

NASA Astrophysics Data System (ADS)

Schuepbach, E.

2008-12-01

Learning about air quality and climate change science has developed into a transdisciplinary impact generator, moulded by academic-stakeholder partnerships, where complementary skills and competences lead to a culture of dialogue, mutual learning and decision-making. These sweeping changes are mirrored in the evolving best practice within the European Network of Excellence on Atmospheric Composition Change (ACCENT). The Training and Education Programme in ACCENT pursues an integrated approach and innovative avenues to sharing knowledge and communicating air quality and climate change science to various end-user groups, including teachers, policy makers, stakeholders, and the general public. Early career scientists are involved in the process, and are trained to acquire new knowledge in a variety of learning communities and environments. Here, examples of both the open system of teaching within ACCENT training workshops for early career scientists, and the engagement of non-academic audiences in the joint learning process are presented.

Preface

NASA Technical Reports Server (NTRS)

Rosenzweig, Cynthia (Editor); Hillel, Daniel (Editor)

2015-01-01

The potential effects of climate change on the food production system are raising concern both globally and regionally. The system is already challenged to deliver sufficient and healthy sustenance to all people, and is certain to be even further challenged as world population grows and price shocks loom. The prospect of climate change intensifies these challenges, raising the risk that more frequent and intense extreme weather events threaten the stability of agricultural production in regions around the globe. This two-part set is an important contribution to the ongoing Imperial College Press (ICP) Series on Climate Change Impacts, Adaptation, and Mitigation. This series aims to provide the know ledge base necessary for understanding and responding to climate change, in both its current form and future manifestations. In these volumes, ·leading agricultural researchers have come together to contribute their expertise on actual and potential climate change impacts, adaptation strategies, and mitigation efforts. This ongoing series is jointly published by The American Society of Agronomy (ASA), Crop Science Society of America (CSSA), and Soil Science Society of America (SSSA), together with ICP. We hope that this fruitful cooperation will continue for many years to come, as it spurs the global effort to define and meet the great food security and climate change challenges of our time.

Iterative management of heat early warning systems in a changing climate.

PubMed

Hess, Jeremy J; Ebi, Kristie L

2016-10-01

Extreme heat is a leading weather-related cause of morbidity and mortality, with heat exposure becoming more widespread, frequent, and intense as climates change. The use of heat early warning and response systems (HEWSs) that integrate weather forecasts with risk assessment, communication, and reduction activities is increasingly widespread. HEWSs are frequently touted as an adaptation to climate change, but little attention has been paid to the question of how best to ensure effectiveness of HEWSs as climates change further. In this paper, we discuss findings showing that HEWSs satisfy the tenets of an intervention that facilitates adaptation, but climate change poses challenges infrequently addressed in heat action plans, particularly changes in the onset, duration, and intensity of dangerously warm temperatures, and changes over time in the relationships between temperature and health outcomes. Iterative management should be central to a HEWS, and iteration cycles should be of 5 years or less. Climate change adaptation and implementation science research frameworks can be used to identify HEWS modifications to improve their effectiveness as temperature continues to rise, incorporating scientific insights and new understanding of effective interventions. We conclude that, at a minimum, iterative management activities should involve planned reassessment at least every 5 years of hazard distribution, population-level vulnerability, and HEWS effectiveness. © 2016 New York Academy of Sciences.

EarthLabs Modules: Engaging Students In Extended, Rigorous Investigations Of The Ocean, Climate and Weather

NASA Astrophysics Data System (ADS)

Manley, J.; Chegwidden, D.; Mote, A. S.; Ledley, T. S.; Lynds, S. E.; Haddad, N.; Ellins, K.

2016-02-01

EarthLabs, envisioned as a national model for high school Earth or Environmental Science lab courses, is adaptable for both undergraduate middle school students. The collection includes ten online modules that combine to feature a global view of our planet as a dynamic, interconnected system, by engaging learners in extended investigations. EarthLabs support state and national guidelines, including the NGSS, for science content. Four modules directly guide students to discover vital aspects of the oceans while five other modules incorporate ocean sciences in order to complete an understanding of Earth's climate system. Students gain a broad perspective on the key role oceans play in fishing industry, droughts, coral reefs, hurricanes, the carbon cycle, as well as life on land and in the seas to drive our changing climate by interacting with scientific research data, manipulating satellite imagery, numerical data, computer visualizations, experiments, and video tutorials. Students explore Earth system processes and build quantitative skills that enable them to objectively evaluate scientific findings for themselves as they move through ordered sequences that guide the learning. As a robust collection, EarthLabs modules engage students in extended, rigorous investigations allowing a deeper understanding of the ocean, climate and weather. This presentation provides an overview of the ten curriculum modules that comprise the EarthLabs collection developed by TERC and found at http://serc.carleton.edu/earthlabs/index.html. Evaluation data on the effectiveness and use in secondary education classrooms will be summarized.

The Agricultural Model Intercomparison and Improvement Project: Phase I Activities by a Global Community of Science. Chapter 1

NASA Technical Reports Server (NTRS)

Rosenzweig, Cynthia E.; Jones, James W.; Hatfield, Jerry L.; Antle, John M.; Ruane, Alexander C.; Mutter, Carolyn Z.

2015-01-01

The Agricultural Model Intercomparison and Improvement Project (AgMIP) was founded in 2010. Its mission is to improve substantially the characterization of world food security as affected by climate variability and change, and to enhance adaptation capacity in both developing and developed countries. The objectives of AgMIP are to: Incorporate state-of-the-art climate, crop/livestock, and agricultural economic model improvements into coordinated multi-model regional and global assessments of future climate impacts and adaptation and other key aspects of the food system. Utilize multiple models, scenarios, locations, crops/livestock, and participants to explore uncertainty and the impact of data and methodological choices. Collaborate with regional experts in agronomy, animal sciences, economics, and climate to build a strong basis for model applications, addressing key climate related questions and sustainable intensification farming systems. Improve scientific and adaptive capacity in modeling for major agricultural regions in the developing and developed world, with a focus on vulnerable regions. Improve agricultural data and enhance data-sharing based on their intercomparison and evaluation using best scientific practices. Develop modeling frameworks to identify and evaluate promising adaptation technologies and policies and to prioritize strategies.

The Template for Assessing Climate Change Impacts and Management Options (TACCIMO): Science at Your Fingertips

NASA Astrophysics Data System (ADS)

Jennings, L. N.; Treasure, E.; Moore Myers, J.; McNulty, S.

2012-12-01

There is an ever-increasing volume of useful scientific knowledge about climate change effects and management options for natural ecosystems. Agencies such as the USDA Forest Service have been charged with the need to evaluate this body of knowledge and if necessary adapt to the impacts of climate change in their forest planning and management. However, the combined volume of existing information and rate of development of new information, lack of climate change specialists, and limited technology transfer mechanisms make efficient access and use difficult. The Template for Assessing Climate Change Impacts and Management Options (TACCIMO) addresses this difficulty through its publically accessible web-based tool that puts current and concise climate change science at the fingertips of forest planners and managers. A collaborative product of the USDA Forest Service Research Stations and the National Forest System, TACCIMO integrates peer-reviewed research with management and planning options through search and reporting tools that connect land managers with information they can trust. TACCIMO highlights elements from the wealth of climate change science with attention to what natural resource planners and managers need through a searchable repository of over 4,000 effects of climate change and close to 1,000 adaptive management options, all excerpted from a growing body of peer-reviewed scientific literature. A geospatial mapping application provides downscaled climate data for the nation and other spatially explicit models relevant to evaluating climate change impacts on forests. Report generators assist users in capturing outputs specific to a given location and resource area in a consistent and organized manner. For USDA Forest Service users, science findings can be readily linked with management conditions and capabilities from national forest management plans. The development of TACCIMO was guided by interactions with natural resource professionals, resulting in a flexible framework that allows new information to be added routinely and existing information to be reorganized as new science emerges and management needs change. TACCIMO is currently being used to support climate change science assessments for national forest land and management plan revisions in El Yunque National Forest in Puerto Rico, the Southern Sierra national forests in California, and Francis Marion National Forest in South Carolina. The tool is also being actively used by state, extension, and private natural resource professionals for climate change education and outreach. For all users, TACCIMO provides a fast, concise, and creditable starting point to guide critical thinking, additional analysis, and expert consultation to support all aspects of natural resource management decision making.

Modeling lakes and reservoirs in the climate system

USGS Publications Warehouse

MacKay, M.D.; Neale, P.J.; Arp, C.D.; De Senerpont Domis, L. N.; Fang, X.; Gal, G.; Jo, K.D.; Kirillin, G.; Lenters, J.D.; Litchman, E.; MacIntyre, S.; Marsh, P.; Melack, J.; Mooij, W.M.; Peeters, F.; Quesada, A.; Schladow, S.G.; Schmid, M.; Spence, C.; Stokes, S.L.

2009-01-01

Modeling studies examining the effect of lakes on regional and global climate, as well as studies on the influence of climate variability and change on aquatic ecosystems, are surveyed. Fully coupled atmosphere-land surface-lake climate models that could be used for both of these types of study simultaneously do not presently exist, though there are many applications that would benefit from such models. It is argued here that current understanding of physical and biogeochemical processes in freshwater systems is sufficient to begin to construct such models, and a path forward is proposed. The largest impediment to fully representing lakes in the climate system lies in the handling of lakes that are too small to be explicitly resolved by the climate model, and that make up the majority of the lake-covered area at the resolutions currently used by global and regional climate models. Ongoing development within the hydrological sciences community and continual improvements in model resolution should help ameliorate this issue.

A comprehensive data acquisition and management system for an ecosystem-scale peatland warming and elevated CO2 experiment

NASA Astrophysics Data System (ADS)

Krassovski, M. B.; Riggs, J. S.; Hook, L. A.; Nettles, W. R.; Hanson, P. J.; Boden, T. A.

2015-07-01

Ecosystem-scale manipulation experiments represent large science investments that require well-designed data acquisition and management systems to provide reliable, accurate information to project participants and third party users. The SPRUCE Project (Spruce and Peatland Responses Under Climatic and Environmental Change, http://mnspruce.ornl.gov) is such an experiment funded by the Department of Energy's (DOE), Office of Science, Terrestrial Ecosystem Science (TES) Program. The SPRUCE experimental mission is to assess ecosystem-level biological responses of vulnerable, high carbon terrestrial ecosystems to a range of climate warming manipulations and an elevated CO2 atmosphere. SPRUCE provides a platform for testing mechanisms controlling the vulnerability of organisms, biogeochemical processes, and ecosystems to climatic change (e.g., thresholds for organism decline or mortality, limitations to regeneration, biogeochemical limitations to productivity, the cycling and release of CO2 and CH4 to the atmosphere). The SPRUCE experiment will generate a wide range of continuous and discrete measurements. To successfully manage SPRUCE data collection, achieve SPRUCE science objectives, and support broader climate change research, the research staff has designed a flexible data system using proven network technologies and software components. The primary SPRUCE data system components are: 1. Data acquisition and control system - set of hardware and software to retrieve biological and engineering data from sensors, collect sensor status information, and distribute feedback to control components. 2. Data collection system - set of hardware and software to deliver data to a central depository for storage and further processing. 3. Data management plan - set of plans, policies, and practices to control consistency, protect data integrity, and deliver data. This publication presents our approach to meeting the challenges of designing and constructing an efficient data system for managing high volume sources of in-situ observations in a remote, harsh environmental location. The approach covers data flow starting from the sensors and ending at the archival/distribution points, discusses types of hardware and software used, examines design considerations that were used to choose them, and describes the data management practices chosen to control and enhance the value of the data.

A comprehensive data acquisition and management system for an ecosystem-scale peatland warming and elevated CO2 experiment

NASA Astrophysics Data System (ADS)

Krassovski, M. B.; Riggs, J. S.; Hook, L. A.; Nettles, W. R.; Hanson, P. J.; Boden, T. A.

2015-11-01

Ecosystem-scale manipulation experiments represent large science investments that require well-designed data acquisition and management systems to provide reliable, accurate information to project participants and third party users. The SPRUCE project (Spruce and Peatland Responses Under Climatic and Environmental Change, http://mnspruce.ornl.gov) is such an experiment funded by the Department of Energy's (DOE), Office of Science, Terrestrial Ecosystem Science (TES) Program. The SPRUCE experimental mission is to assess ecosystem-level biological responses of vulnerable, high carbon terrestrial ecosystems to a range of climate warming manipulations and an elevated CO2 atmosphere. SPRUCE provides a platform for testing mechanisms controlling the vulnerability of organisms, biogeochemical processes, and ecosystems to climatic change (e.g., thresholds for organism decline or mortality, limitations to regeneration, biogeochemical limitations to productivity, and the cycling and release of CO2 and CH4 to the atmosphere). The SPRUCE experiment will generate a wide range of continuous and discrete measurements. To successfully manage SPRUCE data collection, achieve SPRUCE science objectives, and support broader climate change research, the research staff has designed a flexible data system using proven network technologies and software components. The primary SPRUCE data system components are the following: 1. data acquisition and control system - set of hardware and software to retrieve biological and engineering data from sensors, collect sensor status information, and distribute feedback to control components; 2. data collection system - set of hardware and software to deliver data to a central depository for storage and further processing; 3. data management plan - set of plans, policies, and practices to control consistency, protect data integrity, and deliver data. This publication presents our approach to meeting the challenges of designing and constructing an efficient data system for managing high volume sources of in situ observations in a remote, harsh environmental location. The approach covers data flow starting from the sensors and ending at the archival/distribution points, discusses types of hardware and software used, examines design considerations that were used to choose them, and describes the data management practices chosen to control and enhance the value of the data.

The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

NASA Astrophysics Data System (ADS)

Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

2017-12-01

The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data, field activities, and sequences of individual and group investigational and student-driven inquiry prompts on climate science, climate change, and climate impacts. We identify key resource availability needed to teach place-based climate literacy aligned with NGSS as a standalone curriculum and through local impacts.

Discover Earth: An earth system science program for libraries and their communities

NASA Astrophysics Data System (ADS)

Curtis, L.; Dusenbery, P.

2010-12-01

The view from space has deepened our understanding of Earth as a global, dynamic system. Instruments on satellites and spacecraft, coupled with advances in ground-based research, have provided us with astonishing new perspectives of our planet. Now more than ever, enhancing the public’s understanding of Earth’s physical and biological systems is vital to helping citizens make informed policy decisions especially when they are faced with the consequences of global climate change. In spite of this relevance, there are many obstacles to achieving broad public understanding of key earth system science (ESS) concepts. Strategies for addressing climate change can only succeed with the full engagement of the general public. As reported by U.S. News and World Report in 2010, small towns in rural America are emerging as the front line in the climate change debate in the country. The Space Science Institute’s National Center for Interactive Learning (NCIL) in partnership with the American Library Association (ALA), the Lunar and Planetary Institute (LPI), and the National Girls Collaborative Project (NGCP) have received funding from NSF to develop a national project called the STAR Library Education Network: a hands-on learning program for libraries and their communities (or STAR-Net for short). STAR stands for Science-Technology, Activities and Resources. There are two distinct components of STAR-Net: Discover Earth and Discover Tech. While the focus for education reform is on school improvement, there is considerable research that supports the role that out-of-school experiences can play in student achievement. Libraries provide an untapped resource for engaging underserved youth and their families in fostering an appreciation and deeper understanding of science and technology topics. The overarching goal of the project is to reach underserved youth and their families with informal STEM learning experiences. The Discover Earth part of STAR_Net will produce ESS resources and inquiry-based activities that libraries can use to enrich the exhibit experience (focused on weather and climate). Additional resources will be provided through partnerships with relevant professional science organizations (e.g. American Geophysical Union) that will provide speakers for host library events and webinars. Online and in-person workshops will be conducted for library staff with a focus on increasing content knowledge and improving facilitation expertise. This presentation will provide an overview of the Discover Earth project and how it will address climate change issues, engage AGU scientists, and impact rural libraries nationwide.

Preparing Teachers to Support the Development of Climate Literate Students

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

2014-12-01

The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

Co-producing resilient solutions to climate change: Bridging the gap between science and decision-making around nexus issues

NASA Astrophysics Data System (ADS)

Howarth, C.

2016-12-01

The nexus represents a multi-dimensional means of scientific enquiry encapsulating the complex and non-linear interactions between water, energy, food, environment with the climate, and wider implications for society. These resources are fundamental for human life but are negatively affected by climate change. Methods of analysis, which are currently used, were not built to represent complex systems and are insufficiently equipped to understand positive and negative externalities generated by interactions among different stakeholders involved in the nexus. In addition misalignment between the science that scientists produce and the evidence decision-makers need leads to a range of complexities within the science-policy interface. Adopting a bottom-up, participative approach, the results of five themed workshops organized in the UK (focusing on: shocks and hazards, infrastructure, local economy, governance and governments, finance and insurance) featuring 80 stakeholders from academia, government and industry allow us to map perceptions of opportunities and challenges of better informing decision making on climate change when there is a strong disconnect between the evidence scientists provide and the actions decision makers take. The research identified key areas where gaps could be bridged between science and action and explores how a knowledge co-production approach can help identify opportunities for building a more effective and legitimate policy agenda to face climate risks. Concerns, barriers and opportunities to better inform decision making centred on four themes: communication and collaboration, decision making processes, social and cultural dimensions, and the nature of responses to nexus shocks. In so doing, this analysis provides an assessment of good practice on climate decision-making and highlights opportunities for improvement to bridge gaps in the science-policy interface

Regional-Scale Climate Change: Observations and Model Simulations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bradley, Raymond S; Diaz, Henry F

2010-12-14

This collaborative proposal addressed key issues in understanding the Earth's climate system, as highlighted by the U.S. Climate Science Program. The research focused on documenting past climatic changes and on assessing future climatic changes based on suites of global and regional climate models. Geographically, our emphasis was on the mountainous regions of the world, with a particular focus on the Neotropics of Central America and the Hawaiian Islands. Mountain regions are zones where large variations in ecosystems occur due to the strong climate zonation forced by the topography. These areas are particularly susceptible to changes in critical ecological thresholds, andmore » we conducted studies of changes in phonological indicators based on various climatic thresholds.« less

Assessing and Upgrading Ocean Mixing for the Study of Climate Change

NASA Astrophysics Data System (ADS)

Howard, A. M.; Fells, J.; Lindo, F.; Tulsee, V.; Canuto, V.; Cheng, Y.; Dubovikov, M. S.; Leboissetier, A.

2016-12-01

Climate is critical. Climate variability affects us all; Climate Change is a burning issue. Droughts, floods, other extreme events, and Global Warming's effects on these and problems such as sea-level rise and ecosystem disruption threaten lives. Citizens must be informed to make decisions concerning climate such as "business as usual" vs. mitigating emissions to keep warming within bounds. Medgar Evers undergraduates aid NASA research while learning climate science and developing computer&math skills. To make useful predictions we must realistically model each component of the climate system, including the ocean, whose critical role includes transporting&storing heat and dissolved CO2. We need physically based parameterizations of key ocean processes that can't be put explicitly in a global climate model, e.g. vertical&lateral mixing. The NASA-GISS turbulence group uses theory to model mixing including: 1) a comprehensive scheme for small scale vertical mixing, including convection&shear, internal waves & double-diffusion, and bottom tides 2) a new parameterization for the lateral&vertical mixing by mesoscale eddies. For better understanding we write our own programs. To assess the modelling MATLAB programs visualize and calculate statistics, including means, standard deviations and correlations, on NASA-GISS OGCM output with different mixing schemes and help us study drift from observations. We also try to upgrade the schemes, e.g. the bottom tidal mixing parameterizations' roughness, calculated from high resolution topographic data using Gaussian weighting functions with cut-offs. We study the effects of their parameters to improve them. A FORTRAN program extracts topography data subsets of manageable size for a MATLAB program, tested on idealized cases, to visualize&calculate roughness on. Students are introduced to modeling a complex system, gain a deeper appreciation of climate science, programming skills and familiarity with MATLAB, while furthering climate science by improving our mixing schemes. We are incorporating climate research into our college curriculum. The PI is both a member of the turbulence group at NASA-GISS and an associate professor at Medgar Evers College of CUNY, an urban minority serving institution in central Brooklyn. Supported by NSF Award AGS-1359293.

The I-Cleen Project (Inquiring on CLimate & ENergy). Research Meets Education in AN Inquiry-Based Approach to Earth System Science in Italian Classrooms

NASA Astrophysics Data System (ADS)

Cattadori, M.; Editorial Staff of the I-CLEN Project

2011-12-01

Italian citizens' perception of the seriousness of the issue of climate change is one of the lowest in Europe (Eurobarometer survey, 2008), running next to last among the 28 EU Nations. This has recently driven many national science institutions to take action in order to connect society with the complexities and consequences of climate change. These connection initiatives have encountered a certain deal of opposition in Italian schools. A fact most likely due both to a further weakening of the use of inquiry-based educational practices adopted by teachers and to their reluctance to cooperate on a professional level, which hinders the diffusion of educational practices. I-CLEEN (Inquiring on CLimate and Energy, www.icleen.museum) is a service that offers a new type of link between schools and the complexity of climate change. The project took off in 2008 thanks to the Trento Science Museum (former Tridentine Museum of Natural Science), one of the major Italian science museums that includes both research and science education and dissemination departments. The main aim is to create, using the tools of professional cooperation, a free repository of educational resources that can support teachers in preparing inquiry-based lessons on climate change and earth system science topics, making the task less of a burden. I-CLEEN is inspired by many models, which include: the ARISE (Andrill Research Immersion for Science Educators), the OER (Open Educational Resources) models and those of other projects that have developed similar information gateways such as LRE (Learning Resource Exchange) and DLESE (Digital Library on Earth Science Education). One of the strategies devised by I-CLEEN is to rely upon an editorial team made up of a highly selected group of teachers that interacts with the researchers of the museum and of other Earth system science research centres like the National Institute of Geophysics and Volcanology (INGV). Resource selection, production, revision and publication processes follow a specific procedure that was laid out in a selection policy document according to the guidelines established by the established standards. Thanks to this, all educational resources have a common layout and scientific relevance guaranteed by researcher review that both further facilitate users in taking them up. All the parts that make up the project and their respective activities are fully dealt with using an open source web platform called LifeRay. This platform and the metadata structure made it possible to publish I-CLEEN resources in international project repositories, such as Scientix. The role of the service is thus twofold, gathering local educational practices and linking them to leading international excellences in this field I-CLEEN won the first prize at the 2010 e-learning award and has also been evaluated to determine both the effectiveness of the service among teachers and also the user-friendliness of the Graphic User Interface of the project website. This contribution illustrates several aspects of the I-CLEEN, the results of the two evaluation activities and those coming from the analysis of the project website access data.

NASA faked the moon landing--therefore, (climate) science is a hoax: an anatomy of the motivated rejection of science.

PubMed

Lewandowsky, Stephan; Oberauer, Klaus; Gignac, Gilles E

2013-05-01

Although nearly all domain experts agree that carbon dioxide emissions are altering the world's climate, segments of the public remain unconvinced by the scientific evidence. Internet blogs have become a platform for denial of climate change, and bloggers have taken a prominent role in questioning climate science. We report a survey of climate-blog visitors to identify the variables underlying acceptance and rejection of climate science. Our findings parallel those of previous work and show that endorsement of free-market economics predicted rejection of climate science. Endorsement of free markets also predicted the rejection of other established scientific findings, such as the facts that HIV causes AIDS and that smoking causes lung cancer. We additionally show that, above and beyond endorsement of free markets, endorsement of a cluster of conspiracy theories (e.g., that the Federal Bureau of Investigation killed Martin Luther King, Jr.) predicted rejection of climate science as well as other scientific findings. Our results provide empirical support for previous suggestions that conspiratorial thinking contributes to the rejection of science. Acceptance of science, by contrast, was strongly associated with the perception of a consensus among scientists.

University participation via UNIDATA, part 1

NASA Technical Reports Server (NTRS)

Dutton, J.

1986-01-01

The UNIDATA Project is a cooperative university project, operated by the University Corporation for Atmospheric Research (UCAR) with National Science Foundation (NSF) funding, aimed at providing interactive communication and computations to the university community in the atmospheric and oceanic sciences. The initial focus has been on providing access to data for weather analysis and prediction. However, UNIDATA is in the process of expanding and possibly providing access to the Pilot Climate Data System (PCDS) through the UNIDATA system in an effort to develop prototypes for an Earth science information system. The notion of an Earth science information system evolved from discussions within NASA and several advisory committees in anticipation of receiving data from the many Earth observing instruments on the space station complex (Earth Observing System).

Reconstruction of the boundary between climate science and politics: the IPCC in the Japanese mass media, 1988-2007.

PubMed

Asayama, Shinichiro; Ishii, Atsushi

2014-02-01

The Intergovernmental Panel on Climate Change (IPCC) plays a significant role in bridging the boundary between climate science and politics. Media coverage is crucial for understanding how climate science is communicated and embedded in society. This study analyzes the discursive construction of the IPCC in three Japanese newspapers from 1988 to 2007 in terms of the science-politics boundary. The results show media discourses engaged in boundary-work which rhetorically separated science and politics, and constructed the iconic image of the IPCC as a pure scientific authority. In the linkages between the global and national arenas of climate change, the media "domesticate" the issue, translating the global nature of climate change into a discourse that suits the national context. We argue that the Japanese media's boundary-work is part of the media domestication that reconstructed the boundary between climate science and politics reflecting the Japanese context.

Piers Sellers

NASA Image and Video Library

2017-12-08

Piers Sellers is currently Deputy Director of the Sciences and Exploration Directorate and Acting Director of the Earth Sciences Division at NASA/GSFC. He was born and educated in the United Kingdom and moved to the U.S. in 1982 to carry out climate research at NASA/GSFC. From 1982 to 1996, he worked on global climate problems, particularly those involving interactions between the biosphere and the atmosphere, and was involved in constructing computer models of the global climate system, satellite data interpretation and conducting large-scale field experiments in the USA, Canada, Africa, and Brazil. He served as project scientist for the first large Earth Observing System platform, Terra, launched in 1998. He joined the NASA astronaut corps in 1996 and flew to the International Space Station (ISS) in 2002, 2006, and 2010, carrying out six spacewalks and working on ISS assembly tasks. He returned to Goddard Space Flight Center in June, 2011. Credit: NASA/Goddard/Rebecca Roth NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

A Library approach to establish an Educational Data Curation Framework (EDCF) that supports K-12 data science sustainability

NASA Astrophysics Data System (ADS)

Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.

2013-12-01

It has been the tradition of the libraries to support literacy. Now in the realm of Executive Order, Making Open and Machine Readable the New Default for Government Information, May 9, 2013, the library has the responsibility to support geospatial data, big data, earth science data or cyber infrastructure data that may support STEM for educational pipeline stimulation. (Such information can be found at http://www.whitehouse.gov/the-press-office/2013/05/09/executive-order-making-open-and-machine-readable-new-default-government-.) Provided is an Educational Data Curation Framework (EDCF) that has been initiated in Purdue research, geospatial data service engagement and outreach endeavors for future consideration and application to augment such data science and climate literacy needs of future global citizens. In addition, this endorsement of this framework by the GLOBE program may facilitate further EDCF implementations, discussion points and prototypes for libraries. In addition, the ECDF will support teacher-led, placed-based and large scale climate or earth science learning systems where such knowledge transfer of climate or earth science data is effectively transferred from higher education research of cyberinfrastructure use such as, NOAA or NASA, to K-12 teachers and school systems. The purpose of this effort is to establish best practices for sustainable K-12 data science delivery system or GLOBE-provided system (http://vis.globe.gov/GLOBE/) where libraries manage the data curation and data appropriateness as data reference experts for such digital data. Here, the Purdue University Libraries' GIS department works to support soils, LIDAR and water science data experiences to support teacher training for an EDCF development effort. Lastly, it should be noted that the interdisciplinary collaboration and demonstration of library supported outreach partners and national organizations such the GLOBE program may best foster EDCF development. This trend in data science where library roles may emerge is consistent with NASA's wavelength program at http://nasawavelength.org. Mr. Steven Smith, an outreach coordinator, led this Purdue University outreach activity involving the GLOBE program with support by the Purdue University Libraries GIS department.

Using conceptual maps to assess students' climate change understanding and misconceptions

NASA Astrophysics Data System (ADS)

Gautier, C.

2011-12-01

The complex and interdisciplinary nature of climate change science poses special challenges for educators in helping students understand the climate system, and how it is evolving under natural and anthropogenic forcing. Students and citizens alike have existing mental models that may limit their perception and processing of the multiple relationships between processes (e.g., feedback) that arise in global change science, and prevent adoption of complex scientific concepts. Their prior knowledge base serves as the scaffold for all future learning and grasping its range and limitations serves as an important basis upon which to anchor instruction. Different instructional strategies can be adopted to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. One assessment method for students' understanding of global climate change with its many uncertainties, whether associated with the workings of the climate system or with respect to social, cultural and economic processes that mediate human responses to changes within the system, is through the use of conceptual maps. When well designed, they offer a representation of students' mental model prior and post instruction. We will present two conceptual mapping activities used in the classroom to assess students' knowledge and understanding about global climate change and uncover misconceptions. For the first one, concept maps will be used to demonstrate evidence of learning and conceptual change, while for the second we will show how conceptual maps can provide information about gaps in knowledge and misconceptions students have about the topic.

Identifying climate risk perceptions, information needs, and barriers to information exchange among public land managers.

PubMed

Peters, Casey B; Schwartz, Mark W; Lubell, Mark N

2018-03-01

Meeting ecosystem management challenges posed by climate change requires building effective communication channels among researchers, planners and practitioners to focus research on management issues requiring new knowledge. We surveyed resource managers within two regions of the western United States regions to better understand perceived risks and vulnerabilities associated with climate change and barriers to obtaining and using relevant climate science information in making ecosystem management decisions. We sought to understand what types of climate science information resource managers find most valuable, and the formats in which they prefer to receive climate science information. We found broad concern among natural resource managers in federal agencies that climate change will make it more difficult for them to achieve their management goals. Primary barriers to incorporating climate science into planning are distributed among challenges identifying, receiving, and interpreting appropriate science and a lack of direction provided by agency leadership needed to meaningfully use this emerging science in resource planning. Copyright © 2017 Elsevier B.V. All rights reserved.

AMS Professional Development Courses: Arming K-12 Teachers with the Tools Needed to Increase Students' Scientific Literacy

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.

2012-12-01

To better prepare tomorrow's leaders, it is of utmost importance that today's teachers are science literate. To meet that need, the American Meteorological Society (AMS) Education Program offers content-rich, professional development courses and training workshops for precollege teachers in the geosciences. During the fall and spring semesters, the AMS in partnership with NOAA, NASA, and SUNY Brockport, offers a suite of pre-college teacher development courses, DataStreme Atmosphere, DataStreme Ocean and DataStreme Earth's Climate System (ECS). These courses are delivered to small groups of K-12 teachers through Local Implementation Teams (LITs) positioned throughout the U.S. The courses use current, real-world environmental data to investigate the atmosphere, ocean, and climate system and consist of weekly online study materials, weekly mentoring, and several face-to-face meetings, all supplemented by a provided textbook and investigations manual. DataStreme ECS takes an innovative approach to studying climate science, by exploring the fundamental science of Earth's climate system and addressing the societal impacts relevant to today's students and teachers. The course investigates natural and human forcings and feedbacks to examine mitigation and adaptation strategies for the future. Information and data from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA are used throughout the course, including in the online and printed investigations. In addition, participants differentiate between climate, climate variability, and climate change through the AMS Conceptual Energy Model, a basic climate model that follows the flow of energy from space to Earth and back. Participants also have access to NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. Throughout all of the courses, teachers have the opportunity to expand their knowledge in the geosciences and incorporate technology into their classrooms by utilizing state-of-the-art resources from NOAA, NASA, and other lead scientific organizations. Upon completion of each course, teachers receive three free graduate credits from SUNY Brockport. The DataStreme courses have directly trained almost 17,000 teachers, impacting over one million students. The DataStreme courses have increased teachers' geoscience knowledge, pointing them to the resources available online, and building their confidence in understanding dynamic Earth systems. Through courses modeled on scientific inquiry and fashioned to develop critical thinking skills, these teachers become a resource for their classrooms and colleagues.

North Central Climate Science Center--science agenda 2012-2017

USGS Publications Warehouse

Morisette, Jeffrey T.

2012-01-01

The information presented here provides the five-year science agenda for the North Central Climate Science Center. It is meant to be a high-level guide that describes the spatial context of the center, the primary partners and stakeholders, and the strategic framework the center will use in applying climate science to inform management.

The New England Climate Adaptation Project: Enhancing Local Readiness to Adapt to Climate Change through Role-Play Simulations

NASA Astrophysics Data System (ADS)

Rumore, D.; Kirshen, P. H.; Susskind, L.

2014-12-01

Despite scientific consensus that the climate is changing, local efforts to prepare for and manage climate change risks remain limited. How we can raise concern about climate change risks and enhance local readiness to adapt to climate change's effects? In this presentation, we will share the lessons learned from the New England Climate Adaptation Project (NECAP), a participatory action research project that tested science-based role-play simulations as a tool for educating the public about climate change risks and simulating collective risk management efforts. NECAP was a 2-year effort involving the Massachusetts Institute of Technology, the Consensus Building Institute, the National Estuarine Research Reserve System, and four coastal New England municipalities. During 2012-2013, the NECAP team produced downscaled climate change projections, a summary risk assessment, and a stakeholder assessment for each partner community. Working with local partners, we used these assessments to create a tailored, science-based role-play simulation for each site. Through a series of workshops in 2013, NECAP engaged between 115-170 diverse stakeholders and members of the public in each partner municipality in playing the simulation and a follow up conversation about local climate change risks and possible adaptation strategies. Data were collected through before-and-after surveys administered to all workshop participants, follow-up interviews with 25 percent of workshop participants, public opinion polls conducted before and after our intervention, and meetings with public officials. This presentation will report our research findings and explain how science-based role-play simulations can be used to help communicate local climate change risks and enhance local readiness to adapt.

Producing More Actionable Science Isn't the Problem; It's Providing Decision-Makers with Access to Right Actionable Knowledge

NASA Astrophysics Data System (ADS)

Trexler, M.

2017-12-01

Policy-makers today have almost infinite climate-relevant scientific and other information available to them. The problem for climate change decision-making isn't missing science or inadequate knowledge of climate risks; the problem is that the "right" climate change actionable knowledge isn't getting to the right decision-maker, or is getting there too early or too late to effectively influence her decision-making. Actionable knowledge is not one-size-fit-all, and for a given decision-maker might involve scientific, economic, or risk-based information. Simply producing more and more information as we are today is not the solution, and actually makes it harder for individual decision-makers to access "their" actionable knowledge. The Climatographers began building the Climate Web five years ago to test the hypothesis that a knowledge management system could help navigate the gap between infinite information and individual actionable knowledge. Today the Climate Web's more than 1,500 index terms allow instant access to almost any climate change topic. It is a curated public-access knowledgebase of more than 1,000 books, 2,000 videos, 15,000 reports and articles, 25,000 news stories, and 3,000 websites. But it is also much more, linking together tens of thousands of individually extracted ideas and graphics, and providing Deep Dives into more than 100 key topics from changing probability distributions of extreme events to climate communications best practices to cognitive dissonance in climate change decision-making. The public-access Climate Web is uniquely able to support cross-silo learning, collaboration, and actionable knowledge dissemination. The presentation will use the Climate Web to demonstrate why knowledge management should be seen as a critical component of science and policy-making collaborations.

Weather, Climate, Web 2.0: 21st Century Students Speak Climate Science Well

ERIC Educational Resources Information Center

Sundberg, Cheryl White; Kennedy, Teresa; Odell, Michael R. L.

2013-01-01

Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using 21st century social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing…

The National Climate Change and Wildlife Science Center and Department of the Interior Climate Science Centers annual report for 2014

USGS Publications Warehouse

Varela Minder, Elda; Padgett, Holly A.

2015-10-27

The National Climate Change and Wildlife Science Center (NCCWSC) and the Department of the Interior (DOI) Climate Science Centers (CSCs) had another exciting year in 2014. The NCCWSC moved toward focusing their science funding on several high priority areas and, along with the CSCs, gained new agency partners; contributed to various workshops, meetings, publications, student activities, and Tribal/indigenous activities; increased outreach; and more. 

Climate Literacy and Energy Awareness Network (CLEAN) - Interactive Webinars for Teacher Professional Development

NASA Astrophysics Data System (ADS)

Grogan, M.; Ledley, T. S.; Buhr, S. M.

2012-12-01

Climate change will have far reaching impacts that the citizens of tomorrow will need to be prepared to address. In order for the citizens of tomorrow to be prepared, there is a clear need to support teachers in improving their understanding of the climate system and give them the resources to help their students develop that understanding. CLEAN (http://cleanet.org) is a National Science Digital Library (http://www.nsdl.org) project that is stewarding a collection of resources for teaching climate and energy science in grades 6-16. The collection contains classroom activities, lab demonstrations, visualizations, simulations, videos, and more. We have implemented a series of nine interactive webinars (iWebinars), each of which focuses on an aspect of the Essential Principles of Climate Science, pairs a scientist and a teacher to convey the science and how to teach that science using the vetted resources in the CLEAN collection, and gives the participants the opportunity to ask questions and discuss with the presenters and each other how they would use the resources in their classrooms and what else they would need to effectively teach the topic under discussion. The iWebinars were recorded and posted to the CLEAN portal (http://cleanet.org/clean/community/webinars/index.html) so that the participants and others can view them in the future. In this presentation, we will describe the scope and structure of the iWebinars; how the scientist's and teacher's presentations were coordinated to most effectively help the participants learn both the science and how to best convey it to their students; and how we involved the teachers in discussions to deepen their engagement and learning.

NASA Langley Atmospheric Science Data Centers Near Real-Time Data Products

NASA Astrophysics Data System (ADS)

Davenport, T.; Parker, L.; Rinsland, P. L.

2014-12-01

Over the past decade the Atmospheric Science Data Center (ASDC) at NASA Langley Research Center has archived and distributed a variety of satellite mission data sets. NASA's goal in Earth science is to observe, understand, and model the Earth system to discover how it is changing, to better predict change, and to understand the consequences for life on Earth. The ASDC has collaborated with Science Teams to accommodate emerging science users in the climate and modeling communities. The ASDC has expanded its original role to support operational usage by related Earth Science satellites, support land and ocean assimilations, support of field campaigns, outreach programs, and application projects for agriculture and energy industries to bridge the gap between Earth science research results and the adoption of data and prediction capabilities for reliable and sustained use in Decision Support Systems (DSS). For example; these products are being used by the community performing data assimilations to regulate aerosol mass in global transport models to improve model response and forecast accuracy, to assess the performance of components of a global coupled atmospheric-ocean climate model, improve atmospheric motion vector (winds) impact on numerical weather prediction models, and to provide internet-based access to parameters specifically tailored to assist in the design of solar and wind powered renewable energy systems. These more focused applications often require Near Real-Time (NRT) products. Generating NRT products pose their own unique set challenges for the ASDC and the Science Teams. Examples of ASDC NRT products and challenges will be discussed.

Enhancing the Communication of Climate Change Science

NASA Astrophysics Data System (ADS)

Somerville, R. C.; Hassol, S. J.

2011-12-01

Climate scientists have an important role to play in the critical task of informing the public, media and policymakers. Scientists can help in publicizing and illuminating climate science. However, this task requires combining climate science expertise with advanced communication skills. For example, it is entirely possible to convey scientific information accurately without using jargon or technical concepts unfamiliar to non-scientists. However, making this translation into everyday language is a job that few scientists have been trained to do. In this talk, we give examples from our recent experience working with scientists to enhance their ability to communicate well. Our work includes providing training, technical assistance, and communications tools to climate scientists and universities, government agencies, and research centers. Our experience ranges from preparing Congressional testimony to writing major climate science reports to appearing on television. We have also aided journalists in gathering reliable scientific information and identifying trustworthy experts. Additionally, we are involved in developing resources freely available online at climatecommunication.org. These include a feature on the links between climate change and extreme weather, a climate science primer, and graphics and video explaining key developments in climate change science.

Geoengineering the Earth's Climate

DOE Office of Scientific and Technical Information (OSTI.GOV)

Google Tech Talks

2008-01-08

Emergency preparedness is generally considered to be a good thing, yet there is no plan regarding what we might do should we be faced with a climate emergency. Such an emergency could take the form of a rapid shift in precipitation patterns, a collapse of the great ice sheets, the imminent triggering of strong climate system feedbacks, or perhaps the loss of valuable ecosystems. Over the past decade, we have used climate models to investigate the potential to reverse some of the effects of greenhouse gases in the atmosphere by deflecting some incoming sunlight back to space. This would probablymore » be most cost-effectively achieved with the placement of small particles in or above the stratosphere. Our model simulations indicate that such geoengineering approaches could potentially bring our climate closer to the state is was in prior to the introduction of greenhouse gases. This talk will present much of what is known about such geoengineering approaches, and raise a range of issues likely to stimulate lively discussion. Speaker: Ken Caldeira Ken Caldeira is a scientist at the Carnegie Institution Department of Global Ecology and a Professor (by courtesy) at the Stanford University Department of Environmental and Earth System Sciences. Previously, he worked for 12 years in the Energy and Environment Directorate at the Lawrence Livermore National Laboratory (Department of Energy). His research interests include the numerical simulation of Earth's climate, carbon, and biogeochemistry; ocean acidification; climate emergency response systems; evaluating approaches to supplying environmentally-friendly energy services; ocean carbon sequestration; long-term evolution of climate and geochemical cycles; and marine biogeochemical cycles. Caldeira has a B.A. in Philosophy from Rutgers College and an M.S. and Ph.D. in Atmospheric Sciences from New York University.« less

Geoengineering the Earth's Climate

ScienceCinema

Google Tech Talks

2017-12-09

Emergency preparedness is generally considered to be a good thing, yet there is no plan regarding what we might do should we be faced with a climate emergency. Such an emergency could take the form of a rapid shift in precipitation patterns, a collapse of the great ice sheets, the imminent triggering of strong climate system feedbacks, or perhaps the loss of valuable ecosystems. Over the past decade, we have used climate models to investigate the potential to reverse some of the effects of greenhouse gases in the atmosphere by deflecting some incoming sunlight back to space. This would probably be most cost-effectively achieved with the placement of small particles in or above the stratosphere. Our model simulations indicate that such geoengineering approaches could potentially bring our climate closer to the state is was in prior to the introduction of greenhouse gases. This talk will present much of what is known about such geoengineering approaches, and raise a range of issues likely to stimulate lively discussion. Speaker: Ken Caldeira Ken Caldeira is a scientist at the Carnegie Institution Department of Global Ecology and a Professor (by courtesy) at the Stanford University Department of Environmental and Earth System Sciences. Previously, he worked for 12 years in the Energy and Environment Directorate at the Lawrence Livermore National Laboratory (Department of Energy). His research interests include the numerical simulation of Earth's climate, carbon, and biogeochemistry; ocean acidification; climate emergency response systems; evaluating approaches to supplying environmentally-friendly energy services; ocean carbon sequestration; long-term evolution of climate and geochemical cycles; and marine biogeochemical cycles. Caldeira has a B.A. in Philosophy from Rutgers College and an M.S. and Ph.D. in Atmospheric Sciences from New York University.

Welcome to NASA's Earth Science Enterprise. Version 3

NASA Technical Reports Server (NTRS)

2001-01-01

There are strong scientific indications that natural change in the Earth system is being accelerated by human intervention. As a result, planet Earth faces the possibility of rapid environmental changes that would have a profound impact on all nations. However, we do not fully understand either the short-term effects of our activities, or their long-term implications - many important scientific questions remain unanswered. The National Aeronautics and Space Administration (NASA) is working with the national and international scientific communities to establish a sound scientific basis for addressing these critical issues through research efforts coordinated under the U.S. Global Change Research Program, the International Geosphere-Biosphere Program, and the World Climate Research Program. The Earth Science Enterprise is NASA's contribution to the U.S. Global Change Research Program. NASA's Earth Science Enterprise will use space- and surface-based measurement systems to provide the scientific basis for understanding global change. The space-based components will provide a constellation of satellites to monitor the Earth from space. A major component of the Earth Science Enterprise is the Earth Observing System (EOS). The overall objective of the EOS Program is to determine the extent, causes, and regional consequences of global climate change. EOS will provide sustained space-based observations that will allow researchers to monitor climate variables over time to determine trends. A constellation of EOS satellites will acquire global data, beginning in 1998 and extending well into the 21st century.

Enhancing Famine Early Warning Systems with Improved Forecasts, Satellite Observations and Hydrologic Simulations

NASA Astrophysics Data System (ADS)

Funk, C. C.; Verdin, J.; Thiaw, W. M.; Hoell, A.; Korecha, D.; McNally, A.; Shukla, S.; Arsenault, K. R.; Magadzire, T.; Novella, N.; Peters-Lidard, C. D.; Robjohn, M.; Pomposi, C.; Galu, G.; Rowland, J.; Budde, M. E.; Landsfeld, M. F.; Harrison, L.; Davenport, F.; Husak, G. J.; Endalkachew, E.

2017-12-01

Drought early warning science, in support of famine prevention, is a rapidly advancing field that is helping to save lives and livelihoods. In 2015-2017, a series of extreme droughts afflicted Ethiopia, Southern Africa, Eastern Africa in OND and Eastern Africa in MAM, pushing more than 50 million people into severe food insecurity. Improved drought forecasts and monitoring tools, however, helped motivate and target large and effective humanitarian responses. Here we describe new science being developed by a long-established early warning system - the USAID Famine Early Warning Systems Network (FEWS NET). FEWS NET is a leading provider of early warning and analysis on food insecurity. FEWS NET research is advancing rapidly on several fronts, providing better climate forecasts and more effective drought monitoring tools that are being used to support enhanced famine early warning. We explore the philosophy and science underlying these successes, suggesting that a modal view of climate change can support enhanced seasonal prediction. Under this modal perspective, warming of the tropical oceans may interact with natural modes of variability, like the El Niño-Southern Oscillation, to enhance Indo-Pacific sea surface temperature gradients during both El Niño and La Niña-like climate states. Using empirical data and climate change simulations, we suggest that a sequence of droughts may commence in northern Ethiopia and Southern Africa with the advent of a moderate-to-strong El Niño, and then continue with La Niña/West Pacific related droughts in equatorial eastern East Africa. Scientifically, we show that a new hybrid statistical-dynamic precipitation forecast system, the FEWS NET Integrated Forecast System (FIFS), based on reformulations of the Global Ensemble Forecast System weather forecasts and National Multi-Model Ensemble (NMME) seasonal climate predictions, can effectively anticipate recent East and Southern African drought events. Using cross-validation, we evaluate FIFS' skill and compare it to the NMME and the International Research Institute forecasts. Our study concludes with an overview of the satellite observations provided by FEWS NET partners at NOAA, NASA, USGS, and UC Santa Barbara, and the assimilation of these products within the FEWS NET Land Data Assimilation System (FLDAS).

NCSE's 15th National Conference and Global Forum on Science, Policy, and the Environment: Energy and Climate Change, Final Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Levine, Ellen

The National Council for Science and the Environment (NCSE) held its 15th National Conference and Global Forum on Science, Policy and the Environment: Energy and Climate Change, on January 27-29, 2015, at the Hyatt Regency Hotel, Crystal City, VA. The National Conference: Energy and Climate Change developed and advanced partnerships that focused on transitioning the world to a new “low carbon” and “climate resilient” energy system. It emphasized advancing research and technology, putting ideas into action, and moving forward on policy and practice. More than 900 participants from the scientific research, policy and governance, business and civil society, and educationmore » communities attended. The Conference was organized around four themes: (1) a new energy system (including energy infrastructure, technologies and efficiencies, changes in distribution of energy sources, and low carbon transportation); (2) energy, climate and sustainable development; (3) financing and markets; and (4) achieving progress (including ideas for the 21st Conference of Parties to the United Nations Framework Convention on Climate Change). The program featured six keynote presentations, six plenary sessions, 41 symposia and 20 workshops. Conference participants were involved in the 20 workshops, each on a specific energy and climate-related issue. The workshops were designed as interactive sessions, with each workshop generating 10-12 recommendations on the topic. The recommendations were prepared in the final conference report, were disseminated nationally, and continue to be available for public use. The conference also featured an exhibition and poster sessions. The National Conference on Energy and Climate Change addressed a wide range of issues specific to the U.S. Department of Energy’s programs; involved DOE’s scientists and program managers in sessions and workshops; and reached out to a broad array of DOE stakeholders.« less

Maritime Archaeology and Climate Change: An Invitation

NASA Astrophysics Data System (ADS)

Wright, Jeneva

2016-12-01

Maritime archaeology has a tremendous capacity to engage with climate change science. The field is uniquely positioned to support climate change research and the understanding of past human adaptations to climate change. Maritime archaeological data can inform on environmental shifts and submerged sites can serve as an important avenue for public outreach by mobilizing public interest and action towards understanding the impacts of climate change. Despite these opportunities, maritime archaeologists have not fully developed a role within climate change science and policy. Moreover, submerged site vulnerabilities stemming from climate change impacts are not yet well understood. This article discusses potential climate change threats to maritime archaeological resources, the challenges confronting cultural resource managers, and the contributions maritime archaeology can offer to climate change science. Maritime archaeology's ability to both support and benefit from climate change science argues its relevant and valuable place in the global climate change dialogue, but also reveals the necessity for our heightened engagement.

Dealing with uncertainty: Response-resilient climate change mitigation polices for long-lived and short-lived climate pollutants

NASA Astrophysics Data System (ADS)

Millar, R.; Boneham, J.; Hepburn, C.; Allen, M. R.

2015-12-01

Climate change solutions are subject to many inherent uncertainties. One of the most important is the uncertainty over the magnitude of the physical response of the climate system to external forcing. The risk of extremely large responses to forcing, so called "fat-tail" outcomes, cannot be ruled out from the latest science and offer profound challenges when creating policies that aim to meet a specific target of global temperature change. This study offers examples of how mitigation policies can be made resilient to this uncertainty in the physical climate response via indexing policies against an attributable anthropogenic warming index (the magnitude of the observed global mean warming that is can be traced to human activities), the AWI, instead of against time directly. We show that indexing policy measures that influence the total stock of carbon in the atmosphere (such as the fraction of extracted carbon sequestered) against the AWI can largely eliminate the risk of missing the specified warming goal due to unexpectedly large climate responses as well as the risk of costly over-mitigation if the physical response turned out to be lower than expected. We offer further examples of how this methodology can be expanded to include short-lived climate pollutants as well as long-lived carbon dioxide. Indexing policies against the AWI can have important consequences for the actions of governments acting to design national climate mitigation policies as well as private sector investors looking to incentivise the transition to a climate-stable economy. We conclude with some thoughts on how these indexes can help focus attention on the long-term perspective that is consistent with the conclusions of the latest climate science on what is required to ultimately stabilise the global climate system.

Science and Systems in Support of Multi-hazard Early Warnings and Decisions

NASA Astrophysics Data System (ADS)

Pulwarty, R. S.

2015-12-01

The demand for improved climate knowledge and information is well documented. As noted in the IPCC (SREX, AR5), the UNISDR Global Assessment Reports and other assessments, this demand has increased pressure for information to support planning under changing rates and emergence of multiple hazards including climate extremes (drought, heat waves, floods). "Decision support" is now a popular term in the climate applications research community. While existing decision support activities can be identified in many disparate settings (e.g. federal, academic, private), the challenge of changing environments (coupled physical and social) is actually one of crafting implementation strategies for improving decision quality (not just meeting "user needs"). This includes overcoming weaknesses in co-production models, moving beyond DSSs as simply "software", coordinating innovation mapping and diffusion, and providing fora and gaming tools to identify common interests and differences in the way risks are perceived and managed among the affected groups. We outline the development and evolution of multi-hazard early warning systems in the United States and elsewhere, focusing on climate-related hazards. In particular, the presentation will focus on the climate science and information needed for (1) improved monitoring and modeling, (2) generating risk profiles, (3) developing information systems and scenarios for critical thresholds, (4) the net benefits of using new information (5) characterizing and bridging the "last mile" in the context of longer-term risk management.

Earth Observing System: Science Objectives and Challenges

NASA Technical Reports Server (NTRS)

King, Michael D.

1998-01-01

The Earth Observing System (EOS) is a space-based observing system comprised of a series of satellite sensors by which scientists can monitor the Earth, a Data and Information System (EOSDIS) enabling researchers worldwide to access the satellite data, and an interdisciplinary science research program to interpret the satellite data. In this presentation I will describe the key areas of scientific uncertainty in understanding climate and global change, and follow that with a description of the EOS goals, objectives, and scientific research elements that comprise the program (instrument science teams and interdisciplinary investigations). Finally, I will describe how scientists and policy makers intend to use EOS data to improve our understanding of key global change uncertainties, such as: (i) clouds and radiation, including fossil fuel and natural emissions of sulfate aerosol and its potential impact on cloud feedback, (ii) man's impact on ozone depletion, with examples of ClO and O3 obtained from the UARS satellite during the Austral Spring, and (iii) volcanic eruptions and their impact on climate, with examples from the eruption of Mt. Pinatubo.

Climate Change: The Physical Basis and Latest Results

ScienceCinema

Stocker, Thomas

2018-05-18

The 2007 Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) concludes: "Warming in the climate system is unequivocal." Without the contribution of Physics to climate science over many decades, such a statement would not have been possible. Experimental physics enables us to read climate archives such as polar ice cores and so provides the context for the current changes. For example, today the concentration of CO2 in the atmosphere, the second most important greenhouse gas, is 28% higher than any time during the last 800,000 years. Classical fluid mechanics and numerical mathematics are the basis of climate models from which estimates of future climate change are obtained. But major instabilities and surprises in the Earth System are still unknown. These are also to be considered when the climatic consequences of proposals for geo-engineering are estimated. Only Physics will permit us to further improve our understanding in order to provide the foundation for policy decisions facing the global climate change challenge.

Empowering High School Students in Scientific Careers: Developing Statewide Partnerships

NASA Astrophysics Data System (ADS)

Aguilar, C.; Swartz, D.

2008-05-01

Center for Multiscale Modeling of Atmospheric Processes (CMMAP) is a National Science Foundation Science and Technology Center focused on improving the representation of cloud processes in climate models. The Center is divided into three sections including Knowledge Transfer, Research, and Education and Diversity. The Science Education and Diversity mission is to educate and train people with diverse backgrounds in Climate and Earth System Science by enhancing teaching and learning and disseminating science results through multiple media. CMMAP is partnering with two local school districts to host an annual global climate conferences for high school students. The 2008 Colorado Global Climate Conference seeks "To educate students on global and local climate issues and empower them to se their knowledge." The conference is sponsored by CMMAP, The Governor's Energy Office, Poudre School District, Thompson School District, Clif Bar, and Ben and Jerry's Scoop Shop of Fort Collins. The conference seeks to inspire students to pursue future education and careers in science fields. Following an opening welcome from the Governor's Energy Office, Keynote Piers Sellers will discuss his experiences as an atmospheric scientist and NASA astronaut. Students will then attend 3 out of 16 breakout sessions including such sessions as "Hot poems, Cool Paintings, and the treasures of Antiquity of Climate Change", "Mitigation vs Adaptation", "Bigfoot Walks(What Size is our carbon footprint?)" "The Wedges: Reduc ing Carbon Emissions", and "We the People: Climate and Culture of Climate Change" to name a few. Using The Governor's High School Conference on the Environment sponsored by the Wisconsin Center for Environmental Education as a model we are developing statewide partnerships to bring high school students together to look at global climate issues that will impact their future and of which they can be part of the solution through their education and career paths. In addition to attending breakout sessions, students will participate in a Learning Fair where over 100 demonstrations and hands on experiments will be available from everything to "Making a Cloud in a Bottle" to "Making a Difference One Tea Bag at a Time." Students will also bring a poster to showcase their accomplishments in their own schools. The target audience is 400 high school students from across the state of Colorado, specifically targeting underserved populations such as students from rural areas, minority populations and students that are eligible for free and reduced lunch.

Progress in Earth System Modeling since the ENIAC Calculation

NASA Astrophysics Data System (ADS)

Fung, I.

2009-05-01

The success of the first numerical weather prediction experiment on the ENIAC computer in 1950 was hinged on the expansion of the meteorological observing network, which led to theoretical advances in atmospheric dynamics and subsequently the implementation of the simplified equations on the computer. This paper briefly reviews the progress in Earth System Modeling and climate observations, and suggests a strategy to sustain and expand the observations needed to advance climate science and prediction.

Deterministic or Probabilistic - Robustness or Resilience: How to Respond to Climate Change?

NASA Astrophysics Data System (ADS)

Plag, H.; Earnest, D.; Jules-Plag, S.

2013-12-01

Our response to climate change is dominated by a deterministic approach that emphasizes the interaction between only the natural and the built environment. But in the non-ergodic world of unprecedented climate change, social factors drive recovery from unforeseen Black Swans much more than natural or built ones. Particularly the sea level rise discussion focuses on deterministic predictions, accounting for uncertainties in major driving processes with a set of forcing scenarios and public deliberations on which of the plausible trajectories is most likely. Science focuses on the prediction of future climate change, and policies focus on mitigation of both climate change itself and its impacts. The deterministic approach is based on two basic assumptions: 1) Climate change is an ergodic process; 2) The urban coast is a robust system. Evidence suggests that these assumptions may not hold. Anthropogenic changes are pushing key parameters of the climate system outside of the natural range of variability from the last 1 Million years, creating the potential for environmental Black Swans. A probabilistic approach allows for non-ergodic processes and focuses more on resilience, hence does not depend on the two assumptions. Recent experience with hurricanes revealed threshold limitations of the built environment of the urban coast, which, once exceeded, brought to the forefront the importance of the social fabric and social networking in evaluating resilience. Resilience strongly depends on social capital, and building social capital that can create resilience must be a key element in our response to climate change. Although social capital cannot mitigate hazards, social scientists have found that communities rich in strong norms of cooperation recover more quickly than communities without social capital. There is growing evidence that the built environment can affect the social capital of a community, for example public health and perceptions of public safety. This suggests an intriguing hypothesis: disaster risk reduction programs need to account for whether they also facilitate the public trust, cooperation, and communication needed to recover from a disaster. Our work in the Hampton Roads area, where the probability of hazardous flooding and inundation events exceeding the thresholds of the infrastructure is high, suggests that to facilitate the paradigm shift from the deterministic to a probabilistic approach, natural sciences have to focus on hazard probabilities, while engineering and social sciences have to work together to understand how interactions of the built and social environments impact robustness and resilience. The current science-policy relationship needs to be augmented by social structures that can learn from previous unexpected events. In this response to climate change, science does not have the primary goal to reduce uncertainties and prediction errors, but rather to develop processes that can utilize uncertainties and surprises to increase robustness, strengthen resilience, and reduce fragility of the social systems during times when infrastructure fails.

Quantitative Metrics for Provenance in the Global Change Information System

NASA Astrophysics Data System (ADS)

Sherman, R. A.; Tipton, K.; Elamparuthy, A.

2017-12-01

The Global Change Information System (GCIS) is an open-source web-based resource to provide traceable provenance for government climate information, particularly the National Climate Assessment and other climate science reports from the U.S. Global Change Research Program. Since 2014, GCIS has been adding and updating information and linking records to make the system as complete as possible for the key reports. Our total count of records has grown to well over 20,000, but until recently there hasn't been an easy way to measure how well all those records were serving the mission of providing provenance. The GCIS team has recently established quantitative measures of whether each record has sufficient metadata and linkages to be useful for users of our featured climate reports. We will describe our metrics and show how they can be used to guide future development of GCIS and aid users of government climate data.

Benchmark Comparison of Dual- and Quad-Core Processor Linux Clusters with Two Global Climate Modeling Workloads

NASA Technical Reports Server (NTRS)

McGalliard, James

2008-01-01

This viewgraph presentation details the science and systems environments that NASA High End computing program serves. Included is a discussion of the workload that is involved in the processing for the Global Climate Modeling. The Goddard Earth Observing System Model, Version 5 (GEOS-5) is a system of models integrated using the Earth System Modeling Framework (ESMF). The GEOS-5 system was used for the Benchmark tests, and the results of the tests are shown and discussed. Tests were also run for the Cubed Sphere system, results for these test are also shown.

Regional climate enterprises in the south central U.S.: Crossover relationships to maximize user engagement effectiveness

USDA-ARS?s Scientific Manuscript database

Several Federal agencies have recently established regional enterprises that provide climate science and services. These include DOI’s Climate Science Centers (CSCs), USDA’s Regional Climate Hubs (Hubs), DOI’s Landscape Conservation Cooperatives (LCCs), and NOAA’s Regional Integrated Sciences and As...

Introduction to Building Systems Performance: Houses That Work II; Period of Performance: January 2003--December 2003

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2004-04-01

Buildings should be suited to their environments. Design and construction must be responsive to varying seismic risks, wind loads, and snow loads, as well as soil conditions, frost depth, orientation, and solar radiation. In addition, building envelopes and mechanical systems should be designed for a specific hygro-thermal regions, rain exposure, and interior climate. The Building Science Consortium (BSC) design recommendations are based on the hygro-thermal regions with reference to the annual rainfall. Local climate must be addressed if it differs significantly from the climate described for a particular design.

NASA's Modern Era Retrospective-Analysis for Research and Applications (MERRA): Early Results and Future Directions

NASA Technical Reports Server (NTRS)

Schubert, Siegfried

2008-01-01

This talk will review the status and progress of the NASA/Global Modeling and Assimilation Office (GMAO) atmospheric global reanalysis project called the Modern Era Retrospective-Analysis for Research and Applications (MERRA). An overview of NASA's emerging capabilities for assimilating a variety of other Earth Science observations of the land, ocean, and atmospheric constituents will also be presented. MERRA supports NASA Earth science by synthesizing the current suite of research satellite observations in a climate data context (covering the period 1979-present), and by providing the science and applications communities with of a broad range of weather and climate data with an emphasis on improved estimates of the hydrological cycle. MERRA is based on a major new version of the Goddard Earth Observing System Data Assimilation System (GEOS-5), that includes the Earth System Modeling Framework (ESMF)-based GEOS-5 atmospheric general circulation model and the new NOAA National Centers for Environmental Prediction (NCEP) unified grid-point statistical interpolation (GST) analysis scheme developed as a collaborative effort between NCEP and the GMAO. In addition to MERRA, the GMAO is developing new capabilities in aerosol and constituent assimilation, ocean, ocean biology, and land surface assimilation. This includes the development of an assimilation capability for tropospheric air quality monitoring and prediction, the development of a carbon-cycle modeling and assimilation system, and an ocean data assimilation system for use in coupled short-term climate forecasting.

Development and Validation of the ACSI: Measuring Students' Science Attitudes, Pro-Environmental Behaviour, Climate Change Attitudes and Knowledge

ERIC Educational Resources Information Center

Dijkstra, E. M.; Goedhart, M. J.

2012-01-01

This article describes the development and validation of the Attitudes towards Climate Change and Science Instrument. This 63-item questionnaire measures students' pro-environmental behaviour, their climate change knowledge and their attitudes towards school science, societal implications of science, scientists, a career in science and the urgency…

The climate change consensus extends beyond climate scientists

NASA Astrophysics Data System (ADS)

Carlton, J. S.; Perry-Hill, Rebecca; Huber, Matthew; Prokopy, Linda S.

2015-09-01

The existence of anthropogenic climate change remains a public controversy despite the consensus among climate scientists. The controversy may be fed by the existence of scientists from other disciplines publicly casting doubt on the validity of climate science. The extent to which non-climate scientists are skeptical of climate science has not been studied via direct survey. Here we report on a survey of biophysical scientists across disciplines at universities in the Big 10 Conference. Most respondents (93.6%) believe that mean temperatures have risen and most (91.9%) believe in an anthropogenic contribution to rising temperatures. Respondents strongly believe that climate science is credible (mean credibility score 6.67/7). Those who disagree about climate change disagree over basic facts (e.g., the effects of CO2 on climate) and have different cultural and political values. These results suggest that scientists who are climate change skeptics are outliers and that the majority of scientists surveyed believe in anthropogenic climate change and that climate science is credible and mature.

A Way Forward: Cooperative Solutions to Our Climate Challenges

NASA Astrophysics Data System (ADS)

Little, L. J.; Byrne, J. M.

2014-12-01

Solving the global climate crisis is a multidisciplinary challenge. The world is seeking solutions to climate change. The climate research and education community must move beyond the realm of debating the science - we MUST provide the solutions. The research community understands the science and many of the solutions very well. This project will address the specifics of solutions involving social, political and science disciplines. The content is targeted to multidisciplinary education at the senior undergraduate and graduate levels in universities and colleges. Humanity has already changed the climate and current greenhouse gas emission (GHG) projections indicate our world will warm 2-6° C within a young person's lifetime. We must coordinate societal mitigation and adaptation policies, programs and technology transformations. There is now a dramatic need for many, many highly trained multidisciplinary climate change solutions professionals that understand the complexities of the challenges and can work through the social, political and science tribulations needed to sustain communities around the world. This proposed education project: Provides an introduction to the social, political, technical, health and well-being challenges of climate change; Defines and describes the unprecedented changes to personal and community lifestyle, and consumption of energy and other resources; Examines ways and means for rapid transition of energy systems from fossil fuels to clean renewable technologies. Evaluates redevelopment of our infrastructure to withstand increasing weather extremes; Inventories possible abandonment and/or protection of infrastructure that cannot be redeveloped or reworked, particularly with respect to coastal zones where substantial populations currently live. We propose an online living textbook project. Chapter contributions will be invited from outstanding solutions research professionals from around the world. The online presence is the best means to facilitate a multimedia presentation of the core content of the proposed text.

Using Models to Understand Sea Level Rise

ERIC Educational Resources Information Center

Barth-Cohen, Lauren; Medina, Edwing

2017-01-01

Important science phenomena--such as atomic structure, evolution, and climate change--are often hard to observe directly. That's why an important scientific practice is to use scientific models to represent one's current understanding of a system. Using models has been included as an essential science and engineering practice in the "Next…

Climate Change Accuracy: Requirements and Economic Value

NASA Astrophysics Data System (ADS)

Wielicki, B. A.; Cooke, R.; Mlynczak, M. G.; Lukashin, C.; Thome, K. J.; Baize, R. R.

2014-12-01

Higher than normal accuracy is required to rigorously observe decadal climate change. But what level is needed? How can this be quantified? This presentation will summarize a new more rigorous and quantitative approach to determining the required accuracy for climate change observations (Wielicki et al., 2013, BAMS). Most current global satellite observations cannot meet this accuracy level. A proposed new satellite mission to resolve this challenge is CLARREO (Climate Absolute Radiance and Refractivity Observatory). CLARREO is designed to achieve advances of a factor of 10 for reflected solar spectra and a factor of 3 to 5 for thermal infrared spectra (Wielicki et al., Oct. 2013 BAMS). The CLARREO spectrometers are designed to serve as SI traceable benchmarks for the Global Satellite Intercalibration System (GSICS) and to greatly improve the utility of a wide range of LEO and GEO infrared and reflected solar passive satellite sensors for climate change observations (e.g. CERES, MODIS, VIIIRS, CrIS, IASI, Landsat, SPOT, etc). Providing more accurate decadal change trends can in turn lead to more rapid narrowing of key climate science uncertainties such as cloud feedback and climate sensitivity. A study has been carried out to quantify the economic benefits of such an advance as part of a rigorous and complete climate observing system. The study concludes that the economic value is $12 Trillion U.S. dollars in Net Present Value for a nominal discount rate of 3% (Cooke et al. 2013, J. Env. Sys. Dec.). A brief summary of these two studies and their implications for the future of climate science will be presented.

SLICEIT and TAHMO Partnerships: Students Local and International Collaboration for Climate and Environmental Monitoring, Technology Development, Education, Adaptation and Mitigation

NASA Astrophysics Data System (ADS)

Aishlin, P. S.; Selker, J. S.

2015-12-01

Climate change understanding and impacts vary by community, yet the global nature of climate change requires international collaboration to address education, monitoring, adaptation and mitigation needs. We propose that effective climate change monitoring and education can be accomplished via student-led local and international community partnerships. By empowering students as community leaders in climate-environmental monitoring and education, as well as exploration of adaptation/mitigation needs, well-informed communities and young leadership are developed to support climate change science moving forward. Piloted 2013-2015, the SLICEIT1 program partnered with TAHMO2 to connect student leaders in North America, Europe and Africa. At the international level, schools in the U.S.A and Netherlands were partnered with schools in Ghana, Kenya, and Uganda for science and cultural exchange. Each school was equipped with a climate or other environmental sensing system, real-time data publication and curricula for both formal and informal science, technology, engineering and math education and skill development. African counterparts in TAHMO's School-2-School program collect critically important data for enhanced on-the-ground monitoring of weather conditions in data-scarce regions of Africa. In Idaho, student designed, constructed and installed weather stations provide real time data for classroom and community use. Student-designed formal educational activities are disseminated to project partners, increasing hands-on technology education and peer-based learning. At the local level, schools are partnered with a local agency, research institute, nonprofit organization, industry and/or community partner that supplies a climate science expert mentor to SLICEIT program leaders and teachers. Mentor engagement is facilitated and secured by program components that directly benefit the mentor's organization and local community via climate/environment monitoring, student workforce skill development, community education, and/or adaptation/mitigation activities. Students are motivated by advanced real-world skill development, leadership opportunity, internship, community service and opportunity for international peer communication.

Reducing Our Carbon Footprint: Frontiers in Climate Forecasting (LBNL Science at the Theater)

ScienceCinema

Collins, Bill [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

2018-06-07

Bill Collins directs Berkeley Lab's research dedicated to atmospheric and climate science. Previously, he headed the development of one of the leading climate models used in international studies of global warming. His work has confirmed that man-made greenhouse gases are probably the main culprits of recent warming and future warming poses very real challenges for the environment and society. A lead author of the most recent assessment of the science of climate change by the United Nations' Intergovernmental Panel on Climate Change, Collins wants to create a new kind of climate model, one that will integrate cutting-edge climate science with accurate predictions people can use to plan their lives

WATER SPOTTERS: Water, energy, isotopes and experiential learning in the Colorado Front Range

NASA Astrophysics Data System (ADS)

Noone, D. C.; Berkelhammer, M. B.; Raudzens Bailey, A.; Buhr, S. M.; Smith, L. K.

2011-12-01

Providing students with tangible examples of the two-way interaction between human society and the climate system is a pressing challenge. Water is at the core of many issues in environmental change from local to global scales. In climate research, there are significant uncertainties in the role water plays in the climate system. "Water" can also act as a central theme that provides opportunities for science education at all levels. WATER SPOTTERS takes advantage of the prominent agricultural landscape of the region, which is a poignant example of how society influences the climate through irrigation, evaporation/transpiration and run-off and whose productivity is influenced by the climate system. Both natural grasslands and alpine ecosystems in the surrounding regions serve as examples of the native landscape. The centerpiece of this project is a 300m tower that is fully implemented with gas sampling lines and micrometeorological equipment to study the energy and water budgets of the region. Middle Schools that surround this site, many of which exist in visual contact with the tall tower, are provided with meteorological stations, which provide rainfall rates, temperature, humidity and radiation data. In coordination with the St Vrain Valley School District MESA (Math Engineering Science Achievement) program, students collect rain water samples that are analyzed and used as a core component of the research goals. The students use the weather stations as a way to directly explore their local climatology and provide data that is needed in research. We present an overview of the curriculum goals and associated physical infrastructure designed for middle school students in the Colorado Front Range to explore their local water cycle using water isotopes. The fixed infrastructure at the schools and tall tower are supplemented by mobile instruments such as an automated precipitation collector and snowflake photography system, which both fulfill science needs and provide opportunities for experiential learning.

Inspiring Inquiry: Scientists, science teachers, and GK-12 students learning climate science together

NASA Astrophysics Data System (ADS)

Stwertka, C.; Blonquist, J.; Feener, D.

2010-12-01

A major communication gap exists between climate scientists, educators, and society. As a result, findings from climate research, potential implications of climate change, and possible mitigation strategies are not fully understood and accepted outside of the climate science community. A good way to begin bridging the gap is to teach climate science to students in public schools. TGLL (Think Globally, Learn Locally) is an NSF GK-12 program based at the University of Utah, which partners graduate students in the biological, geological and atmospheric sciences with middle and high school teachers in the Salt Lake City School District to improve the communication skills of Fellows and enhance inquiry-based science teaching and learning in the classroom. Each TGLL Fellow works in the same classroom(s) throughout the year, developing his or her scientific communication skills while providing teachers with content knowledge, resources, classroom support, and enhancing the experience of students such that science becomes an interesting and accessible tool for acquiring knowledge. The TGLL Fellows work closely as a group to develop inquiry-based teaching modules (a series of lessons) and a field trip that involve students in doing authentic science. Lessons are designed to apply national and Utah core curriculum concepts to broader scientific issues such as habitat alteration, pollution and disturbance, invasive species, and infectious disease, with the focus of the 2010-2011 school year being climate change. The TGLL Global Climate Change module contains lesson plans on climate temporal and spatial scales, temperature variation, energy balance, the carbon cycle, the greenhouse effect, climate feedback loops, anthropogenic climate change indicators, climate change consequences and impacts, and actions students can take to reduce greenhouse gas emissions. The capstone experience for the module is a “Backyard Climate Change” field trip to a local pristine canyon. Students will map and measure the carbon dioxide flux of various ecosystem components, measure the albedo of various surfaces, learn about micro-scale climates and atmospheric pollen transport, measure water and air quality, and observe habitat alteration. Through the module and fieldtrip, TGLL Fellows aim to build student and teacher knowledge about climate change and create lasting projects that are adapted into the core science curriculum.

A Hybrid Evaluation System Framework (Shell & Web) with Standardized Access to Climate Model Data and Verification Tools for a Clear Climate Science Infrastructure on Big Data High Performance Computers

NASA Astrophysics Data System (ADS)

Kadow, C.; Illing, S.; Kunst, O.; Cubasch, U.

2014-12-01

The project 'Integrated Data and Evaluation System for Decadal Scale Prediction' (INTEGRATION) as part of the German decadal prediction project MiKlip develops a central evaluation system. The fully operational hybrid features a HPC shell access and an user friendly web-interface. It employs one common system with a variety of verification tools and validation data from different projects in- and outside of MiKlip. The evaluation system is located at the German Climate Computing Centre (DKRZ) and has direct access to the bulk of its ESGF node including millions of climate model data sets, e.g. from CMIP5 and CORDEX. The database is organized by the international CMOR standard using the meta information of the self-describing model, reanalysis and observational data sets. Apache Solr is used for indexing the different data projects into one common search environment. This implemented meta data system with its advanced but easy to handle search tool supports users, developers and their tools to retrieve the required information. A generic application programming interface (API) allows scientific developers to connect their analysis tools with the evaluation system independently of the programming language used. Users of the evaluation techniques benefit from the common interface of the evaluation system without any need to understand the different scripting languages. Facilitating the provision and usage of tools and climate data increases automatically the number of scientists working with the data sets and identify discrepancies. Additionally, the history and configuration sub-system stores every analysis performed with the evaluation system in a MySQL database. Configurations and results of the tools can be shared among scientists via shell or web-system. Therefore, plugged-in tools gain automatically from transparency and reproducibility. Furthermore, when configurations match while starting a evaluation tool, the system suggests to use results already produced by other users-saving CPU time, I/O and disk space. This study presents the different techniques and advantages of such a hybrid evaluation system making use of a Big Data HPC in climate science. website: www-miklip.dkrz.de visitor-login: guest password: miklip

A Hybrid Evaluation System Framework (Shell & Web) with Standardized Access to Climate Model Data and Verification Tools for a Clear Climate Science Infrastructure on Big Data High Performance Computers

NASA Astrophysics Data System (ADS)

Kadow, Christopher; Illing, Sebastian; Kunst, Oliver; Ulbrich, Uwe; Cubasch, Ulrich

2015-04-01

The project 'Integrated Data and Evaluation System for Decadal Scale Prediction' (INTEGRATION) as part of the German decadal prediction project MiKlip develops a central evaluation system. The fully operational hybrid features a HPC shell access and an user friendly web-interface. It employs one common system with a variety of verification tools and validation data from different projects in- and outside of MiKlip. The evaluation system is located at the German Climate Computing Centre (DKRZ) and has direct access to the bulk of its ESGF node including millions of climate model data sets, e.g. from CMIP5 and CORDEX. The database is organized by the international CMOR standard using the meta information of the self-describing model, reanalysis and observational data sets. Apache Solr is used for indexing the different data projects into one common search environment. This implemented meta data system with its advanced but easy to handle search tool supports users, developers and their tools to retrieve the required information. A generic application programming interface (API) allows scientific developers to connect their analysis tools with the evaluation system independently of the programming language used. Users of the evaluation techniques benefit from the common interface of the evaluation system without any need to understand the different scripting languages. Facilitating the provision and usage of tools and climate data increases automatically the number of scientists working with the data sets and identify discrepancies. Additionally, the history and configuration sub-system stores every analysis performed with the evaluation system in a MySQL database. Configurations and results of the tools can be shared among scientists via shell or web-system. Therefore, plugged-in tools gain automatically from transparency and reproducibility. Furthermore, when configurations match while starting a evaluation tool, the system suggests to use results already produced by other users-saving CPU time, I/O and disk space. This study presents the different techniques and advantages of such a hybrid evaluation system making use of a Big Data HPC in climate science. website: www-miklip.dkrz.de visitor-login: click on "Guest"

Infusing Climate and Energy Literacy Throughout the Curriculum: Challenges and Opportunities

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.

2012-12-01

Climate change and human activities, particularly fossil fuel energy consumption-- both related and crosscutting concepts vital to addressing 21st century societal challenges-- are largely missing from traditional science education curriculum and standards. Whether due to deliberate misinformation, efforts to "teach the controversy", lack of teacher training and professional development or availability of engaging resources, students have for decades graduated from high school and even college without learning the basics of how human activities, particularly our reliance on fossil fuels, impact the environment in general and climate system in particular. The Climate Literacy, Energy Literacy and related frameworks and curriculum, as well as the Next Generation Science Standards (NGSS) and other innovative initiatives, provide new tools for educators and learners that hold strong potential for helping infuse these important topics across the curriculum and thereby better prepare society to minimize human impacts on the planet and prepare for changes that are already well underway.

Preparing the Way for New Policy Regarding Adaptation of US Electricity Infrastructure to Climate Change

DOE Office of Scientific and Technical Information (OSTI.GOV)

Allen, Melissa R

2013-10-01

The following pages represent the status of policy regarding adaptation of the electric grid to climate change and proposed directions for new policy development. While strides are being made to understand the current climate and to predict hazards it may present to human systems, both the science and the policy remain at present in an analytical state. The policy proposed in this document involves first continued computational modeling of outcomes which will produce a portfolio of options to be considered in light of specific region-related risks. It is proposed that the modeling continue not only until reasonable policy at variousmore » levels of jurisdiction can be derived from its outcome but also on a continuing basis so that as improvements in the understanding of the state and trajectory of climate science along with advancements in technology arise, they can be incorporated into an appropriate and evolving policy.« less

An Interdisciplinary Module on Regulating Carbon Emissions to Mitigate Climate Change

NASA Astrophysics Data System (ADS)

Penny, S.; Sethi, G.; Smyth, R.; Leibensperger, E. M.; Gervich, C.; Batur, P.

2016-12-01

The dynamics of the unfolding carbon regulatory process presents a unique and timely opportunity to teach students about the grand challenge brought by climate change and the importance of systems thinking and interdisciplinary problem solving. In this poster, we summarize our recently developed 4-week activity-based class module "Regulating Carbon Emissions to Mitigate Climate Change," which we have developed as part of the InTeGrate ("Interdisciplinary Teaching about Earth for a Sustainable Future") program. These materials are suitable for introductory non-majors, environmental sciences majors, and political science majors, and we have formally piloted in each of these settings. This module is truly interdisciplinary and spans topics such as the Supreme Court ruling in Massachusetts v. EPA, costs and benefits of carbon abatement, and climate sensitivity. We discuss the unique challenges (and rewards!) that we experienced teaching materials entirely outside one's expertise.

Countering Climate Confusion in the Classroom: New Methods and Initiatives

NASA Astrophysics Data System (ADS)

McCaffrey, M.; Berbeco, M.; Reid, A. H.

2014-12-01

Politicians and ideologues blocking climate education through legislative manipulation. Free marketeers promoting the teaching of doubt and controversy to head off regulation. Education standards and curricula that skim over, omit, or misrepresent the causes, effects, risks and possible responses to climate change. Teachers who unknowingly foster confusion by presenting "both sides" of a phony scientific controversy. All of these contribute to dramatic differences in the quality and quantity of climate education received by U.S. students. Most U.S. adults and teens fail basic quizzes on energy and climate basics, in large part, because climate science has never been fully accepted as a vital component of a 21st-century science education. Often skipped or skimmed over, human contributions to climate change are sometimes taught as controversy or through debate, perpetuating a climate of confusion in many classrooms. This paper will review recent history of opposition to climate science education, and explore initial findings from a new survey of science teachers on whether, where and how climate change is being taught. It will highlight emerging effective pedagogical practices identified in McCaffrey's Climate Smart & Energy Wise, including the role of new initiatives such as the Next Generation Science Standards and Green Schools, and detail efforts of the Science League of America in countering denial and doubt so that educators can teach consistently and confidently about climate change.

Climate Informatics: Accelerating Discovering in Climate Science with Machine Learning

NASA Technical Reports Server (NTRS)

Monteleoni, Claire; Schmidt, Gavin A.; McQuade, Scott

2014-01-01

The goal of climate informatics, an emerging discipline, is to inspire collaboration between climate scientists and data scientists, in order to develop tools to analyze complex and ever-growing amounts of observed and simulated climate data, and thereby bridge the gap between data and understanding. Here, recent climate informatics work is presented, along with details of some of the field's remaining challenges. Given the impact of climate change, understanding the climate system is an international priority. The goal of climate informatics is to inspire collaboration between climate scientists and data scientists, in order to develop tools to analyze complex and ever-growing amounts of observed and simulated climate data, and thereby bridge the gap between data and understanding. Here, recent climate informatics work is presented, along with details of some of the remaining challenges.

Concept Mapping to Assess Learning and Understanding of Complexity in Courses on Global Climate Change

NASA Astrophysics Data System (ADS)

Rebich-Hespanha, S.; Gautier, C.

2010-12-01

The complex nature of climate change science poses special challenges for educators wishing to broaden and deepen student understanding of the climate system and its sensitivity to and impacts upon human activity. Learners have prior knowledge that may limit their perception and processing of the multiple relationships between processes (e.g., feedbacks) that arise in global change science, and these existing mental models serve as the scaffold for all future learning. Because adoption of complex scientific concepts is not likely if instruction includes presentation of information or concepts that are not compatible with the learners’ prior knowledge, providing effective instruction on this complex topic requires learning opportunities that are anchored upon an evaluation of the limitations and inaccuracies of the learners’ existing understandings of the climate system. The formative evaluation that serves as the basis for planning such instruction can also be useful as a baseline against which to evaluate subsequent learning. We will present concept-mapping activities that we have used to assess students’ knowledge and understanding about global climate change in courses that utilized multiple assessment methods including presentations, writings, discussions, and concept maps. The courses in which these activities were completed use a variety of instructional approaches (including standard lectures and lab assignments and a mock summit) to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. Two instances of concept map assessment will be presented: one focused on evaluating student understanding of the major components of the climate system and their interconnections, and the other focused on student understanding of the connections between climate change and the global food system. We will discuss how concept mapping can be used to demonstrate evidence of learning and conceptual change, and also how it can be used to provide information about gaps in knowledge and misconceptions students have about the topic.

Predictors of trust in the general science and climate science research of US federal agencies.

PubMed

Myers, Teresa A; Kotcher, John; Stenhouse, Neil; Anderson, Ashley A; Maibach, Edward; Beall, Lindsey; Leiserowitz, Anthony

2017-10-01

In this article, we focus on a key strategic objective of scientific organizations: maintaining the trust of the public. Using data from a nationally representative survey of American adults ( n = 1510), we assess the extent to which demographic factors and political ideology are associated with citizens' trust in general science and climate science research conducted by US federal agencies. Finally, we test whether priming individuals to first consider agencies' general science research influences trust in their climate science research, and vice versa. We found that federal agencies' general science research is more trusted than their climate science research-although a large minority of respondents did not have an opinion-and that political ideology has a strong influence on public trust in federal scientific research. We also found that priming participants to consider general scientific research does not increase trust in climate scientific research. Implications for theory and practice are discussed.

Cool Science: Using Children's Art to Communicate Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Lustick, D. S.; Lohmeier, J.; Chen, R. F.

2013-12-01

Cool Science is a K-12 Climate Change Science Art Competition. Working with teachers, parents, and students, the project aims to identify outstanding works of art by students about climate change and display the art throughout public mass transit. Cool Science has three distinct goals: 1) provide a convenient means for art and science teachers to incorporate climate change into their curriculum, 2) support teacher/student learning about climate change science, and 3) foster informal learning about climate change among people riding mass transit. By efficiently connecting formal and informal learning with one project, Cool Science is an innovative project that expands the way we engage and evaluate students. Using children's artwork to communicate complex scientific issues such as climate change is a powerful learning experience for the artist, teacher, and audience. Last year, Cool Science received nearly 600 entries from students representing 36 teachers from 32 school districts. Six winning entries went on public display with one highlighted each month from January through June. In addition, there were 6 Runner Ups and 12 Honorable Mentions. For the winning students, it is an unforgettable experience to see a nine-foot version of their artwork traveling around the streets on the side of a bus!

Global Climate Change: What Has Science Education Got to Do with It?

ERIC Educational Resources Information Center

Sharma, Ajay

2012-01-01

Despite a near universal consensus among scientists regarding the perils of climate change for human civilizations, climate change has not emerged as a key issue among science educators. This position paper advocates for the centrality of climate change in science education. Using Polanyi's critique of market in capitalist societies, it positions…

UWHS Climate Science: Uniting University Scientists and High School Teachers in the Development and Implementation of a Dual-Credit STEM-Focused Curriculum

NASA Astrophysics Data System (ADS)

Bertram, M. A.; Thompson, L.; Ackerman, T. P.

2012-12-01

The University of Washington is adapting a popular UW Atmospheric Sciences course on Climate and Climate Change for the high school environment. In the process, a STEM-focused teaching and learning community has formed. With the support of NASA Global Climate Change Education 20 teachers have participated in an evolving professional development program that brings those actively engaged in research together with high school teachers passionate about bringing a formal climate science course into the high school. Over a period of several months participating teachers work through the UW course homework and delve deeply into specific subject areas. Then, during a week-long summer institute, scientists bring their particular expertise (e.g. radiation, modeling) to the high school teachers through lectures or labs. Together they identify existing lectures, textbook material and peer-reviewed resources and labs available through the internet that can be used to effectively teach the UW material to the high school students. Through this process the scientists learn how to develop teaching materials around their area of expertise, teachers engage deeply in the subject matter, and both the university and high school teachers are armed with the tools to effectively teach a STEM-focused introductory course in climate science. To date 12 new hands-on modules have been completed or are under development, exploring ice-cores, isotopes, historical temperature trends, energy balance, climate models, and more. Two modules have been tested in the classroom and are ready for peer-review through well-respected national resources such as CLEAN or the National Earth Science Teachers Association; three others are complete and will be implemented in a high school classroom this year, and the remainder under various stages of development. The UWHS ATMS 211 course was piloted in two APES (Advanced Placement Environmental Science classrooms) in Washington State in 2011/2012. The high school course used the UW Atmospheric Sciences curriculum, exams, and textbook (The Earth System, 3rd edition, Kump, Kasting and Crane, 2010), and one of the hands-on modules. Communication with these instructors during the year helped us define assessment strategies and to identify challenges of bringing the material into the high school classroom. This knowledge will be shared with teachers during our summer 2012 workshop and will inform approaches to teaching the course in 2012/2013. Proposed formats for implementation include year-long courses, using the APES/Climate format of 2011/2012, a union of Oceanography and Climate content, or in the context of an engineering course. Our initial vision was for a stand-alone semester or year-long course in climate science, incorporating excel and data handling as a learning tool and a suite of hands-on learning opportunities. Yet, the creative approaches to implementation of a new course in the schools, together with the breadth and depth of the UW curriculum and the Kump et al. 2010 textbook, have resulted in diverse educational approaches for bringing climate science into the high school.

A Big Data Guide to Understanding Climate Change: The Case for Theory-Guided Data Science.

PubMed

Faghmous, James H; Kumar, Vipin

2014-09-01

Global climate change and its impact on human life has become one of our era's greatest challenges. Despite the urgency, data science has had little impact on furthering our understanding of our planet in spite of the abundance of climate data. This is a stark contrast from other fields such as advertising or electronic commerce where big data has been a great success story. This discrepancy stems from the complex nature of climate data as well as the scientific questions climate science brings forth. This article introduces a data science audience to the challenges and opportunities to mine large climate datasets, with an emphasis on the nuanced difference between mining climate data and traditional big data approaches. We focus on data, methods, and application challenges that must be addressed in order for big data to fulfill their promise with regard to climate science applications. More importantly, we highlight research showing that solely relying on traditional big data techniques results in dubious findings, and we instead propose a theory-guided data science paradigm that uses scientific theory to constrain both the big data techniques as well as the results-interpretation process to extract accurate insight from large climate data .

JPL's Role in Advancing Earth System Science to Meet the Challenges of Climate and Environmental Change

NASA Technical Reports Server (NTRS)

Evans, Diane

2012-01-01

Objective 2.1.1: Improve understanding of and improve the predictive capability for changes in the ozone layer, climate forcing, and air quality associated with changes in atmospheric composition. Objective 2.1.2: Enable improved predictive capability for weather and extreme weather events. Objective 2.1.3: Quantify, understand, and predict changes in Earth s ecosystems and biogeochemical cycles, including the global carbon cycle, land cover, and biodiversity. Objective 2.1.4: Quantify the key reservoirs and fluxes in the global water cycle and assess water cycle change and water quality. Objective 2.1.5: Improve understanding of the roles of the ocean, atmosphere, land and ice in the climate system and improve predictive capability for its future evolution. Objective 2.1.6: Characterize the dynamics of Earth s surface and interior and form the scientific basis for the assessment and mitigation of natural hazards and response to rare and extreme events. Objective 2.1.7: Enable the broad use of Earth system science observations and results in decision-making activities for societal benefits.

Improving the effectiveness of communication about climate science: Insights from the "Global Warming's Six Americas" audience segmentation research project

NASA Astrophysics Data System (ADS)

Maibach, E.; Roser-Renouf, C.

2011-12-01

That the climate science community has not been entirely effective in sharing what it knows about climate change with the broader public - and with policy makers and organizations that should be considering climate change when making decisions - is obvious. Our research shows that a large majority of the American public trusts scientists (76%) and science-based agencies (e.g., 76% trust NOAA) as sources of information about climate change. Yet, despite the widespread agreement in the climate science community that the climate is changing as a result of human activity, only 64% of the public understand that the world's average temperature has been increasing (and only about half of them are sure), less than half (47%) understand that the warming is caused mostly by human activity, and only 39% understand that most scientists think global warming is happening (in fact, only 13% understand that the large majority of climate scientists think global warming is happening). Less obvious is what the climate science community should do to become more effective in sharing what it knows. In this paper, we will use evidence from our "Global Warming's Six Americas" audience segmentation research project to suggest ways that individual climate scientists -- and perhaps more importantly, ways in which climate science agencies and professional societies -- can enhance the effectiveness of their communication efforts. We will conclude by challenging members of the climate science community to identify and convey "simple, clear messages, repeated often, by a variety of trusted sources" - an approach to communication repeatedly shown to be effective by the public health community.

Weather & Climate. Science Syllabus for Middle and Junior High Schools. Block E.

ERIC Educational Resources Information Center

Geer, Ira W.

This syllabus is divided into three sections and three appendices. The first section lists program objectives with corresponding performance criteria for seven areas of weather/climate study: (1) broad-scale weather systems; (2) local weather; (3) the atmospheric environment; (4) energy and motion in the atmosphere; (5) water in the atmosphere;…

Report from the International Permafrost Association: carbon pools in permafrost regions

Treesearch

Peter Kuhry; Chien-Lu Ping; Edward A.G. Schuur; Charles Tarnocai; Sergey Zimov

2009-01-01

The IPA Carbon Pools in Permafrost Regions (CAPP) Project started in 2005, with endorsement of the Earth System Science Partnership (EESP) Global Carbon Project and the World Climate Research Programme (WCRP) Climate and Cryosphere Project. CAPP is also a project of the IPY. The project was launched because there is considerable concern and increased awareness both...

Climate Change Education at the University of Washington: Bridging Academic Degrees, Departments and Disciplines

NASA Astrophysics Data System (ADS)

Thompson, L.; Bertram, M. A.

2012-12-01

Education on climate change occurs in many departments at large research universities, but providing a coordinated educational experience for students in this topic is challenging. Departmental boundaries, accounting for student credit hours, and curricula inertia create roadblocks to the creation of interdisciplinary curriculum for both graduate and undergraduate students. We describe a hierarchy of interdisciplinary programs that reach students from seniors in high school to graduate students, targeting students from a variety of disciplines. The UWHS (University of Washington in the High School) program allows high school teachers to be trained to teach UW courses to their own high school students at their own school. The students who enroll receive a UW grade and credit for the course (as well as high school credit). A UWHS course on Climate and Climate Change (Atmospheric Sciences 211) was created in 2011 supported by training to high school science teachers on the fundamentals of climate science. For the 2012-13 academic year we anticipate at least 5 schools in Washington State will be offering this course. Once students matriculate at UW, 211 serves as a prerequisite for the Climate Minor that began in 2011. The minor is hosted by the departments of Atmospheric Sciences, Earth and Space Sciences and Oceanography, offering instruction in three focus areas: climate chemistry and biology, the physical climate, and past climate and ice. Students also take an integrative seminar where they are required to communicate to both scientific and non-scientific audiences some topic in climate science. Students enrolled in graduate programs at UW can participate in the Graduate Certificate in Climate Science that began 2008. The certificate gives students instruction in climate science covering the same topic areas as the minor and with a capstone project where student communicate some aspect of climate science to a non-physical science audience. Projects have included describing to policy students how rainfall is expected to impact crops in Africa, the development of a series of talks on the health impacts of climate change for County Health officials, and the development of hands on curriculum modules for the 211 course. A climate and society track is under development for the Environmental Studies BA students who are also required to take 211. For these students capstone project will focus on societal implications of climate change. A track will be added to the Graduate Certificate focusing on impact, vulnerability and adaptation. This will serve students in natural resource sciences, public health, and social science programs. We are also working to linkage with the Graduate Certificate in Global Health so that group capstone experiences could focus on the climate impacts and adaption strategies for the most vulnerable people in the world. The richness of offerings at a large research intensive university can allow students to engage in all aspects of climate science, with the programs described above providing the structure that students need to be guided towards a deep and nuanced understanding of all aspects of climate change.

The Monash University Interactive Simple Climate Model

NASA Astrophysics Data System (ADS)

Dommenget, D.

2013-12-01

The Monash university interactive simple climate model is a web-based interface that allows students and the general public to explore the physical simulation of the climate system with a real global climate model. It is based on the Globally Resolved Energy Balance (GREB) model, which is a climate model published by Dommenget and Floeter [2011] in the international peer review science journal Climate Dynamics. The model simulates most of the main physical processes in the climate system in a very simplistic way and therefore allows very fast and simple climate model simulations on a normal PC computer. Despite its simplicity the model simulates the climate response to external forcings, such as doubling of the CO2 concentrations very realistically (similar to state of the art climate models). The Monash simple climate model web-interface allows you to study the results of more than a 2000 different model experiments in an interactive way and it allows you to study a number of tutorials on the interactions of physical processes in the climate system and solve some puzzles. By switching OFF/ON physical processes you can deconstruct the climate and learn how all the different processes interact to generate the observed climate and how the processes interact to generate the IPCC predicted climate change for anthropogenic CO2 increase. The presentation will illustrate how this web-base tool works and what are the possibilities in teaching students with this tool are.

Climate change and children's health--a call for research on what works to protect children.

PubMed

Xu, Zhiwei; Sheffield, Perry E; Hu, Wenbiao; Su, Hong; Yu, Weiwei; Qi, Xin; Tong, Shilu

2012-09-10

Climate change is affecting and will increasingly influence human health and wellbeing. Children are particularly vulnerable to the impact of climate change. An extensive literature review regarding the impact of climate change on children's health was conducted in April 2012 by searching electronic databases PubMed, Scopus, ProQuest, ScienceDirect, and Web of Science, as well as relevant websites, such as IPCC and WHO. Climate change affects children's health through increased air pollution, more weather-related disasters, more frequent and intense heat waves, decreased water quality and quantity, food shortage and greater exposure to toxicants. As a result, children experience greater risk of mental disorders, malnutrition, infectious diseases, allergic diseases and respiratory diseases. Mitigation measures like reducing carbon pollution emissions, and adaptation measures such as early warning systems and post-disaster counseling are strongly needed. Future health research directions should focus on: (1) identifying whether climate change impacts on children will be modified by gender, age and socioeconomic status; (2) refining outcome measures of children's vulnerability to climate change; (3) projecting children's disease burden under climate change scenarios; (4) exploring children's disease burden related to climate change in low-income countries; and (5) identifying the most cost-effective mitigation and adaptation actions from a children's health perspective.

Data driven approaches vs. qualitative approaches in climate change impact and vulnerability assessment.

NASA Astrophysics Data System (ADS)

Zebisch, Marc; Schneiderbauer, Stefan; Petitta, Marcello

2015-04-01

In the last decade the scope of climate change science has broadened significantly. 15 years ago the focus was mainly on understanding climate change, providing climate change scenarios and giving ideas about potential climate change impacts. Today, adaptation to climate change has become an increasingly important field of politics and one role of science is to inform and consult this process. Therefore, climate change science is not anymore focusing on data driven approaches only (such as climate or climate impact models) but is progressively applying and relying on qualitative approaches including opinion and expertise acquired through interactive processes with local stakeholders and decision maker. Furthermore, climate change science is facing the challenge of normative questions, such us 'how important is a decrease of yield in a developed country where agriculture only represents 3% of the GDP and the supply with agricultural products is strongly linked to global markets and less depending on local production?'. In this talk we will present examples from various applied research and consultancy projects on climate change vulnerabilities including data driven methods (e.g. remote sensing and modelling) to semi-quantitative and qualitative assessment approaches. Furthermore, we will discuss bottlenecks, pitfalls and opportunities in transferring climate change science to policy and decision maker oriented climate services.

Extending IPY Data to a Wider Audience

NASA Astrophysics Data System (ADS)

Turrin, M.; Bell, R. E.; Pfirman, S. L.

2010-12-01

Perhaps the most significant IPY contribution to science education was the vast amount of data collected at the polar-regions on Earth systems and processes that was made immediately available to teachers and curriculum developers. Supplementing textbooks with the Internet as an education partner, allowed participating teachers to transform science education through: their use of current data as an integral component of their classroom teaching; their training of students to seek out data as evidence of Earth processes; and their instruction to students on how to validate sources and uses of data. Yet, for every teacher and student who has been part of this successful IPY outreach there are many more who have not been reached, don’t know how to include polar science into their coursework, or don’t comfortably work with data. Our experience with data education projects suggests that to reach the next round of students, teachers, educators and the wider adult population we need to translate this data so it is accessible through carefully constructed activities, simulations, and games. In addition we need to actively seek new partnership and outlet opportunities. The collected measurements tell us that our poles are warming on a human timescale. Using data to tell the story, the unambiguous signal of warming makes it accessible to a much broader audience. Our experience has shown that, for a novice population working with data, the educational effectiveness is significantly enhanced when the signal in the data is strong and the Earth processes are clear. Building upon IPY data and resources, focusing on the Earth’s changing climate, and working with partnerships developed over the last two years, Lamont has put together several new education and outreach collaborations. Our goal is to reach new audiences through: 1) Inventorying, Assessing and Planning - Through an NSF planning grant we are leveraging IPY connections and findings in a Polar Climate Education Partnership. Using polar science as a focus this partnership includes a network of climate science researchers, learning experts and formal and informal education practitioners who will review existing climate resources and begin to develop and test, formal and informal educational resources for an adult population. 2) Linking IPY with Engineering - A new IcePod instrument development grant for an ice sensing system provides a linkage for STEM education. The system will be installed and operated as a data collection system to monitor the changing ice sheets on the New York Air National Guard LC-130 aircraft during flights across the poles. This project provides opportunities for data use, instrument design, technology, alternate science career options, and reaching diverse populations. 3) Linking IPY with mathematics and modeling - Working with West Point Military Academy we are hosting a Climate Curriculum Workshop to develop undergraduate and High School curriculum focused towards mathematics and modeling. Using IPY climate data will allow us to introduce cadets, undergraduates and high school students to the development and testing of simple simulations and models.

Climate Outreach Using Regional Coastal Ocean Observing System Portals

NASA Astrophysics Data System (ADS)

Anderson, D. M.; Hernandez, D. L.; Wakely, A.; Bochenek, R. J.; Bickel, A.

2015-12-01

Coastal oceans are dynamic, changing environments affected by processes ranging from seconds to millennia. On the east and west coast of the U.S., regional observing systems have deployed and sustained a remarkable diverse array of observing tools and sensors. Data portals visualize and provide access to real-time sensor networks. Portals have emerged as an interactive tool for educators to help students explore and understand climate. Bringing data portals to outreach events, into classrooms, and onto tablets and smartphones enables educators to address topics and phenomena happening right now. For example at the 2015 Charleston Science Technology Engineering and Math (STEM) Festival, visitors navigated the SECOORA (Southeast Coastal Ocean Observing regional Association) data portal to view the real-time marine meteorological conditions off South Carolina. Map-based entry points provide an intuitive interface for most students, an array of time series and other visualizations depict many of the essential principles of climate science manifest in the coastal zone, and data down-load/ extract options provide access to the data and documentation for further inquiry by advanced users. Beyond the exposition of climate principles, the portal experience reveals remarkable technologies in action and shows how the observing system is enabled by the activity of many different partners.

Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

NASA Astrophysics Data System (ADS)

Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

2014-12-01

The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.

Teaching climate change: Pressures and practice in the middle school science classroom

NASA Astrophysics Data System (ADS)

Crayne, Jennifer A.

What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address "both sides." They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that the way teachers address climate change is a result of complex interactions between structural pressures, emotional pressures, and cultural pressures. I conclude that, in order to promote the inclusion of sound climate science instruction in public schools, advocates of climate change education need to address challenges at all these levels: structural, emotional, and cultural.

Improvement of statistical methods for detecting anomalies in climate and environmental monitoring systems

NASA Astrophysics Data System (ADS)

Yakunin, A. G.; Hussein, H. M.

2018-01-01

The article shows how the known statistical methods, which are widely used in solving financial problems and a number of other fields of science and technology, can be effectively applied after minor modification for solving such problems in climate and environment monitoring systems, as the detection of anomalies in the form of abrupt changes in signal levels, the occurrence of positive and negative outliers and the violation of the cycle form in periodic processes.

ClimateWizard: A Framework and Easy-to-Use Web-Mapping Tool for Global, Regional, and Local Climate-Change Analysis

NASA Astrophysics Data System (ADS)

Girvetz, E. H.; Zganjar, C.; Raber, G. T.; Hoekstra, J.; Lawler, J. J.; Kareiva, P.

2008-12-01

Now that there is overwhelming evidence of global climate change, scientists, managers and planners (i.e. practitioners) need to assess the potential impacts of climate change on particular ecological systems, within specific geographic areas, and at spatial scales they care about, in order to make better land management, planning, and policy decisions. Unfortunately, this application of climate science to real world decisions and planning has proceeded too slowly because we lack tools for translating cutting-edge climate science and climate-model outputs into something managers and planners can work with at local or regional scales (CCSP 2008). To help increase the accessibility of climate information, we have developed a freely-available, easy-to-use, web-based climate-change analysis toolbox, called ClimateWizard, for assessing how climate has and is projected to change at specific geographic locations throughout the world. The ClimateWizard uses geographic information systems (GIS), web-services (SOAP/XML), statistical analysis platforms (e.g. R- project), and web-based mapping services (e.g. Google Earth/Maps, KML/GML) to provide a variety of different analyses (e.g. trends and departures) and outputs (e.g. maps, graphs, tables, GIS layers). Because ClimateWizard analyzes large climate datasets stored remotely on powerful computers, users of the tool do not need to have fast computers or expensive software, but simply need access to the internet. The analysis results are then provided to users in a Google Maps webpage tailored to the specific climate-change question being asked. The ClimateWizard is not a static product, but rather a framework to be built upon and modified to suit the purposes of specific scientific, management, and policy questions. For example, it can be expanded to include bioclimatic variables (e.g. evapotranspiration) and marine data (e.g. sea surface temperature), as well as improved future climate projections, and climate-change impact analyses involving hydrology, vegetation, wildfire, disease, and food security. By harnessing the power of computer and web- based technologies, the ClimateWizard puts local, regional, and global climate-change analyses in the hands of a wider array of managers, planners, and scientists.

Northwest Climate Science Center: Integrating Regional Research, Conservation and Natural Resource Management

NASA Astrophysics Data System (ADS)

Mote, P.; Bisbal, G.

2012-12-01

The Northwest Climate Science Center (NW CSC) was established in 2010, among the first three of eight regional Climate Science Centers created by the Department of the Interior (DOI). The NW CSC is supported by an academic consortium (Oregon State University, University of Idaho, and the University of Washington), which has the capacity to generate and coordinate decision-relevant science related to climate, thus serving stakeholders across the Pacific Northwest region. The NW CSC has overlapping boundaries with three Landscape Conservation Cooperatives (LCCs): the Great Northern, the Great Basin, and the North Pacific. Collaboration between the NW CSC and these three LCCs addresses the highest priority regional climate science needs of Northwest natural and cultural resource managers. Early in 2012, the NW CSC released its first Strategic Plan for the period 2012-2015. The plan offers a practical blueprint for operation and describes five core services that the NW CSC provides to the Northwest community. These core services emphasize (a) bringing together the regional resource management and science communities to calibrate priorities and ensure efficient integration of climate science resources and tools when addressing practical issues of regional significance; (b) developing and implementing a stakeholder-driven science agenda which highlights the NW CSC's regional leadership in generating scenarios of the future environment of the NW; (c) supporting and training graduate students at the three consortium universities, including through an annual 'Climate science boot camp'; (d) providing a platform for effective climate-change-related communication among scientists, resource managers, and the general public; and (e) national leadership in data management and climate scenario development.

Naukaoklimacie.pl: Between Science Blog and Mythbuster.

NASA Astrophysics Data System (ADS)

Malinowski, S. P.; Popkiewicz, M.; Kardaś, A.; Bielewicz, A.

2015-12-01

"Naukaoklimacie" is a Polish fellow of a well known portal SkepticalScience.com. The name is a quibble. This cluster of two Polish words can be translated into English as "Climate Science" or "Science about Climate". Naukaoklimacie.pl and the associate Facebook page is an ongoing, over two years old project, aimed at providing Polish-speaking community fundamentals of climate science. Itgives insight into the recent climate science achievements, rebutts climate misinformation and busts climate myths. During two years of activity we published over 250 texts, our Facebook page has over 4k fans and results in 4-12 thousands post reach week-to-week, the mainpage articles are quoted in press and used as reading texts for students. Unlike in many countries, in Poland there is a real problem in finding a trustworthy information on climate change and science behind it. Neither universities, nor governmental agencies present climate science to Polish society. Naukaoklimacie.pl fills this gap in an unique way. Editorial group of the portal consists of two atmospheric scientists, a physicist and the professional journalist and is supported by a scientific council, consisting of 14 active scientists specializing in various aspects of climate, atmosphere, biodiversity, atmospheric chemistry e.t.c.. All the texts published in the webpage are consulted with scientists - specialists in the subject of the text, usually from the scientific council, sometimes by the external specialists. All the texts provide links to the original scientific publications. Naukaoklimacie.pl is not only an internet activity. We meet people on Festivals of Science, Science Open Days. We exist also in the mainstream media the editors and the scientific councils were interviewed by press and TV.

Weather on Steroids: The Art of Climate Change Science.

NASA Astrophysics Data System (ADS)

Boudrias, M. A.; Gershunov, A.; Sizonenko, T.; Wiese, A.; Fox, H.

2017-12-01

There have been many different kinds of efforts to improve climate change literacy of diverse audiences in the past several years. The challenge has been to balance science content with audience-specific messaging that engages them in both rational and affective ways. In the San Diego Region, Climate Education Partners (CEP) has been working with business leaders, elected officials, tribal leaders, and other community leaders to develop a suite of programs and activities to enhance the channels of communication outside traditional settings. CEP has partnered with the La Jolla Historical Society and the Scripps Institution of Oceanography in a unique exhibition of art inspired by climate science, a project blending science and art to communicate the science of climate change in a new way and engage audiences more effectively. Weather on Steroids: the Art of Climate Change Science explores the question of consequences, challenges, and opportunities that arise from the changing climate on our planet. The exhibition merges the artistic and scientific to create a visual dialogue about the vexing problem of climate change, explores how weather variability affects the day-to-day life of local communities, and investigates Southern California vulnerability to climate change. Science serves as the inspiration for the creative responses from visual artists, who merge subjective images with empirical observation to reveal how climate variations upset the planet's balance with extreme weather impacts. Both the scientists and artists created didactic pages to explain their perspectives and each pair worked closely to incorporate the information into the creative piece so that the connection of each of 11 art installations to the science that inspired them is clear. By illuminating the reality of climate change, Weather on Steroids aspires to proactively stimulate public dialogue about one of the most important issues of our time.

Global Climate Change Pilot Course Project

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Wagner, R.

2011-12-01

In fall 2011 a pilot course on "Global Climate Change" is being offered, which has been proposed to educate urban, diverse, undergraduate students about climate change at the introductory level. The course has been approved to fulfill two general college requirements, a natural sciences requirement that focuses on the scientific method, as well as a global diversity requirement. This course presents the science behind global climate change from an Earth systems and atmospheric science perspective. These concepts then provide the basis to explore the effect of global warming on regions throughout the world. Climate change has been taught as a sub-topic in other courses in the past solely using scientific concepts, with little success in altering the climate change misconceptions of the students. This pilot course will see if new, innovative projects described below can make more of an impact on the students' views of climate change. Results of the successes or failures of these projects will be reported, as well as results of a pre- and post-course questionnaire on climate change given to students taking the course. Students in the class will pair off and choose a global region or country that they will research, write papers on, and then represent in four class discussions spaced throughout the semester. The first report will include details on the current climate of their region and how the climate shapes that region's society and culture. The second report will discuss how that region is contributing to climate change and/or sequestering greenhouse gases. Thirdly, students will discuss observed and predicted changes in that region's climate and what impact it has had, and could have, on their society. Lastly, students will report on what role their region has played in mitigating climate change, any policies their region may have implemented, and how their region can or cannot adapt to future climate changes. They will also try to get a feel for the region's attitude towards climate change science, policy, and the stances taken by other regions on climate change. The professor will provide a model of integrative research using the U.S. as a focus, and on discussion days, prompt a sort of United Nations discussion on each of these topics with the intention of having the students look at climate change from a different point of view that contrasts their current U.S.-centric view, as well as realize the interdependence of regions particularly in regards to climate change.

A needs assessment for climate change education in the Great Lakes region

NASA Astrophysics Data System (ADS)

Rutherford, S.; Schneider, L. B.; Walters, H.

2011-12-01

The National Science Foundation funded Great Lakes Climate Change Science and Education Systemic Network project is implementing a two year planning effort to create innovative education programs to benefit the public, formal and informal educators, scientists, and journalists in the region. The current partners include Eastern Michigan University, NOAA's Great Lakes Environmental Research Lab, University of Michigan, Michigan State University, Knight Center for Environmental Journalism, Ashland University, Ann Arbor Hands-On Museum, and the College of Exploration. To create a network we are planning to bring together different stakeholders to write two white papers, one from the scientists' perspective and the other from the educators'(both formal and informal) perspective. The current partners' key personnel have produced a list of possible people/institutions to include in a stakeholder survey. Some of the key personnel developed their databases from scratch. Some used listserves, and others tried a snowball email. To identify the best strategy that will inform these various stakeholders and the public regarding the science of climate change in the Great Lakes Region, a survey was developed for each of the different stakeholders. The survey is divided into three parts: 1) questions which convey some understanding of climate science and climate change 2) demographic questions, and finally 3) questions that pertain to the professional concerns or perspectives of the various stakeholders. This survey is being used to provide the project team with a "needs assessment" from the interested members of those stakeholders. The results from this process will be summarized.

Communicating the Results and Activities of the U.S. Climate Change Science Program

NASA Astrophysics Data System (ADS)

Chatterjee, K.; Parker, K.

2004-12-01

The Climate Change Science Program (CCSP) has a responsibility for credible and effective communications on issues related to climate variability and climate change science. As an essential part of its mission and responsibilities, the CCSP aims to enhance the quality of public discussion by stressing openness and transparency in its scientific research processes and results, and ensuring the widespread availability of credible, science-based information. The CCSP and individual federal agencies generate substantial amounts of authoritative scientific information on climate variability and change. Research findings are generally well reported in the scientific literature, but relevant aspects of these findings need to be reported in formats suitable for use by diverse audiences whose understanding and familiarity with climate change science issues vary. To further its commitment to the effective communication of climate change science information, the CCSP has established the Communications Interagency Working Group, which has produced an implementation plan for Climate Change communication, aimed at achieving the following goals: * Disseminate the results of CCSP activities credibly and effectively * Make CCSP science findings and products easily available to a diverse set of audiences. In addition to CCSP efforts, the individual federal agencies that comprise CCSP disseminate science-based climate information through their agency networks. The agencies of the CCSP are the Departments of Agriculture, Commerce, Defense, Energy, Health and Human Services, Interior, State, and Transportation and the U.S. EPA, NASA, NSF, Smithsonian Institute, and USAID.

Climate Science Service Learning: Learning In Deed

NASA Astrophysics Data System (ADS)

Glass, D. S.

2012-12-01

Many schools require community service yet students work at a food bank or stream clean-up without understanding causes or solutions for the issues they encounter. Since students learn best when they make connections between scientific concepts and real-world issues that interest them, integrated science service learning is an effective and engaging way to teach. My fifth grade students at National Presbyterian School in Washington, DC learned about climate change through a service learning project to help the environment on campus. The curriculum was aligned with science and climate literacy frameworks, "Benchmarks for Science Literacy," from the American Academy for the Advancement of Science (AAAS) and "The Essential Principles of Climate Sciences," from the U.S. Global Change Research Program / U.S. Climate Change Science Program, and was supported through partnership with NOAA's Climate Stewards Education Program. The service learning project was implemented according to seven best practices of service learning: the students initiated the project, researched the issue, developed a plan, worked with the community, shared their results, reflected on the project, and celebrated their accomplishment. My class of 28 fifth-graders researched and experimented with several environmental variables affecting our campus. They brainstormed service projects they could do to help the environment and decided to focus on reducing idling in the school carpool lane. Students researched how automobile exhaust contributes to climate change, causes acid rain, and harms human health. Students designed a system to measure and eventually minimize the exhaust released by cars idling in the carpool line. They crafted a tally sheet to record the number and size of cars and their idling times. They measured temperature and CO2 data, although they did not find that the number of idling cars affected these variables. Students concluded that over an average week with pleasant weather, 35 of 165 cars (22%) which arrived early for carpool idled for a total of 509 minutes, putting out 75 kg of the greenhouse gas, CO2, other pollution, and costing the drivers $34.00 in fuel. Students used this research to develop an anti-idling campaign, which they presented to the whole student body and posted on the school website and e-newsletter. After the campaign, students again evaluated idling in the carpool lane and discovered that there was a slight decrease in the number of idling cars, 20%, down from 22%. Students hoped for greater improvement, but this second survey took place during a hot week when more people may have wanted to air condition their cars. Students also noted that many of the idlers were nannies who may not have heard the anti-idling campaign. On an assessment of climate science knowledge adapted for elementary students from the Yale Project on Climate change, students showed significant improvement. They also became more confident in their knowledge, moving from an average 3 before the project to an average 8.5 afterwards on a 10-point Likert scale. In sum, this project attests that science service learning can make science more concrete and relatable, teaching students not only about the concepts and techniques of science, but its role as a tool for the public good.

Mixed Messages on Climate Science

NASA Astrophysics Data System (ADS)

Grifo, F.; Gutman, B. L.; Veysey, D.; El Gamal, A.

2011-12-01

While the private sector has a strong interest in climate science, and much at stake as the world comes to terms with the impacts of climate change, their legacy of climate denial has left the public confused. A few companies openly reject the basic science that ties emissions of greenhouse gases from human activities to warming temperatures and other consequences. Many companies play into the confusion by boasting of their green strategies while lobbying against climate bills. Still others joined pro-climate coalitions while donating heavily to politicians who openly reject the science of climate change. Many companies stand to see their business greatly affected by regulations to control greenhouse gas emissions or directly by changing weather patterns, rising sea levels, and varying water availability. Public statements, political activity, and corporate affiliations reveal inconsistent corporate postures. Congress, individuals, and the private sector can all play critical roles in holding corporate America to a higher standard bringing more clarity to science based climate policy discussions.

Understanding our Changing Planet: NASA's Earth Science Enterprise

NASA Technical Reports Server (NTRS)

Forehand, Lon; Griner, Charlotte (Editor); Greenstone, Renny (Editor)

1999-01-01

NASA has been studying the Earth and its changing environment by observing the atmosphere, oceans, land, ice, and snow and their influence on climate and weather since the agency's creation. This study has lead to a new approach to understanding the interaction of the Earth's systems, Earth System Science. The Earth Science Enterprise, NASA's comprehensive program for Earth System Science, uses satellites and other tools to intensively study the Earth. The Earth Science Enterprise has three main components: (1) a series of Earth-observing satellites, (2) an advanced data system and (3) teams of scientist who study the data. Key areas of study include: (1) clouds, (2) water and energy cycles, (3) oceans, (4) chemistry of the atmosphere, (5) land surface, water and ecosystems processes; (6) glaciers and polar ice sheets, and (7) the solid earth.

Lessons Learned While Exploring Cloud-Native Architectures for NASA EOSDIS Applications and Systems

NASA Technical Reports Server (NTRS)

Pilone, Dan; Mclaughlin, Brett; Plofchan, Peter

2017-01-01

NASA's Earth Observing System (EOS) is a coordinated series of satellites for long term global observations. NASA's Earth Observing System Data and Information System (EOSDIS) is a multi-petabyte-scale archive of environmental data that supports global climate change research by providing end-to-end services from EOS instrument data collection to science data processing to full access to EOS and other earth science data. On a daily basis, the EOSDIS ingests, processes, archives and distributes over 3 terabytes of data from NASA's Earth Science missions representing over 6000 data products ranging from various types of science disciplines. EOSDIS has continually evolved to improve the discoverability, accessibility, and usability of high-impact NASA data spanning the multi-petabyte-scale archive of Earth science data products. Reviewed and approved by Chris Lynnes.

Communication and perception of uncertainty via graphics in disciplinary and interdisciplinary climate change research

NASA Astrophysics Data System (ADS)

Lackner, Bettina C.; Kirchengast, Gottfried

2015-04-01

Besides written and spoken language, graphical displays play an important role in communicating scientific findings or explaining scientific methods, both within one and between various disciplines. Uncertainties and probabilities are generally difficult to communicate, especially via graphics. Graphics including uncertainty sometimes need detailed written or oral descriptions to be understood. "Good" graphics should ease scientific communication, especially amongst different disciplines. One key objective of the Doctoral Programme "Climate Change: Uncertainties, Thresholds and Coping Strategies" (http://dk-climate-change.uni-graz.at/en/), located at the University of Graz, is to reach a better understanding of climate change uncertainties by bridging research in multiple disciplines, including physical climate sciences, geosciences, systems and sustainability sciences, environmental economics, and climate ethics. This asks for efforts into the formulation of a "common language", not only as to words, but also as to graphics. The focus of this work is on two topics: (1) What different kinds of uncertainties (e.g., data uncertainty, model uncertainty) are included in the graphics of the recent IPCC reports of all three working groups (WGs) and in what ways do uncertainties get illustrated? (2) How are these graphically displayed uncertainties perceived by researchers of a similar research discipline and from researchers of different disciplines than the authors of the graphics? To answer the first question, the IPCC graphics including uncertainties are grouped and analyzed with respect to different kinds of uncertainties to filter out most of the commonly used types of displays. The graphics will also be analyzed with respect to their WG origin, as we assume that graphics from researchers rooted in, e.g., physical climate sciences and geosciences (mainly IPCC WG 1) differ from those of researchers rooted in, e.g., economics or system sciences (mainly WG 3). In a subsequent analysis, some basic types of graphics displaying uncertainty are selected to serve as input for the construction of "makeshift graphics" (displaying only the main features but including no detailed title or caption). These makeshift graphics are then used to assess how the displayed features are perceived and understood by researchers of various disciplines. In this initial study, this analysis will be based on results of a workshop including the wide diversity of researchers within the FWF-DK Climate Change. We will present first results of this work.

Education for a Green and Resilient Economy: An Educator Framework for Teaching Climate and Energy Literacy for K-12 Teachers Across the Curriculum

NASA Astrophysics Data System (ADS)

Niepold, F., III; Ledley, T. S.; Lockwood, J.; Youngman, E.; Manning, C. L. B.; Sullivan, S. M.

2015-12-01

The U.S. is embarking on a major transition to a green and resilient economy, a monumental change requiring all sectors and segments of the population to pull together. Transforming our nation's economic, energy, and environmental systems to in this way will require a sustained level of expertise, innovation, and cooperative effort unseen since the 1940s to meet the challenges involved. Education can - and must - help people understand the true connections, the linkages and interdependencies, between the environment, our energy sources and the economy which underpin and form the very foundation of the concept of a green and resilient economy. To produce such a literate future workforce and citizenry, the United States will need to make major new investments in our educational systems. Teachers across the nation are helping to increase science-based understanding and awareness of current and future climate change, enhancing climate and energy literacy in K-12 classrooms, on college and university campuses. There has been tremendous progress to date, but there is still more work to be done. The new academic standards in mathematics and science (the Common Core State Standards in Mathematics and the Next Generation Science Standards (NGSS)) represent a sea change from the nation's previous sets of standards. Addressing these standards in the currently over 40 percent of the nation's classrooms that have adopted or adapted the NGSS will demand that we prepare new and current teachers, who can effectively address the interdisciplinary nature of climate change and societal responses. To address this opportunity and need a collaboration between NOAA, TERC and CIRES has been established to develop an Educator Framework for Teaching Climate and Energy Literacy for K-12 teachers across the curriculum based on the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This collaboration is developing an effective way to frame the use of resources and practices to help teachers address the NGSS using the CLEAN (Climate Literacy and Energy Awareness Network, cleanet.org) and Climate.gov products and models to engage students as citizens of a low-carbon and climate-resilient future. The results of this collaboration will be discussed in the session.

Incorporating climate change and technology into the science classroom: Lessons from my year as a GK-12 Fellow

NASA Astrophysics Data System (ADS)

Abramoff, R. Z.

2012-12-01

Climate change is not included in the K-8 science standards in Massachusetts; as a result, students learn what climate is, but not how human activities affect it. Starting in 2010, Boston University launched the GK-12 GLACIER program, funded with 2.9M from the National Science Foundation. The purpose of the program is to incorporate the fundamentals of climate change into the K-12 curriculum, focusing on grades 5-8 when quantitative science enters the curriculum. Graduate students are partnered with teachers in Boston public schools for 10 hours a week of teaching with additional curriculum development. I will focus on the curriculum that I developed as a part of this program for the 5th grade science class at The Curley School in Jamaica Plain, MA, where I worked with Grades 3-5, ESL, and PACE autism program science teacher, Stephanie Selznick. The Curley School is an ethnically and economically diverse Boston public school with about 800 students and an 83% minority population. At the Curley, I taught two full days a week, meeting with all of the 5th grade classes and some of the 4th grade classes of all academic levels. The lessons that I created were designed to fit into the state standards and enrich student understanding plant ecology and earth science, as well as develop their capacity to design experiments and use technology. These include Question of the Day, Digital Field Guide to the Outdoor Classroom, Phototropism, Solar System Weather Report, Soil and Water, Local Landforms, and the Earth as a Closed System Unit for which materials and lesson plans are available on my website. Our secondary goals were to improve tech literacy at Curley. Due to funding restrictions, there were few technology resources available to the students at the beginning of the 2011/2012 school year. To improve technology resources at Curley, I organized a fundraiser at Boston University, selling donated items from graduate students and faculty; the 1000 raised was used to supply the science class. Armed with a projector, donated and refurbished computers, and occasional use of the Smartboard, we developed curriculum using interactive powerpoints, and lessons involving graduate student research and guest speakers, geolocation, online research and word processing. Most lessons began with a question about climate or geophysical properties. This was followed by a hands-on experiment, demonstration, independent research, or opportunity to design and execute an experiment using given materials. The synthesis portion of the lesson incorporated technology to either type up a report to be posted online, gather elements for a poster or presentation, or complete an interactive quiz. By the end of the year students became proficient with word processing, internet research, and Smartboard use. Pre- and post-tests found a significant improvement in student knowledge about climate change and climate-related issues. Preparing students to address next generation challenges does not stop at teaching students about climate change; rather, we need to teach them the skills they need to succeed in a scientific or policy-oriented field. For most students, especially at this school, accepting the reality of climate change requires personal experience, research, and a confidence in the scientific process that only comes from practicing it directly.

Capturing the WUnder: Using weather stations and WeatherUnderground to increase middle school students' understanding and interest in science

NASA Astrophysics Data System (ADS)

Schild, K. M.; Dunne, P.

2014-12-01

New models of elementary- and middle-school level science education are emerging in response to the need for science literacy and the development of the Next Generation Science Standards. One of these models is fostered through the NSF's Graduate Teaching Fellows in K-12 Education (GK-12) program, which pairs a graduate fellow with a science teacher at a local school for an entire school year. In our project, a PhD Earth Sciences student was paired with a local middle school science teacher with the goal of installing a weather station, and incorporating the station data into the 8th grade science curriculum. Here we discuss how we were able to use a school weather station to introduce weather and climate material, engage and involve students in the creative process of science, and motivate students through inquiry-based lessons. In using a weather station as the starting point for material, we were able to make science tangible for students and provide an opportunity for each student to experience the entire process of scientific inquiry. This hands-on approach resulted in a more thorough understanding the system beyond a knowledge of the components, and was particularly effective in challenging prior weather and climate misconceptions. We were also able to expand the reach of the lessons by connecting with other weather stations in our region and even globally, enabling the students to become members of a larger system.

The EOSDIS Products Usability for Disaster Response.

NASA Astrophysics Data System (ADS)

Kafle, D. N.; Wanchoo, L.; Won, Y. I.; Michael, K.

2016-12-01

The Earth Observing System (EOS) Data and Information System (EOSDIS) is a key core capability in NASA's Earth Science Data System Program. The EOSDIS science operations are performed within a distributed system of interconnected nodes: the Science Investigator-led Processing Systems (SIPS), and the distributed, discipline-specific, Earth science Distributed Active Archive Centers (DAACs), which have specific responsibilities for the production, archiving, and distribution of Earth science data products. NASA also established the Land, Atmosphere Near real-time Capability for EOS (LANCE) program through which near real-time (NRT) products are produced and distributed within a latency of no more than 3 hours. These data, including NRT, have been widely used by scientists and researchers for studying Earth system science, climate change, natural variability, and enhanced climate predictions including disaster assessments. The Subcommittee on Disaster Reduction (SDR) has defined 15 major types of disasters such as flood, hurricane, earthquake, volcano, tsunami, etc. The focus of the study is to categorize both NRT and standard data products based on applicability to the SDR-defined disaster types. This will identify which datasets from current NASA satellite missions/instruments are best suited for disaster response. The distribution metrics of the products that have been used for studying various selected disasters that have occurred over last 5 years will be analyzed that include volume, number of files, number of users, user domains, user country, etc. This data usage analysis will provide information to the data centers' staff that can help them develop the functionality and allocate the resources needed for enhanced access and timely availability of the data products that are critical for the time-sensitive analyses.

Complexity and interdisciplinary approaches to environmental research

NASA Astrophysics Data System (ADS)

Kammen, Daniel M.

2013-03-01

The launch of volume 8 of Environmental Research Letters (ERL) comes at a critical time in terms of innovations and exciting areas of science, but particularly in the areas linking environmental research and action. The most recent climate change Conference of the Parties meeting (COP), in Doha in December 2012, has now come and gone. As has been dissected in the press, very little was accomplished. Some will see this as a failure, as I do, and others will reasonably enough note that this meeting, the 18th such COP was1 never intended to be a milestone moment. The current plan, in fact, is for a 'post-Kyoto' international climate agreement to be adopted only at the COP20 summit in December 2015. As we lead up to COP20, and potentially other regional or national approaches to climate protection, innovations in science, innovations in policy tools, and political commitment must come together. The science of climate change only continues to get clearer and clearer, and bleaker [1]. Later this year the IPCC will release its Fifth Assessment Report, AR5. The draft versions are out for review now. ERL has published a number of papers on climate change science, mitigation and adaptation, but one area where the world needs a particular focus is on the nexus of science and action. A summary of the Intergovernmental Panel on Climate Change's findings from the first assessment report (FAR; 1990) to the latest report is presented in figure 1. This graphic is specifically not about the scientific record alone. What is most important about this figure is the juxtaposition of the language of science and the language of ... language. Figure 1. Figure 1. A superposition of the state of climate science in three key data sets, and the dates of the first, second, third and fourth assessment reports (FAR, SAR, TAR, and AR4, respectively) plotted as vertical lines. On the right are the key statements from each of these reports, along with the conclusion of the Special Report on Renewable Energy (SRREN, completed in 2011) which found that up to an 80% decarbonization of the global economy was possible if we can enable and launch a large-scale transition to a clean energy system consistent with what a number of 'leading edge' cities, regions, and nations have already accomplished or started. Note, in particular, that as the physical climate change metrics have progressed, the words—shown on the right—have also progressed. In 1990, at the time of the FAR the strongest scientific consensus statement was that another decade of data would likely be needed to clearly observe climate change. Through the second to fourth (SAR, TAR, and AR4) reports, increasing clarity on the science of climate change translated into a consensus of overwhelming blame on human activities. The key statements from each report are not only about the growing evidence for anthropogenically driven climate change, but they have moved into the ecological and social impacts of this change. AR4 critically concluded that climate change would lead to climate injustice as the poor, globally, bear the brunt of the impacts. Despite this 'Rosetta Stone' translating science to language, we have failed to act collectively. One area where ERL can advance the overall conversation is on this science/action interface. As AR5 emerges, the climate change/climate response interface will need deep, substantive, action that responds rapidly to new ideas and opportunities. The rapid publication and open access features of ERL are particularly critical here as events a such as Hurricane Sandy, economic or political advances in climate response made by cities, regions or nations, all warrant assessment and response. This is one of many areas where ERL has been at the forefront of the conversation, through not only research letters, but also commentary-style Perspective pieces and the conversation that ERL's sister community website environmentalresearchweb can facilitate. This process of translating proposed solutions—innovations—between interest groups, has been in far too short supply recently. One promising example has been the science/action dialog between a leading climate research center and the World Bank [2]. 'The Earth system's responses to climate change appear to be non-linear', points out Potsdam Institute for Climate Impact Research (PIK) Director, John Schellnhuber. 'If we venture far beyond the 2° guardrail, towards the 4° line, the risk of crossing tipping points rises sharply. The only way to avoid this is to break the business-as-usual pattern of production and consumption'. This assessment came in a report on climate science commissioned by the World Bank. Dr Jim Yong Kim, president of the World Bank noted succinctly and critically that: '... most importantly, a 4 °C world is so different from the current one that it comes with high uncertainty and new risks that threaten our ability to anticipate and plan for future adaptation needs.' This statement warrants careful discussion. Not only is World Bank President Kim affirming the results of the PIK study, and by direct extension the IPCC (because the same authors at PIK are also central to the work of the IPCC), but he is clearly noting that while many climate analysts rightly talk about the need to not exceed a 2° temperature increase, the path the world is currently on, namely 4°-6° will be catastrophic. This may come as too soft a statement to many in the scientific community, but it opens the door to an increasingly detailed dialog between climate change science and agencies engaged in action. Where ERL and other outlets for this conversation can play a critical role is in the many dimensions of climate change and response. The story is far from one only at the global level. As http://climatehotmap.org and many other location specific assessments detail, the environmental change story is playing out in millions of critical cases. Each warrants reporting and action, as well as integration with assessments of current data gathering and 'big data' needs, and with wider socioeconomic questions of effective political, and policy response. Through that, dialog papers in ERL will be critically important to advancing not only climate science, but the interactive dialog between knowledge and action. References [1] Hansen J, Sato M and Ruedy R 2012 Perception of climate change Proc. Natl Acad. Sci. USA 109 E2415-23 [2] Potsdam Institute for Climate Impact 2013 Turn Down the Heat: Why a 4 °C Warmer World Must be Avoided (Washington, DC: The World Bank) 1 The Kyoto Protocol was adopted on 11 December 1997 in Kyoto, Japan, and entered into force on 16 February 2005. As of September 2011, 191 states have signed and ratified the protocol. The United States signed but did not ratify the Protocol and Canada withdrew from it in 2011.

NOAA and the NRC America's Climate Choices Study

NASA Astrophysics Data System (ADS)

Koblinsky, C. J.

2010-12-01

The Department of Commerce Appropriations Act of 2008 (Public Law 110-161) called for NOAA to execute an agreement with the National Academy of Sciences to: “…investigate and study the serious and sweeping issues relating to global climate change and make recommendations regarding what steps must be taken and what strategies must be adopted in response to global climate change, including the science and technology challenges thereof.” This led to the America’s Climate Choices study by the National Academy of Sciences. Consequently, NOAA has fully supported financially and endorsed the approach by the Academy. More recently, NOAA has proposed the formation of a Climate Service. Many of the recommendations from the America’s Climate Choices study address the foundations and future needs for climate science and services. In this presentation, I will describe how NOAA’s work in climate services is aligned with some of the recommendations in the America’s Climate Choices study.

"Participatory Cli-Fi": Crowdsourcing Voicemails from the Future to Spark Engagement and Discern Perceptions of Climate Change

NASA Astrophysics Data System (ADS)

Stovall, G.; Eklund, K.; Redsecker, K.; Hernandez, T.; Pfirman, S. L.; Orlove, B. S.

2016-12-01

Communicating climate science alone is not enough to engage the public with climate change: the gap between the abstract science and its impact on their future lives is often too great. We constructed FutureCoast, a collaborative game, to use participatory storymaking as the art that bridges that gap. The FutureCoast game pretended the voicemail system of the future "had a leak in it" and invited people to call and leave voicemail messages that seem to have leaked from the future. These crowdsourced voicemails are short first-person stories that often create complex, visceral experiences of potential climate impacts in listeners. We transcribed and coded this audio for content and affect, finding both a wide array of anticipated climate futures and trends in public sentiment about climate related impacts. Our analysis found the public engages with climate change in both rational and emotional manners which should be considered when motivating them to action. This presentation highlights our methodology and assessment of innovative gameful engagement, and summarizes how the FutureCoast "participatory cli-fi" approach has been employed in community and classroom settings after the close of the active period of the game.

GRACE, time-varying gravity, Earth system dynamics and climate change

NASA Astrophysics Data System (ADS)

Wouters, B.; Bonin, J. A.; Chambers, D. P.; Riva, R. E. M.; Sasgen, I.; Wahr, J.

2014-11-01

Continuous observations of temporal variations in the Earth's gravity field have recently become available at an unprecedented resolution of a few hundreds of kilometers. The gravity field is a product of the Earth's mass distribution, and these data—provided by the satellites of the Gravity Recovery And Climate Experiment (GRACE)—can be used to study the exchange of mass both within the Earth and at its surface. Since the launch of the mission in 2002, GRACE data has evolved from being an experimental measurement needing validation from ground truth, to a respected tool for Earth scientists representing a fixed bound on the total change and is now an important tool to help unravel the complex dynamics of the Earth system and climate change. In this review, we present the mission concept and its theoretical background, discuss the data and give an overview of the major advances GRACE has provided in Earth science, with a focus on hydrology, solid Earth sciences, glaciology and oceanography.

GRACE, time-varying gravity, Earth system dynamics and climate change.

PubMed

Wouters, B; Bonin, J A; Chambers, D P; Riva, R E M; Sasgen, I; Wahr, J

2014-11-01

Continuous observations of temporal variations in the Earth's gravity field have recently become available at an unprecedented resolution of a few hundreds of kilometers. The gravity field is a product of the Earth's mass distribution, and these data-provided by the satellites of the Gravity Recovery And Climate Experiment (GRACE)-can be used to study the exchange of mass both within the Earth and at its surface. Since the launch of the mission in 2002, GRACE data has evolved from being an experimental measurement needing validation from ground truth, to a respected tool for Earth scientists representing a fixed bound on the total change and is now an important tool to help unravel the complex dynamics of the Earth system and climate change. In this review, we present the mission concept and its theoretical background, discuss the data and give an overview of the major advances GRACE has provided in Earth science, with a focus on hydrology, solid Earth sciences, glaciology and oceanography.

The Climate Literacy and Energy Awareness Network (clean) Pathway: Integrating Science and Solutions

NASA Astrophysics Data System (ADS)

Ledley, T. S.; McCaffrey, M. S.; Buhr, S.; Manduca, C. A.; Fox, S.; Niepold, F.; Gold, A. U.

2010-12-01

Changes in the climate system are underway, largely due to human impacts, and it is essential that citizens understand what these changes are, what is causing them, and the potential implications in order for them to make responsible decisions for themselves, their communities and society. The Climate Literacy Network (CLN) comprised of a broad spectrum of ~200 stakeholders, has virtual meetings weekly (since January 2008) to provide a forum to share information and leverage efforts to address the complex issues involved in making climate and energy literacy real in formal and informal educational contexts as well as for all citizens. The discussions of the CLN have led to 1) coordinated efforts to support the implementation of the Climate Literacy Essential Principles of Climate Science (CLEP, http://www.climatescience.gov/Library/Literacy/), 2) the establishment of the CLEAN Pathway collection (http://cleanet.org) of reviewed resources that directly support the CLEP, and 3) the development of a model for CLEAN-Regional Networks that facilitate increasing climate and energy literacy at the local level. In this presentation we will describe the ongoing activities of the CLN and provide an overview of the new and recently launched CLEAN Pathway collection. The CLEAN Pathway is a project to steward an on-line collection of digital teaching materials that directly address the CLEP as well as a set of energy awareness principles. All teaching materials are aligned with the NAAEE Guidelines for Excellence in Environmental Education, the AAAS Project 2061 Benchmarks for Science Literacy, and the National Science Education Standards. With a goal of vetting ~500 educational materials at the 6-16 grade levels, we have just completed our first round of identifying, reviewing and annotating ~100 excellent teaching activities. We will demonstrate the current capabilities of the CLEAN Pathway portal, describe plans for additional functionality, and provide a vision for others to leverage this resource to facilitate a deeper understanding of the science enabling the development of responsible solutions to the impacts of climate change on society and the ecosystems that sustain us.

Opportunities and Challenges for the Contribution of Citizen Science to High-Quality, Traceable Indicators of Biodiversity in the Context of Climate Change

NASA Astrophysics Data System (ADS)

Weltzin, J. F.

2014-12-01

Indicators of climate change are designed to communicate key aspects of the status and trends of the physical climate, climate impacts, vulnerabilities, and preparedness to inform both decision makers and the public. The US Environmental Protection Agency (EPA) provides a suite of "Indicators of Climate Change" and the US Global Change Research Program delivers indicators via its "Global Change Information System" (GCIS). The process of research, development and delivery of appropriate indicators of linked to climate change faces challenges including but not limited to (1) lack of data for relevant variables across longitudinal time scales with a defined relationship to climate variation or change, (2) sufficient density and distribution of data across spatial scales to support indicator development for researchers, natural resource managers and decision-makers, and (3) limited engagement of intended stakeholders who may not understand how the data were derived or the potential application of the indicator to their domain. Recent advances in the field of public participation in scientific research (PPSR), also known as "citizen science," represents a potential innovation in monitoring, research, information management and public engagement that can address several of these challenges. Citizen science datasets already available can be decades long and collected at many sites across broad spatial scales; by their nature, they create direct engagement with stakeholders and the public. For example, bird distribution data collected by citizen scientists participating in the continental-scale Christmas Bird Count since 1900 are used in EPA's indicator for "Bird Wintering Ranges." Similarly, plant leafing data collected across the nation since 1956 are combined with meteorological data to create a modeled indicator of plant leafing dates for the GCIS. This presentation will focus on (1) challenges to the development of ecological indicators of biodiversity linked to environmental variation and climate change, (2) how citizen science can address these challenges within suitable domains or disciplines, and (3) minimal requirements for citizen science projects to maximize their contribution to the production of high-quality, traceable indicators of biodiversity.

Getting The Picture: Our Changing Climate- A new learning tool for climate science

NASA Astrophysics Data System (ADS)

Yager, K.; Balog, J. D.

2014-12-01

Earth Vision Trust (EVT), founded by James Balog- photographer and scientist, has developed a free, online, multimedia climate science education tool for students and educators. Getting The Picture (GTP) creates a new learning experience, drawing upon powerful archives of Extreme Ice Survey's unique photographs and time-lapse videos of changing glaciers around the world. GTP combines the latest in climate science through interactive tools that make the basic scientific tenets of climate science accessible and easy to understand. The aim is to use a multidisciplinary approach to encourage critical thinking about the way our planet is changing due to anthropogenic activities, and to inspire students to find their own voice regarding our changing climate The essence of this resource is storytelling through the use of inspiring images, field expedition notes and dynamic multimedia tools. EVT presents climate education in a new light, illustrating the complex interaction between humans and nature through their Art + Science approach. The overarching goal is to educate and empower young people to take personal action. GTP is aligned with national educational and science standards (NGSS, CCSS, Climate Literacy) so it may be used in conventional classrooms as well as education centers, museum kiosks or anywhere with Internet access. Getting The Picture extends far beyond traditional learning to provide an engaging experience for students, educators and all those who wish to explore the latest in climate science.

Greenhouse Effect in the Classroom: A Project- and Laboratory-Based Curriculum.

ERIC Educational Resources Information Center

Lueddecke, Susann B.; Pinter, Nicholas; McManus, Scott A.

2001-01-01

Tests a multifaceted curriculum for use in introductory earth science classes from the secondary school to the introductory undergraduate level. Simulates the greenhouse effect with two fish tanks, heat lamps, and thermometers. Uses a hands-on science approach to develop a deeper understanding of the climate system among students. (Contains 28…

European Science Notes Information Bulletin Reports on Current European and Middle Eastern Science

DTIC Science & Technology

1993-01-01

Geophys. Res. diabatic effects of the midlatitude storm- 73, 487-492 (1968). track clouds on the climate system; 4. J. Testud , G. Breger, P. Amayenc...A. Clough and J. Testud , "The FRONTS- network will probably be to the northwest of Scot- 87 Experiment and Mesoscale Frontal Dy- land. Other

Data Mining in Earth System Science (DMESS 2011)

Treesearch

Forrest M. Hoffman; J. Walter Larson; Richard Tran Mills; Bhorn-Gustaf Brooks; Auroop R. Ganguly; William Hargrove; et al

2011-01-01

From field-scale measurements to global climate simulations and remote sensing, the growing body of very large and long time series Earth science data are increasingly difficult to analyze, visualize, and interpret. Data mining, information theoretic, and machine learning techniques—such as cluster analysis, singular value decomposition, block entropy, Fourier and...

Multistability and tipping: From mathematics and physics to climate and brain-Minireview and preface to the focus issue.

PubMed

Feudel, Ulrike; Pisarchik, Alexander N; Showalter, Kenneth

2018-03-01

Multistability refers to the coexistence of different stable states in nonlinear dynamical systems. This phenomenon has been observed in laboratory experiments and in nature. In this introduction, we briefly introduce the classes of dynamical systems in which this phenomenon has been found and discuss the extension to new system classes. Furthermore, we introduce the concept of critical transitions and discuss approaches to distinguish them according to their characteristics. Finally, we present some specific applications in physics, neuroscience, biology, ecology, and climate science.

Multistability and tipping: From mathematics and physics to climate and brain—Minireview and preface to the focus issue

NASA Astrophysics Data System (ADS)

Feudel, Ulrike; Pisarchik, Alexander N.; Showalter, Kenneth

2018-03-01

Multistability refers to the coexistence of different stable states in nonlinear dynamical systems. This phenomenon has been observed in laboratory experiments and in nature. In this introduction, we briefly introduce the classes of dynamical systems in which this phenomenon has been found and discuss the extension to new system classes. Furthermore, we introduce the concept of critical transitions and discuss approaches to distinguish them according to their characteristics. Finally, we present some specific applications in physics, neuroscience, biology, ecology, and climate science.

Successfully Integrating Climate Change Education into School System Curriculum

NASA Astrophysics Data System (ADS)

Scallion, M.

2017-12-01

Maryland's Eastern Shore is threatened by climate change driven sea level rise. By working with school systems, rather than just with individual teachers, educators can gain access to an entire grade level of students, assuring that all students, regardless of socioeconomic background or prior coursework have an opportunity to explore the climate issue and be part of crafting community level solutions for their communities. We will address the benefits of working with school system partners to achieve a successful integration of in-school and outdoor learning by making teachers and administrators part of the process. We will explore how, through the Maryland and Delaware Climate Change Education, Assessment, and Research Project, teachers, content supervisors and informal educators worked together to create a climate curriculum with local context that effectively meets Common Core and Next Generation Science Standards. Over the course of several weeks during the year, students engage in a series of in-class and field activities directly correlated with their science curriculum. Wetlands and birds are used as examples of the local wildlife and habitat being impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and strengthened by material covered by classroom teachers, students get a thorough introduction to the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change. The project concludes with a habitat and carbon stewardship project that gives students and teachers a sense of hope as they tackle this big issue on a local scale. We'll explore how the MADE-CLEAR Informal Climate Change Education (ICCE) Community of Practice supports Delaware and Maryland environmental educators in collaboratively learning and expanding their programming on the complex issue of climate change. Participants will learn how to include climate change education as part of a larger ecological exploration, giving students and teachers local context to this global issue and memorable outdoor hands-on experiences and student driven adaptation projects.

Translating Research into Practice: Establishing a Network of Climate Change Practitioners in Ontario, Canada

NASA Astrophysics Data System (ADS)

Milner, G. A.

2017-12-01

Climate research and information continues to emerge at a rapid pace from the academic and scientific community. Decisions being made today by planners, engineers and staff across the Province of Ontario rely on science and information to plan and build our systems for the long term. Of course, as scientific information evolves continuously to produce lessons learned and new evidence, on the ground decisions often become entrenched in outdated information and need updating. Given this, bridging the gap between research to policy, and research to practice is of critical importance as the Province of Ontario upgrades its infrastructure, plans for long term growth in population within the Great Lakes Basin, and manages its natural systems and resources responsibly. The Ontario Climate Consortium (OCC) is an interdisciplinary network of academics and practitioners established in 2011 in the province that works to mobilize climate research findings towards building capacity, inspiring climate action, and training end-users with the latest science. The OCC has collaborated with more than 39 organizations throughout Ontario and across Canada, including government agencies at all levels (local, provincial and federal), non-profit organizations and private sector companies. This presentation will describe the foundations of climate action in Ontario, Canada including the landscape of climate adaptation practitioners from both public and private organizations. Furthermore, this presentation will feature lessons learned from the OCC network, including: 1) What comprises effective partnerships to undertake climate change adaptation planning for cities; 2) How to build the foundation for capacity at agencies with limited resources or expertise in the climate change field; and 3) How to successfully mobilize complex climate data for end-users to produce usable tools (through a case study research project). The latter will present findings from a two-year research project undertaken with OCC and the City of Vaughan, just northwest of Toronto, which examined vulnerability and risks of climate change to the city's stormwater infrastructure system and produced key tools and information for managers to begin building climate resilience into their planning and operations.

Defending climate science

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-01-01

The National Center for Science Education (NCSE), which has long been in the lead in defending the teaching of evolution in public schools, has expanded its core mission to include defending climate science, the organization announced in January. “We consider climate change a critical issue in our own mission to protect the integrity of science education,” said NSCE executive director Eugenie Scott. “Climate affects everyone, and the decisions we make today will affect generations to come. We need to teach kids now about the realities of global warming and climate change so that they're prepared to make informed, intelligent decisions in the future.”

Aspen Global Change Institute: 25 Years of Interdisciplinary Global Change Science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Meehl, Gerald A.; Moss, Richard

Global environmental changes such as climate change result from the interaction of human and natural systems. Research to understand these changes and options for addressing them requires the physical, environmental, and social sciences, as well as engineering and other applied fields. In this essay, we describe how the Aspen Global Change Institute (AGCI) has provided leadership in global change science over the past 25 years—in particular how it has contributed to the integration of the natural and social sciences needed to research the drivers of change, Earth system response, natural and human system impacts, and options for risk management. Wemore » illustrate the ways the history of AGCI has been intertwined with the evolution of global change science as it has become an increasingly interdisciplinary endeavor.« less

Creationism & Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Newton, S.

2009-12-01

Although creationists focus on the biological sciences, recently creationists have also expanded their attacks to include the earth sciences, especially on the topic of climate change. The creationist effort to deny climate change, in addition to evolution and radiometric dating, is part of a broader denial of the methodology and validity of science itself. Creationist misinformation can pose a serious problem for science educators, who are further hindered by the poor treatment of the earth sciences and climate change in state science standards. Recent changes to Texas’ science standards, for example, require that students learn “different views on the existence of global warming.” Because of Texas’ large influence on the national textbook market, textbooks presenting non-scientific “different views” about climate change—or simply omitting the subject entirely because of the alleged “controversy”—could become part of K-12 classrooms across the country.

Land Cover Applications, Landscape Dynamics, and Global Change

USGS Publications Warehouse

Tieszen, Larry L.

2007-01-01

The Land Cover Applications, Landscape Dynamics, and Global Change project at U.S. Geological Survey (USGS) Center for Earth Resources Observation and Science (EROS) seeks to integrate remote sensing and simulation models to better understand and seek solutions to national and global issues. Modeling processes related to population impacts, natural resource management, climate change, invasive species, land use changes, energy development, and climate mitigation all pose significant scientific opportunities. The project activities use remotely sensed data to support spatial monitoring, provide sensitivity analyses across landscapes and large regions, and make the data and results available on the Internet with data access and distribution, decision support systems, and on-line modeling. Applications support sustainable natural resource use, carbon cycle science, biodiversity conservation, climate change mitigation, and robust simulation modeling approaches that evaluate ecosystem and landscape dynamics.

The Importance of Simulation Workflow and Data Management in the Accelerated Climate Modeling for Energy Project

NASA Astrophysics Data System (ADS)

Bader, D. C.

2015-12-01

The Accelerated Climate Modeling for Energy (ACME) Project is concluding its first year. Supported by the Office of Science in the U.S. Department of Energy (DOE), its vision is to be "an ongoing, state-of-the-science Earth system modeling, modeling simulation and prediction project that optimizes the use of DOE laboratory resources to meet the science needs of the nation and the mission needs of DOE." Included in the "laboratory resources," is a large investment in computational, network and information technologies that will be utilized to both build better and more accurate climate models and broadly disseminate the data they generate. Current model diagnostic analysis and data dissemination technologies will not scale to the size of the simulations and the complexity of the models envisioned by ACME and other top tier international modeling centers. In this talk, the ACME Workflow component plans to meet these future needs will be described and early implementation examples will be highlighted.

Toward A Science of Sustainable Water Management

NASA Astrophysics Data System (ADS)

Brown, C.

2016-12-01

Societal need for improved water management and concerns for the long-term sustainability of water resources systems are prominent around the world. The continued susceptibility of society to the harmful effects of hydrologic variability, pervasive concerns related to climate change and the emergent awareness of devastating effects of current practice on aquatic ecosystems all illustrate our limited understanding of how water ought to be managed in a dynamic world. The related challenges of resolving the competition for freshwater among competing uses (so called "nexus" issues) and adapting water resources systems to climate change are prominent examples of the of sustainable water management challenges. In addition, largely untested concepts such as "integrated water resources management" have surfaced as Sustainable Development Goals. In this presentation, we argue that for research to improve water management, and for practice to inspire better research, a new focus is required, one that bridges disciplinary barriers between the water resources research focus on infrastructure planning and management, and the role of human actors, and geophysical sciences community focus on physical processes in the absence of dynamical human response. Examples drawn from climate change adaptation for water resource systems and groundwater management policy provide evidence of initial progress towards a science of sustainable water management that links improved physical understanding of the hydrological cycle with the socioeconomic and ecological understanding of water and societal interactions.

The place of drama in science

NASA Astrophysics Data System (ADS)

Oreskes, N.; Lewandowsky, S.

2016-12-01

Title: The place of drama in scienceAbstract: Many climate scientists have been reluctant to speak strongly about climate change for fear of being viewed as alarmist or dramatic. Equating drama with bias and lack of objectivity, some consider that there is "no place for drama in science." Many scientists strive to present their findings in an undramatic manner that will not provoke a strong response in the reader. Several studies have demonstrated that climate scientists have tended to under-estimate and under-state the threat of climate change—what has been labelled "Erring on the Side of Least Drama" (ESLD) (Brysse et al., 2012). ESLD is a bias in science, one that leads us to under-predict outcomes and under-state threats. Downplaying alarming results in order to avoid provoking emotion in others is not objective. Under-predicting the severity of climate change can also be interpreted as an optimistic bias: it suggests that things are not as bad as they might be. A related phenomenon is when climate scientists and researchers in allied disciplines have expressed considerable optimism about unproven `breakthrough' technologies, such as carbon dioxide removal from the atmosphere, and their capacity to yield the net negative emissions that will likely be required to keep global temperature increases within the window agreed at Paris." The changes unfolding in the climate system are already significant, and threaten to become truly dramatic. What is our responsibility in this situation? Scientists should move neither toward nor away from drama, optimism or pessimism, but rather toward full and objective articulation of the entire range of scientific findings. Scientists should encourage the public and policy makers to mitigate the climate crisis, and to this end some optimism may be a legitimate motivating tool, but only insofar as it is evidence-based. Unless we find a way to satisfy those twin requirements, our legacy may be that we failed adequately to warn society of what was about to unfold and what action was required.

Assessing the continuum of applications and societal benefits of US CLIVAR science

NASA Astrophysics Data System (ADS)

Ray, A. J.; Garfin, G. M.

2015-12-01

The new US CLIVAR strategic plan seeks to address the challenges of communicating the climate knowledge generated through its activities and to collaborate with the research and operational communities that may use this knowledge for managing climate risks. This presentation provides results of an overview in progress of the continuum of potential applications of climate science organized and coordinated through US CLIVAR. We define applications more broadly than simply ready for operations or direct use, and find that there are several stages in a continuum of readiness for communication and collaboration with communities that use climate information. These stages include: 1) advancing scientific understanding to a readiness for the next research steps aimed at predictable signals; 2) application of understanding climate phenomena in collaboration with a boundary organization, such as NOAA RISAs DOI Climate Science Centers, and USDA Climate Hubs, to understand how predictable signals may be translated into useable products; 3) use of knowledge in risk framing for a decision process, or in a science synthesis, such as the National Climate Assessment, and 4) transitioning new science knowledge into operational products (e.g. R2O), such as intraseasonal climate prediction. In addition, US CLIVAR has sponsored efforts to build science-to-decisions capacity, e.g., the Postdocs Applying Climate Expertise (PACE) program, in its 7th cohort, which has embedded climate experts into decision-making institutions. We will spotlight accomplishments of US CLIVAR science that are ripe for application in communities that are managing climate risks -- such as drought outlooks, MJO forecasting, extremes, and ocean conditions -- for agricultural production, water use, and marine ecosystems. We will use these examples to demonstrate the usefulness of an "applications continuum framework" identifying pathways from research to applications.

Informal Education and Climate Change: An Example From The Miami Science Museum

NASA Astrophysics Data System (ADS)

Delaughter, J.

2007-12-01

The Miami Science Museum recently took part in the National Conversation on Climate Action, held on October 4, 2007. This nationwide event encouraged members of the general public to explore local climate policy options. It provided an opportunity for citizens to discuss the issues and science of climate change with experts and policy makers, as well as neighbors and friends. During the day, the Miami Science Museum hosted a variety of events with something for everyone. Local school groups played DECIDE games and competed to find the most "treasure" in trash. Members and visitors were encouraged to leave their mark by posting comments and ideas about climate change. A "Gates of Change" exhibit provided dramatic visual indication of the effects of climate change and sea level rise. And a special "Meet the scientists" forum allowed the general public to discuss the facts and fictions of climate change with experts from Miami University's Rosenstiel School of Marine and Atmospheric Science. This activity was part of the Association of Science and Technology Centers' (ASTC) International action on Global Warming (IGLO) program. ASTC is the largest association of public science venues, and has 540 member institutions in 40 countries.

Advancing Science Literacy Through the Climate Change National Forum

NASA Astrophysics Data System (ADS)

Nielsen-Gammon, J. W.; Quirke, M.; Lefer, B. L.; Hester, T.

2014-12-01

The Climate Change National Forum (http://climatechangenationalforum.org) was established almost a year ago to provide a publicly visible platform for discussion of scientific issues related to climate change and, at a later date, policy options motivated by climate change science. The site is also designed to promote public literacy in the culture and conduct of science by incorporating dozens of active scientists in a broad range of climate science and related fields and encouraging dialogue among those scientists. The forum provides a rare window into scientific debate, allowing non-scientists to see how scientists evaluate the work of others, construct meaning out of various bits of evidence, formulate ideas, challenge their colleagues, and (on occasion) develop a consensus. As such, the site is intended to have educational value well beyond its climate science focus.

A Big Data Guide to Understanding Climate Change: The Case for Theory-Guided Data Science

PubMed Central

Kumar, Vipin

2014-01-01

Abstract Global climate change and its impact on human life has become one of our era's greatest challenges. Despite the urgency, data science has had little impact on furthering our understanding of our planet in spite of the abundance of climate data. This is a stark contrast from other fields such as advertising or electronic commerce where big data has been a great success story. This discrepancy stems from the complex nature of climate data as well as the scientific questions climate science brings forth. This article introduces a data science audience to the challenges and opportunities to mine large climate datasets, with an emphasis on the nuanced difference between mining climate data and traditional big data approaches. We focus on data, methods, and application challenges that must be addressed in order for big data to fulfill their promise with regard to climate science applications. More importantly, we highlight research showing that solely relying on traditional big data techniques results in dubious findings, and we instead propose a theory-guided data science paradigm that uses scientific theory to constrain both the big data techniques as well as the results-interpretation process to extract accurate insight from large climate data. PMID:25276499

Cryosphere Science Outreach using the NASA/JPL Virtual Earth System Laboratory

NASA Astrophysics Data System (ADS)

Larour, E. Y.; Cheng, D. L. C.; Quinn, J.; Halkides, D. J.; Perez, G. L.

2016-12-01

Understanding the role of Cryosphere Science within the larger context of Sea Level Rise is both a technical and educational challenge that needs to be addressed if the public at large is to truly understand the implications and consequences of Climate Change. Within this context, we propose a new approach in which scientific tools are used directly inside a mobile/website platform geared towards Education/Outreach. Here, we apply this approach by using the Ice Sheet System Model, a state of the art Cryosphere model developed at NASA, and integrated within a Virtual Earth System Laboratory, with the goal to outreach Cryosphere science to K-12 and College level students. The approach mixes laboratory experiments, interactive classes/lessons on a website, and a simplified interface to a full-fledged instance of ISSM to validate the classes/lessons. This novel approach leverages new insights from the Outreach/Educational community and the interest of new generations in web based technologies and simulation tools, all of it delivered in a seamlessly integrated web platform, relying on a state of the art climate model and live simulations.

Heliophysics as a Scientific Discipline

NASA Astrophysics Data System (ADS)

Greb, K.

2015-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. Now in its tenth year, the School has resulted in the publication of five Heliophysics textbooks now being used at universities worldwide. The books provide a foundational reference for researchers in space physics, solar physics, aeronomy, space weather, planetary science and climate science, astrophysics, plasma physics,. In parallel, the School also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors plan critical roles. Potential hosts may enter information about their research on a central database.

Heliophysics as a Scientific Discipline

NASA Astrophysics Data System (ADS)

Greb, K.; Austin, M.; Guhathakurta, M.

2016-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. Now in its tenth year, the School has resulted in the publication of five Heliophysics textbooks now being used at universities worldwide. The books provide a foundational reference for researchers in space physics, solar physics, aeronomy, space weather, planetary science and climate science, astrophysics, plasma physics,. In parallel, the School also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors play critical roles. Potential hosts may enter information about their research on a central database.

Remote Sensing of Aerosols from Satellites: Why Has It Been Do Difficult to Quantify Aerosol-Cloud Interactions for Climate Assessment, and How Can We Make Progress?

NASA Technical Reports Server (NTRS)

Kahn, Ralph A.

2015-01-01

The organizers of the National Academy of Sciences Arthur M. Sackler Colloquia Series on Improving Our Fundamental Understanding of the Role of Aerosol-Cloud Interactions in the Climate System would like to post Ralph Kahn's presentation entitled Remote Sensing of Aerosols from Satellites: Why has it been so difficult to quantify aerosol-cloud interactions for climate assessment, and how can we make progress? to their public website.

A comprehensive data acquisition and management system for an ecosystem-scale peatland warming and elevated CO 2 experiment

DOE PAGES

Krassovski, M. B.; Riggs, J. S.; Hook, L. A.; ...

2015-11-09

Ecosystem-scale manipulation experiments represent large science investments that require well-designed data acquisition and management systems to provide reliable, accurate information to project participants and third party users. The SPRUCE project (Spruce and Peatland Responses Under Climatic and Environmental Change, http://mnspruce.ornl.gov) is such an experiment funded by the Department of Energy's (DOE), Office of Science, Terrestrial Ecosystem Science (TES) Program. The SPRUCE experimental mission is to assess ecosystem-level biological responses of vulnerable, high carbon terrestrial ecosystems to a range of climate warming manipulations and an elevated CO 2 atmosphere. SPRUCE provides a platform for testing mechanisms controlling the vulnerability of organisms,more » biogeochemical processes, and ecosystems to climatic change (e.g., thresholds for organism decline or mortality, limitations to regeneration, biogeochemical limitations to productivity, and the cycling and release of CO 2 and CH 4 to the atmosphere). The SPRUCE experiment will generate a wide range of continuous and discrete measurements. In order to successfully manage SPRUCE data collection, achieve SPRUCE science objectives, and support broader climate change research, the research staff has designed a flexible data system using proven network technologies and software components. The primary SPRUCE data system components are the following; 1. data acquisition and control system – set of hardware and software to retrieve biological and engineering data from sensors, collect sensor status information, and distribute feedback to control components; 2. data collection system – set of hardware and software to deliver data to a central depository for storage and further processing; and 3. data management plan – set of plans, policies, and practices to control consistency, protect data integrity, and deliver data. This publication presents our approach to meeting the challenges of designing and constructing an efficient data system for managing high volume sources of in situ observations in a remote, harsh environmental location. Finally, the approach covers data flow starting from the sensors and ending at the archival/distribution points, discusses types of hardware and software used, examines design considerations that were used to choose them, and describes the data management practices chosen to control and enhance the value of the data.« less

Exploring clouds, weather, climate, and modeling using bilingual content and activities from the Windows to the Universe program and the Center for Multiscale Modeling of Atmospheric Processes

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R. M.; Randall, D.; Denning, S.; Russell, R.; Gardiner, L.; Hatheway, B.; Genyuk, J.; Bergman, J.

2008-12-01

The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. Now in its third year, the National Science Foundation-funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University is addressing this problem through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interaction processes that are active in cloud systems. CMMAP has set ambitious education and human-resource goals to share basic information about the atmosphere, clouds, weather, climate, and modeling with diverse K-12 and public audiences through its affiliation with the Windows to the Universe (W2U) program at University Corporation for Atmospheric Research (UCAR). W2U web pages are written at three levels in English and Spanish. This information targets learners at all levels, educators, and families who seek to understand and share resources and information about the nature of weather and the climate system, and career role models from related research fields. This resource can also be helpful to educators who are building bridges in the classroom between the sciences, the arts, and literacy. Visitors to the W2U's CMMAP web portal can access a beautiful new clouds image gallery; information about each cloud type and the atmospheric processes that produce them; a Clouds in Art interactive; collections of weather-themed poetry, art, and myths; links to games and puzzles for children; and extensive classroom- ready resources and activities for K-12 teachers. Biographies of CMMAP scientists and graduate students are featured. Basic science concepts important to understanding the atmosphere, such as condensation, atmosphere pressure, lapse rate, and more have been developed, as well as 'microworlds' that enable students to interact with experimental tools while building fundamental knowledge. These resources can be accessed online at no cost by the entire atmospheric science K-12 and informal science education community.

How Is Coastal Temperature Influenced by the Great Lakes and the Ocean?

ERIC Educational Resources Information Center

Fortner, Rosanne W.; Mayer, Victor J.

2009-01-01

The ocean is a major influence on weather and climate. With this set of lessons, middle school Earth systems science teachers can help their students build an understanding of how large bodies of water can serve as a heat source or sink at different times and how proximity to water moderates climate along the coast. The activity's combination of…

Use of the computational-informational web-GIS system for the development of climatology students' skills in modeling and understanding climate change

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Martynova, Yulia; Shulgina, Tamara

2015-04-01

The current situation with the training of specialists in environmental sciences is complicated by the fact that the very scientific field is experiencing a period of rapid development. Global change has caused the development of measurement techniques and modeling of environmental characteristics, accompanied by the expansion of the conceptual and mathematical apparatus. Understanding and forecasting processes in the Earth system requires extensive use of mathematical modeling and advanced computing technologies. As a rule, available training programs in the environmental sciences disciplines do not have time to adapt to such rapid changes in the domain content. As a result, graduates of faculties do not understand processes and mechanisms of the global change, have only superficial knowledge of mathematical modeling of processes in the environment. They do not have the required skills in numerical modeling, data processing and analysis of observations and computation outputs and are not prepared to work with the meteorological data. For adequate training of future specialists in environmental sciences we propose the following approach, which reflects the new "research" paradigm in education. We believe that the training of such specialists should be done not in an artificial learning environment, but based on actual operating information-computational systems used in environment studies, in the so-called virtual research environment via development of virtual research and learning laboratories. In the report the results of the use of computational-informational web-GIS system "Climate" (http://climate.scert.ru/) as a prototype of such laboratory are discussed. The approach is realized at Tomsk State University to prepare bachelors in meteorology. Student survey shows that their knowledge has become deeper and more systemic after undergoing training in virtual learning laboratory. The scientific team plans to assist any educators to utilize the system in earth science education. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants 13-05-12034 and 14-05-00502.

Modernizing Earth and Space Science Modeling Workflows in the Big Data Era

NASA Astrophysics Data System (ADS)

Kinter, J. L.; Feigelson, E.; Walker, R. J.; Tino, C.

2017-12-01

Modeling is a major aspect of the Earth and space science research. The development of numerical models of the Earth system, planetary systems or astrophysical systems is essential to linking theory with observations. Optimal use of observations that are quite expensive to obtain and maintain typically requires data assimilation that involves numerical models. In the Earth sciences, models of the physical climate system are typically used for data assimilation, climate projection, and inter-disciplinary research, spanning applications from analysis of multi-sensor data sets to decision-making in climate-sensitive sectors with applications to ecosystems, hazards, and various biogeochemical processes. In space physics, most models are from first principles, require considerable expertise to run and are frequently modified significantly for each case study. The volume and variety of model output data from modeling Earth and space systems are rapidly increasing and have reached a scale where human interaction with data is prohibitively inefficient. A major barrier to progress is that modeling workflows isn't deemed by practitioners to be a design problem. Existing workflows have been created by a slow accretion of software, typically based on undocumented, inflexible scripts haphazardly modified by a succession of scientists and students not trained in modern software engineering methods. As a result, existing modeling workflows suffer from an inability to onboard new datasets into models; an inability to keep pace with accelerating data production rates; and irreproducibility, among other problems. These factors are creating an untenable situation for those conducting and supporting Earth system and space science. Improving modeling workflows requires investments in hardware, software and human resources. This paper describes the critical path issues that must be targeted to accelerate modeling workflows, including script modularization, parallelization, and automation in the near term, and longer term investments in virtualized environments for improved scalability, tolerance for lossy data compression, novel data-centric memory and storage technologies, and tools for peer reviewing, preserving and sharing workflows, as well as fundamental statistical and machine learning algorithms.

K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Blaney, L.; Myers, R. J.

2011-12-01

This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

Linking science, public values, and decision-making: Case study development for public deliberations about climate change resilience

NASA Astrophysics Data System (ADS)

Weller, N.; Bennett, I.; Bernstein, M.; Farooque, M.; Lloyd, J.; Lowenthal, C.; Sittenfeld, D.

2016-12-01

Actionable science seeks to align scientific inquiry with decision-making priorities to overcome rifts between scientific knowledge and the needs of decision makers. Combining actionable science with explorations of public values and priorities creates useful support for decision makers facing uncertainty, tradeoffs, and limited resources. As part of a broader project to create public forums about climate change resilience, we convened workshops with decision makers, resilience experts, and community stakeholders to discuss climate change resilience. Our goals were 1) to create case studies of resilience strategies for use in public deliberations at science museums across 8 U.S. cities; and 2) to build relationships with decision makers and stakeholders interested in these public deliberations. Prior to workshops, we created summaries of resilience strategies using academic literature, government assessments, municipal resilience plans, and conversations with workshop participants. Workshops began with example deliberation activities followed by semi-structured discussions of resilience strategies centered on 4 questions: 1) What are the key decisions to be made regarding each strategy? 2) What stakeholders and perspectives are relevant to each strategy? 3) What available data are relevant to each strategy? 4) What visualizations or other resources are useful for communicating things about each strategy? Workshops yielded actionable dialogue regarding issues of justice, feasibility, and the socio-ecological-technical systems impacted by climate change hazards and resilience strategies. For example, discussions of drought revealed systemic and individual-level challenges and opportunities; discussions of sea level rise included ways to account for the cultural significance of many coastal communities. The workshops provide a model for identifying decision-making priorities and tradeoffs and building partnerships among stakeholders, scientists, and decision makers.

The next generation of scenarios for climate change research and assessment.

PubMed

Moss, Richard H; Edmonds, Jae A; Hibbard, Kathy A; Manning, Martin R; Rose, Steven K; van Vuuren, Detlef P; Carter, Timothy R; Emori, Seita; Kainuma, Mikiko; Kram, Tom; Meehl, Gerald A; Mitchell, John F B; Nakicenovic, Nebojsa; Riahi, Keywan; Smith, Steven J; Stouffer, Ronald J; Thomson, Allison M; Weyant, John P; Wilbanks, Thomas J

2010-02-11

Advances in the science and observation of climate change are providing a clearer understanding of the inherent variability of Earth's climate system and its likely response to human and natural influences. The implications of climate change for the environment and society will depend not only on the response of the Earth system to changes in radiative forcings, but also on how humankind responds through changes in technology, economies, lifestyle and policy. Extensive uncertainties exist in future forcings of and responses to climate change, necessitating the use of scenarios of the future to explore the potential consequences of different response options. To date, such scenarios have not adequately examined crucial possibilities, such as climate change mitigation and adaptation, and have relied on research processes that slowed the exchange of information among physical, biological and social scientists. Here we describe a new process for creating plausible scenarios to investigate some of the most challenging and important questions about climate change confronting the global community.

NASA Goddard Space Flight Center presents Enhancing Standards Based Science Curriculum through NASA Content Relevancy: A Model for Sustainable Teaching-Research Integration Dr. Robert Gabrys, Raquel Marshall, Dr. Evelina Felicite-Maurice, Erin McKinley

NASA Astrophysics Data System (ADS)

Marshall, R. H.; Gabrys, R.

2016-12-01

NASA Goddard Space Flight Center has developed a systemic educator professional development model for the integration of NASA climate change resources into the K-12 classroom. The desired outcome of this model is to prepare teachers in STEM disciplines to be globally engaged and knowledgeable of current climate change research and its potential for content relevancy alignment to standard-based curriculum. The application and mapping of the model is based on the state education needs assessment, alignment to the Next Generation Science Standards (NGSS), and implementation framework developed by the consortium of district superintendents and their science supervisors. In this presentation, we will demonstrate best practices for extending the concept of inquiry-based and project-based learning through the integration of current NASA climate change research into curriculum unit lessons. This model includes a significant teacher development component focused on capacity development for teacher instruction and pedagogy aimed at aligning NASA climate change research to related NGSS student performance expectations and subsequent Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas, a need that was presented by the district steering committee as critical for ensuring sustainability and high-impact in the classroom. This model offers a collaborative and inclusive learning community that connects classroom teachers to NASA climate change researchers via an ongoing consultant/mentoring approach. As a result of the first year of implementation of this model, Maryland teachers are implementing NGSS unit lessons that guide students in open-ended research based on current NASA climate change research.

Collaborative Projects Weaving Indigenous and Western Science, Knowledge and Perspectives in Climate Change Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Chase, M.; Brunacini, J.; Spellman, K.

2017-12-01

The "Reaching Arctic Communities Facing Climate Change" and "Feedbacks and Impacts of A Warming Arctic: Engaging Learners in STEM Using GLOBE and NASA Assets" projects are examples of Indigenous and western science communities' collaborative efforts in braiding multiple perspectives and methods in climate change education. Lessons being learned and applied in these projects include the need to invite and engage members of the indigenous and scientific communities in the beginning as a project is being proposed or formulated; the need for negotiated space in the project and activities where opportunity to present and access both knowledge systems is equitable, recognizes and validates each knowledge and method, and considers the use of pedagogical practices including pace/rhythm and instructional approach most suitable to the target audience. For example with Indigenous audiences/participants, it is important to follow local Indigenous protocol to start an event and/or use a resource that highlights the current experience or voices of Indigenous people with climate change. For mixed audience groups, it is critical to have personal introductions at the beginning of an event so that each participant is given an opportunity and encouraged to voice their ideas and opinions starting with how they want to introduce themselves and thus begin to establish a welcoming and collegial atmosphere for dialog. It is also important to communicate climate science in humanistic terms, that people and communities are affected not just the environment or economies. These collaborative partnerships produce mutual benefits including increased awareness and understanding of personal connections to climate change impacts; opportunities for cultural enrichment; opportunities for accessing elder knowledge which is highly valued as well as science, education and communication tools that are needed in working together in addressing issues and making communities resilient and adaptive.

Department of the Interior Climate Science Centers

USGS Publications Warehouse

Jones, Sonya A.

2011-01-01

What is a Climate Science Center? On September 14, 2009, the Secretary of the Interior signed a Secretarial Order (No. 3289) entitled, "Addressing the Impacts of Climate Change on America's Water, Land, and Other Natural and Cultural Resources." The Order effectively established the U.S. Department of the Interior (DOI) Climate Science Centers (CSCs), which will integrate DOI science and management expertise with similar contributions from our partners to provide information to support adaptation and mitigation efforts on both public and private lands, across the United States and internationally.The Southeast CSC, hosted by NC State University (NCSU), will collaborate with a number of other universities, State and Federal agencies, and nongovernmental organizations (NGOs) with interest and expertise in climate science. The primary partner for the Southeast CSC will be the Landscape Conservation Cooperatives (LCCs) in the Southeast, including the Appalachian, Gulf Coastal Plains and Ozarks, Gulf Coast Prairie, Peninsular Florida, and the South Atlantic. CSC collaborations are focused on common science priorities, addressing priority partner needs, minimizing redundancies in science, sharing scientific findings, and expanding understanding of climate change impacts in the Southeast.

Improving Climate Literacy Using The Ice Sheet System Model (ISSM): A Prototype Virtual Ice Sheet Laboratory For Use In K-12 Classrooms

NASA Astrophysics Data System (ADS)

Halkides, D. J.; Larour, E. Y.; Perez, G.; Petrie, K.; Nguyen, L.

2013-12-01

Statistics indicate that most Americans learn what they will know about science within the confines of our public K-12 education system and the media. Next Generation Science Standards (NGSS) aim to remedy science illiteracy and provide guidelines to exceed the Common Core State Standards that most U.S. state governments have adopted, by integrating disciplinary cores with crosscutting ideas and real life practices. In this vein, we present a prototype ';Virtual Ice Sheet Laboratory' (I-Lab), geared to K-12 students, educators and interested members of the general public. I-Lab will allow users to perform experiments using a state-of-the-art dynamical ice sheet model and provide detailed downloadable lesson plans, which incorporate this model and are consistent with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12). The ultimate goal of this website is to improve public climate science literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. The model used will be the Ice Sheet System Model (ISSM), an ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine, that simulates the near-term evolution of polar ice sheets (Greenland and Antarctica) and includes high spatial resolution capabilities and data assimilation to produce realistic simulations of ice sheet dynamics at the continental scale. Open sourced since 2011, ISSM is used in cutting edge cryosphere research around the globe. Thru I-Lab, students will be able to access ISSM using a simple, online graphical interface that can be launched from a web browser on a computer, tablet or smart phone. The interface will allow users to select different climate conditions and watch how the polar ice sheets evolve in time under those conditions. Lesson contents will include links to background material and activities that teach observation recording, concept articulation, hypothesis formulation and testing, and critical problem solving appropriate to grade level.

Climate Physics

ERIC Educational Resources Information Center

Space, William

2007-01-01

Numerous connections exist between climate science and topics normally covered in physics and physical science courses. For instance, lessons on heat and light can be used to introduce basic climate science, and the study of electric circuits provides a context for studying the relationship between electricity consumption and carbon pollution. To…

Cool Science: Year 2 of Using Children's Artwork about Climate Change to Engage Riders on Mass Transit

NASA Astrophysics Data System (ADS)

Lustick, D. S.; Lohmeier, J.; Chen, R. F.

2014-12-01

A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on the second year of an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) conducts a statewide art competition for K-12 students in the fall challenging them to express climate science understanding through the visual arts. An inter-disciplinary panel of judges evaluates entries and identifies the top 24 works of art. The best six student works of art are then put on public display throughout the spring on the Lowell Regional Transit Authority (LRTA). Displaying student artwork in Out of Home Multi-Media (OHMM) such as bus placards and posters is intended to engage riders with opportunities to learn informally. CS aims to promote and evaluate learning about climate change science among the general public and k-12 students/teachers. The goals of CS are: 1) Engage teachers, students, and parents in a climate change science communication competition. 2) Display the winning 6 artworks from K-12 students throughout the LRTA. 3) Assess the impact of Cool Science on the teaching and learning of climate science in K-12 formal education. 4) Assess the impact of Cool Science artwork on attitudes, awareness, and understanding of climate change among adult bus riders. A naturalistic inquiry employing a mixed methodology approach best describes our research design. The evaluation focuses on providing feedback regarding the potential learning outcomes for the K-12 students who create the media for the project and the general riding public who engage with the student artwork. To identify possible outcomes, data was collected in the several forms: survey, interviews, and online analytics. We see an urgent need to improve both the public's engagement with climate change science and to the profile of climate change science in formal education settings. The Cool Science (CS) project is an opportunity to bring formal and informal science learning settings together for mutual engagement in the science of climate change. The research that will be presented should be of interest to both informal and formal science educators, art and science educators, and environmental education advocates.

Visions 2025 and Linkage to NEXT

NASA Technical Reports Server (NTRS)

Wiscombe, W.; Lau, William K. M. (Technical Monitor)

2002-01-01

This talk will describe the progress to date on creating a science-driven vision for the NASA Earth Science Enterprise (ESE) in the post-2010 period. This effort began in the Fall of 2001 by organizing five science workgroups with representatives from NASA, academia and other agencies: Long-Term Climate, Medium-Term Climate, Extreme Weather, Biosphere & Ecosystems, and Solid Earth, Ice Sheets, & Sea Level. Each workgroup was directed to scope out one Big Question, including not just the science but the observational and modeling requirements, the information system requirements, and the applications and benefits to society. This first set of five Big Questions is now in hand and has been presented to the ESE Director. It includes: water resources, intraseasonal predictability, tropical cyclogenesis, invasive species, and sea level. Each of these topics will be discussed briefly. How this effort fits into the NEXT vision exercise and into Administrator O'Keefe's new vision for NASA will also be discussed.

A Framework for Addressing Skeptics' Claims Using Evidence-Based Argumentation: Lessons Learned from Educational Research

NASA Astrophysics Data System (ADS)

Lambert, J. L.; Bleicher, R. E.; Edwards, A.; Henderson, A.

2012-12-01

In science education, climate change is an issue that is especially useful for teaching concepts spanning several fields of science, as well the nature and practices of science. In response, we are developing a NASA-funded curriculum, titled Climate Science Investigations (CSI): South Florida, that teaches high school and first-year undergraduate level students how to analyze and use scientific data answer questions about climate change. To create an effective curriculum, we integrated lessons learned from our educational research conducted within our elementary science methods courses (Lambert, Lindgren, & Bleicher, 2012). For the past few years, we have been integrating climate science in our courses as a way to teach standards across several science disciplines and assessing our preservice teachers' gains in knowledge over the semesters. More recently, given the media attention and reports on the public's shift in opinion toward being more skeptical (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011), we have assessed our students' perceptions about climate change and implemented strategies to help students use evidence-based scientific argumentation to address common claims of climate skeptics. In our elementary science methods courses, we framed climate change as a crosscutting theme, as well as a core idea, in the Next Generation Science Standards. We proposed that the issue and science of climate change would help preservice teachers not only become more interested in the topic, but also be more prepared to teach core science concepts spanning several disciplines (physical, life, and earth sciences). We also thought that highlighting the "practice of scientific inquiry" by teaching students to develop evidence-based arguments would help the preservice teachers become more analytical and able to differentiate scientific evidence from opinions, which could ultimately influence their perceptions on climate change. Lessons learned from our preservice teachers' conceptions and perceptions about climate change, as well as the difficulties in engaging in evidence-based argumentation, have informed and enhanced the framework for development of the CSI: South Florida curriculum. The modules are sequenced according to the proposed learning progression. First, students are introduced to the nature of science and Earth's energy balance. Students then investigate the temporal and spatial temperature data to answer the question of whether Earth is warming. Students also compare natural and anthropogenic causes of climate change, investigate the various observed and projected consequences of climate change in the fourth module, and examine ways to mitigate the effects of and adapt to climate change. Finally, students learn how to refute skeptics' claims by providing counter evidence and reasoning of why the skeptics' claim is not the appropriate explanation. This paper describes our conceptual framework for teaching students how to address the skeptics' claims using the content learned in the CSI: South Florida curriculum and evidence-based argumentation.

Intercomparison of the capabilities of simplified climate models to project the effects of aviation CO2 on climate

NASA Astrophysics Data System (ADS)

Khodayari, Arezoo; Wuebbles, Donald J.; Olsen, Seth C.; Fuglestvedt, Jan S.; Berntsen, Terje; Lund, Marianne T.; Waitz, Ian; Wolfe, Philip; Forster, Piers M.; Meinshausen, Malte; Lee, David S.; Lim, Ling L.

2013-08-01

This study evaluates the capabilities of the carbon cycle and energy balance treatments relative to the effect of aviation CO2 emissions on climate in several existing simplified climate models (SCMs) that are either being used or could be used for evaluating the effects of aviation on climate. Since these models are used in policy-related analyses, it is important that the capabilities of such models represent the state of understanding of the science. We compare the Aviation Environmental Portfolio Management Tool (APMT) Impacts climate model, two models used at the Center for International Climate and Environmental Research-Oslo (CICERO-1 and CICERO-2), the Integrated Science Assessment Model (ISAM) model as described in Jain et al. (1994), the simple Linear Climate response model (LinClim) and the Model for the Assessment of Greenhouse-gas Induced Climate Change version 6 (MAGICC6). In this paper we select scenarios to illustrate the behavior of the carbon cycle and energy balance models in these SCMs. This study is not intended to determine the absolute and likely range of the expected climate response in these models but to highlight specific features in model representations of the carbon cycle and energy balance models that need to be carefully considered in studies of aviation effects on climate. These results suggest that carbon cycle models that use linear impulse-response-functions (IRF) in combination with separate equations describing air-sea and air-biosphere exchange of CO2 can account for the dominant nonlinearities in the climate system that would otherwise not have been captured with an IRF alone, and hence, produce a close representation of more complex carbon cycle models. Moreover, results suggest that an energy balance model with a 2-box ocean sub-model and IRF tuned to reproduce the response of coupled Earth system models produces a close representation of the globally-averaged temperature response of more complex energy balance models.

Cool Science: Engaging Adult and K-16 Audiences in Climate Change Science

NASA Astrophysics Data System (ADS)

Lustick, D.; Lohmeier, J.; Chen, R. F.

2012-12-01

A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) uses advertising spaces on buses and terminals to engage the public with an Out of Home Multi-Media (OHMM) learning experience. K-16 classrooms throughout Massachusetts will submit original artwork that conveys a scientific concept central to understanding climate change. The best 6 works submitted will be printed and placed on every bus in the city over a 6 month period during the first half of 2013. CS aims to promote and evaluate learning about climate change science among the general adult public and k-16 students/teachers. Cool Science offers teachers an efficient and effective means of seamlessly bringing the study of climate change into classroom learning both within science and across disciplines. The products of this effort are then used to improve public engagement with the science of climate change in mass transit environments. Cool Science is an example of Science, Technology, Engineering, Art and Math education (STEAM). The goals of CS are: 1) Engage professors, teachers, and their respective students in a climate change science communication competition. 2) Run the winning 6 selected placards and posters throughout the LRTA. 3) Identify how different communities of risk among the riding public approach and understand climate change. 4) Identify the advantages and disadvantages of using buses as a context for research on informal science learning. 5) Determine the extent to which student artwork serves as a trusted source of information. As advances in technology allow for more scientific knowledge to be generated, the role of informal education to improve adult understanding of science has never been greater. We see the convergence of circumstances (ISE, climate change, OHMM, mobile technology) as an enormous opportunity develop and evaluate a new approach to improving the level of scientific literacy among adults. Cool Science is an example of how an individual's daily routine may be enhanced with an informal science learning opportunity. This paper will report on project progress, research challenges encountered to date, and present preliminary findings. Among the results presented will be the 6 winning student artworks, analysis of teacher/student interviews, and audience attitudes and knowledge of climate change prior to the intervention. In addition, a comparison of website use before and during the implementation of the public learning campaign will be available.; Learning the Climate Change Science on the Go!

Climate Change: Biological and Human Aspects

NASA Astrophysics Data System (ADS)

Wickland, Diane E.

2008-08-01

Several months ago a young economist asked me if I could recommend a good book explaining global climate change. At the time, I couldn't think of anything appropriate for a nonscientist. Jonathan Cowie's new book can now meet this need and is especially appropriate for someone interested in human systems. As Cowie explains in his introduction, Climate Change: Biological and Human Aspects is written to be accessible to undergraduates, scientists outside of the life sciences, specialists reading outside of their field, and policy makers and analysts interested in climate change and its relevance to society. In this regard, he succeeds very well.

How Teachers' Beliefs about Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action

ERIC Educational Resources Information Center

Trendell Nation, Molly

2017-01-01

Climate change science is complex and controversial in nature, yet seen by educators and policy makers as an important topic to be taught within secondary science education. This is becoming increasingly evident with the inclusion of climate change into the Next Generation Science Standards (NGSS) for Earth and Space Sciences as well as Life…

Online Student Learning and Earth System Processes

NASA Astrophysics Data System (ADS)

Mackay, R. M.

2002-12-01

Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

Building Capacity: The National Network for Ocean and Climate Change Interpretation

NASA Astrophysics Data System (ADS)

Spitzer, W.

2014-12-01

In the US, more than 1,500 informal science venues (science centers, museums, aquariums, zoos, nature centers, national parks) are visited annually by 61% of the population. Research shows that these visitors are receptive to learning about climate change, and expect these institutions to provide reliable information about environmental issues and solutions. These informal science venues play a critical role in shaping public understanding. Since 2007, the New England Aquarium has led a national effort to increase the capacity of informal science venues to effectively communicate about climate change. We are now leading the NSF-funded National Network for Ocean and Climate Change Interpretation (NNOCCI), partnering with the Association of Zoos and Aquariums, FrameWorks Institute, Woods Hole Oceanographic Institution, Monterey Bay Aquarium, and National Aquarium, with evaluation conducted by the New Knowledge Organization, Pennsylvania State University, and Ohio State University. After two years of project implementation, key findings include: 1. Importance of adaptive management - We continue to make ongoing changes in training format, content, and roles of facilitators and participants. 2. Impacts on interpreters - We have multiple lines of evidence for changes in knowledge, skills, attitudes, and behaviors. 3. Social radiation - Trained interpreters have a significant influence on their friends, family and colleagues. 4. Visitor impacts - "Exposure to "strategically framed" interpretation does change visitors' perceptions about climate change. 5. Community of practice - We are seeing evidence of growing participation, leadership, and sustainability. 6. Diffusion of innovation - Peer networks are facilitating dissemination throughout the informal science education community. Over the next five years, NNOCCI will achieve a systemic national impact across the ISE community, embed its work within multiple ongoing regional and national climate change education networks, and leave an enduring legacy of impact. We believe that the NNOCCI project can serve as a model for how ISEIs can address other complex environmental, scientific, and policy topics as well.

Dancing on Thinning Ice: Choreography and Science in the Chukchi Sea

NASA Astrophysics Data System (ADS)

Sperling, J.

2016-12-01

In 2014, Jody Sperling was the first-ever choreographer in residence to participate in a polar science mission, thanks to an invitation from Dr. Robert Pickart (Woods Hole Oceanographic Institution). This 43-day mission (SUBICE) aboard the USCGC Healy traveled to the Chukchi Sea with Sperling serving as part of an outreach team on climate science communication. Since the mission, Sperling has shared her Arctic experience with more than 4,200 people through dozens of live performances, lectures and workshops, plus press coverage across the US. Her film "Ice Floe," created during SUBICE, won a Creative Climate Award and has been aired on Alaska Public Television reaching thousands more. While Arctic sea ice is vitally important to the global climate system, the public knows little about its function (other than as a habitat for polar bears) or its precipitous decline. Sperling's research during the mission focused on sea ice and had three components: 1) As a contributor to SUBICE's Ice Watch Survey, she learned the descriptive nomenclature for sea ice and its processes of formation to transport its dynamics and aesthetics to the stage. This information served as critical inspiration for the creation of her dance work "Ice Cycle" (2015); 2) Sperling collected media samples of sea ice that were subsequently used in performances of "Ice Cycle" as well as her frequent public lectures; 3) Sperling danced on sea ice at a dozen ice stations. In collaboration with the WHOI outreach team, the SUBICE science party and the Healy crew, she created the dance film short "Ice Floe". Sperling's dance company, Time Lapse Dance, has performed "Ice Cycle" as part of the larger program "Bringing the Arctic Home" at many venues nationally and the work has been mounted on students at Brenau University in Georgia. Wherever she performs, Sperling programs talkbacks, lectures and panels with scientists, artists and climate educators, with the aim of increasing awareness of sea ice, the rapid changes happening in the Arctic, the connectedness of our global climate system and stimulating conversations on climate action. Sperling's participation in the SUBICE mission has allowed her to bring a remote region of the world a little closer to home.

U.S. Department of the Interior Climate Science Centers and U.S. Geological Survey National Climate Change and Wildlife Science Center—Annual report for 2015

USGS Publications Warehouse

Varela Minder, Elda; Padgett, Holly A.

2016-04-07

2015 was another great year for the Department of the Interior (DOI) Climate Science Centers (CSCs) and U.S. Geological Survey (USGS) National Climate Change and Wildlife Science Center (NCCWSC) network. The DOI CSCs and USGS NCCWSC continued their mission of providing the science, data, and tools that are needed for on-the-ground decision making by natural and cultural resource managers to address the effects of climate change on fish, wildlife, ecosystems, and communities. Our many accomplishments in 2015 included initiating a national effort to understand the influence of drought on wildlife and ecosystems; providing numerous opportunities for students and early career researchers to expand their networks and learn more about climate change effects; and working with tribes and indigenous communities to expand their knowledge of and preparation for the impacts of climate change on important resources and traditional ways of living. Here we illustrate some of these 2015 activities from across the CSCs and NCCWSC.

Key Concepts for and Assessment of an Undergraduate Class that Engages Engineering Students in Climate Change Grand Challenge

NASA Astrophysics Data System (ADS)

Powers, S. E.; DeWaters, J.; Dhaniyala, S.

2015-12-01

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. Yet climate change classes targeting engineering students are scarce. Technical education must focus on the problem formulation and solutions that consider multiple, complex interactions between engineered systems and the Earth's climate system and recognize that transformation raises societal challenges, including trade-offs among benefits, costs, and risks. Moreover, improving engineering students' climate science literacy will require strategies that also inspire students' motivation to work toward their solution. A climate science course for engineers has been taught 5 semesters as part of a NASA Innovations in Climate Education program grant (NNXlOAB57A). The basic premise of this project was that effective instruction must incorporate scientifically-based knowledge and observations and foster critical thinking, problem solving, and decision-making skills. Lecture, in-class cooperative and computer-based learning and a semester project provide the basis for engaging students in evaluating effective mitigation and adaptation solutions. Policy and social issues are integrated throughout many of the units. The objective of this presentation is to highlight the content and pedagogical approach used in this class that helped to contribute to significant gains in engineering students' climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire. As a whole, students demonstrated significant gains in climate-related content knowledge (p<0.001), affect (p<0.001), and behavior (p=0.002). Mean post scores were above a 'passing' cutoff (70%) for all three subscales. Assessment of semester project reports with a critical thinking rubric showed that the students did an excellent job of formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are sometimes foreign to technically focused, number crunching engineering students, but are critical for using their engineering skills and profession to address climate change mitigation and adaptation strategies.

Educator Uses of Data-Enhanced Investigations for Climate Change Education (DICCE), An Online System for Accessing a Vast Portal of NASA Earth System Data Known As the Goddard Interactive Online Visualization and Analysis Infrastructure (GIOVANNI)

NASA Astrophysics Data System (ADS)

Zalles, D. R.; Acker, J. G.

2015-12-01

Data-enhanced Investigations for Climate Change Education (DICCE) has made it easier and more technologically feasible for secondary and post-secondary instructors and students to study climate change and related Earth system phenomena using data products from the Goddard Interactive Online Visualization and Analysis Infrastructure (GIOVANNI), a powerful portal of Earth observation data that provides access to numerous data products on Earth system phenomena representing the land biosphere, physical land, ocean biosphere, physical ocean, physical atmosphere, atmospheric gases, and energy and radiation system. These data products are derived from remote-sensing instruments on satellites, ground stations, and data assimilation models. Instructors and students can query the GIOVANNI data archive, then save the results as map images, time series plots, vertical profiles of the atmosphere, and data tables. Any part of the world can be selected for analysis. The project has also produced a tool for instructors to author and adapt standards-based lesson plans, student data investigation activities, and presentations around visualizations they make available to their students via DICCE-G. Supports are provided to students and teachers about how to interpret trends in data products of their choice at the regional level and a schema has been developed to help them understand how those data products fit into current scientific thinking about the certainties and uncertainties of climate change. The presentation will (1) describe the features of DICCE, (2) examples of curricula developed to make use of DICCE in classrooms, (3) how these curricula align to Next Generation Science Standards, and (4) how they align to science education research literature about how to make school science more engaging. Recently-analyzed teacher and student outcomes from DICCE use will also be reported.

Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.

2013-12-01

Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased significantly and teachers were more concerned about climate change after participation in PEL. Teachers with higher self-efficacy demonstrated higher climate change science knowledge. Teachers indicated that they felt more confident and were motivated to implement classroom lessons with their students that employed resources rich in NASA climate data and focused on scientific argumentation. References Bleicher, R.E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education. 16, 205-225. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Howe, P.(2013) Climate change in the American mind: Americans' global warming beliefs and attitudes in April, 2013 Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved 7/26/13 from: http://climatechangecommunication.org/sites/default/files/reports/Climate-Beliefs-April-2013.pdf Next Generation Science Standards (NGSS). (2013). Available at http://www.nextgenscience.org/print/121. Somerville, R. C. J. & Hassol, S. J. (2011). Communicating the science of climate change. Physics Today, 64(10), 48-53.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bland, Arthur S Buddy; Hack, James J; Baker, Ann E

Oak Ridge National Laboratory's (ORNL's) Cray XT5 supercomputer, Jaguar, kicked off the era of petascale scientific computing in 2008 with applications that sustained more than a thousand trillion floating point calculations per second - or 1 petaflop. Jaguar continues to grow even more powerful as it helps researchers broaden the boundaries of knowledge in virtually every domain of computational science, including weather and climate, nuclear energy, geosciences, combustion, bioenergy, fusion, and materials science. Their insights promise to broaden our knowledge in areas that are vitally important to the Department of Energy (DOE) and the nation as a whole, particularly energymore » assurance and climate change. The science of the 21st century, however, will demand further revolutions in computing, supercomputers capable of a million trillion calculations a second - 1 exaflop - and beyond. These systems will allow investigators to continue attacking global challenges through modeling and simulation and to unravel longstanding scientific questions. Creating such systems will also require new approaches to daunting challenges. High-performance systems of the future will need to be codesigned for scientific and engineering applications with best-in-class communications networks and data-management infrastructures and teams of skilled researchers able to take full advantage of these new resources. The Oak Ridge Leadership Computing Facility (OLCF) provides the nation's most powerful open resource for capability computing, with a sustainable path that will maintain and extend national leadership for DOE's Office of Science (SC). The OLCF has engaged a world-class team to support petascale science and to take a dramatic step forward, fielding new capabilities for high-end science. This report highlights the successful delivery and operation of a petascale system and shows how the OLCF fosters application development teams, developing cutting-edge tools and resources for next-generation systems.« less

AGU Climate Scientists Offer Question-and-Answer Service for Media

NASA Astrophysics Data System (ADS)

Jackson, Stacy

2010-03-01

In fall 2009, AGU launched a member-driven pilot project to improve the accuracy of climate science coverage in the media and to improve public understanding of climate science. The project's goal was to increase the accessibility of climate science experts to journalists across the full spectrum of media outlets. As a supplement to the traditional one-to-one journalist-expert relationship model, the project tested the novel approach of providing a question-and-answer (Q&A) service with a pool of expert scientists and a Web-based interface with journalists. Questions were explicitly limited to climate science to maintain a nonadvocacy, nonpartisan perspective.

Evaluation of the Alliance for Climate Education's national high school edutainment program (Invited)

NASA Astrophysics Data System (ADS)

Lappe, M.; Flora, J.; Saphir, M.; Roser-Renouf, C.; Maibach, E.; Leiserowitz, A.

2013-12-01

The Alliance for Climate Education educates high school students on the science of climate change and inspires them to create effective solutions. Since 2009, ACE has reached over 1.6 million students nationwide with its multi media assembly presentation. In this paper, we evaluate the climate science knowledge, beliefs, attitudes, behavior and communication impact of the ACE Assembly program in a random sample of 49 schools (from population of 779) and a panel of 1,241 high school students. Pre and post assembly surveys composed of questions from the Global Warming Six Americas segmentation and intervention specific questions were administered in classrooms. We demonstrate that exposure to climate science in an engaging edutainment format changes youths' beliefs, involvement, and behavior positively and moves them to more climate science literate audience segments. The net impact of scaled and engaging programs for youth could be a population shift in climate science literacy and positive engagement in the issue of climate change. In addition, such programs can empower youth for deeper engagement in school programs, personal action, political and consumer advocacy.

Using Tree-Ring Data, Research, and Expeditions as an Accessible, Hands-on "Bridge" into Climate Studies for Diverse Audiences

NASA Astrophysics Data System (ADS)

Davi, N. K.; Wattenberg, F.; Pringle, P. T.; Tanenbaum, J.; O'Brien, A.; Greidanus, I.; Perry, M.

2012-12-01

Tree-ring research provides an engaging, intuitive, and relevant entryway into understanding both climate-change and environmental research, as well as the process of science from inspiration, to fieldwork, to analysis, to publishing and communicating. The basic premise of dendrochronology is that annual rings reflect environmental conditions year-by-year and that by studying long-lived trees we can learn about past environments and climates for hundreds-to-thousands of years in the past. Conceptually, this makes tree-ring studies accessible to students and faculty for a number of reasons. First, in order to collect their data, dendrochronologists often launch expeditions to stunningly picturesque and remote places in search of long-lived, climate sensitive trees. Scientist exciting stories and images from the field can be leveraged to connect students to the study and the data. Second, tree-rings can be more easily explained as a proxy for climate than other methods (ice cores, carbon-isotope ratios, etc.), and most people have prior-knowledge about trees and annual growth rings. It is even possible, for example, for non-expert audiences to see climate variability through time with the naked eye by looking at climate sensitive tree cores. Third, tree-rings are interdisciplinary and illustrate the interplay between the mathematical sciences, the biological sciences, and the geosciences—that is, they show that the biosphere is a fundamental component of the Earth system. Here, we will present several projects have been initiated for a range of audiences, including; elementary school, where 5th graders visited a local forest to collect samples and apply their samples and what they learned to math and science classes. 5th grade students also leaned how to use Climate Explorer (KNMI), an online tool that allows scientist and students the opportunity to access and visualize global climate data within a few clicks. Geared to 2 and 4 year colleges, we are also collaboratively developing new interdisciplinary science and mathematical curriculum, interactive game modules, and multi-media that focus on using tree-ring expeditions and research projects that have real-world applications related to societal concerns (drought, warming, or in some cases, finances) to support student-centered inquiry-based learning. We are also creating professional development guides for teachers.

Providing the Larger Climate Context During Extreme Weather - Lessons from Local Television News

NASA Astrophysics Data System (ADS)

Woods, M.; Cullen, H. M.

2015-12-01

Local television weathercasters, in their role as Station Scientists, are often called upon to educate viewers about the science and impacts of climate change. Climate Central supports these efforts through its Climate Matters program. Launched in 2010 with support from the National Science Foundation, the program has grown into a network that includes more than 245 weathercasters from across the country and provides localized information on climate and ready-to-use, broadcast quality graphics and analyses in both English and Spanish. This presentation will focus on discussing best practices for integrating climate science into the local weather forecast as well as advances in the science of extreme event attribution. The Chief Meteorologist at News10 (Sacramento, CA) will discuss local news coverage of the ongoing California drought, extreme weather and climate literacy.

Strategic directions for U.S. Geological Survey water science, 2012-2022 - Observing, understanding, predicting, and delivering water science to the Nation

USGS Publications Warehouse

Evenson, Eric J.; Orndorff, Randall C.; Blome, Charles D.; Böhlke, John Karl; Hershberger, Paul K.; Langenheim, V.E.; McCabe, Gregory J.; Morlock, Scott E.; Reeves, Howard W.; Verdin, James P.; Weyers, Holly S.; Wood, Tamara M.

2012-01-01

This report concludes with a chapter devoted to the crosscutting science issues of the Water Mission Area with the other USGS Mission Areas: Climate and Land Use Change, Core Science Systems, Ecosystems, Energy and Minerals, Environmental Health Science, and Natural Hazards. Not one of these Mission Areas stands alone—all must work together and integrate their actions to fulfill the USGS science mission for the future. This final chapter identifies the important linkages that must be realized and maintained for this integration to occur.

Delivering Climate Science for the Nation's Fish, Wildlife, and Ecosystems: The U.S. Geological Survey National Climate Change and Wildlife Science Center

USGS Publications Warehouse

Beard, T. Douglas

2011-01-01

Changes to the Earth's climate-temperature, precipitation, and other important aspects of climate-pose significant challenges to our Nation's natural resources now and will continue to do so. Managers of land, water, and living resources need to understand the impacts of climate change-which will exacerbate ongoing stresses such as habitat fragmentation and invasive species-so they can design effective response strategies. In 2008 Congress created the National Climate Change and Wildlife Science Center (NCCWSC) within the U.S. Geological Survey (USGS); this center was formed to address challenges resulting from climate change and to empower natural resource managers with rigorous scientific information and effective tools for decision-making. Located at the USGS National Headquarters in Reston, Virginia, the NCCWSC has invested over $20M in cutting-edge climate change research and is now leading the effort to establish eight regional Department of the Interior (DOI) Climate Science Centers (CSCs).

Mentor and protege attitudes towards the science mentoring program

NASA Astrophysics Data System (ADS)

Rios Jimenez, Noemaris

The purpose of this study was to examine mentor and protege attitudes towards the science mentoring program. This study focused on the attitudes that proteges and mentors participating in the Puerto Rico Statewide Systemic Initiative (PRSSI) have towards the PRSSI mentoring program and the mentoring relationship. The data was gathered from a questionnaire for mentors and beginning teachers designed by Reiman and Edelfelt in 1990. It was used to measure the mentor and protege attitudes towards the science mentoring program by three variables: mentor-protege relationship, professional development, and supportive school climate. Data were collected from 56 science teachers (proteges) and 21 mentors from fourteen (14) junior high schools. Descriptive statistics were used to indicate both proteges and mentor attitudes towards the science mentoring program. T-tests were conducted to establish if there was a statistically significant difference between protege and mentor attitudes. In conclusion, the attitudes of mentors and proteges in regard to mentor-protege relationship, professional development, and supportive school climate were similar.

NASA cancels carbon monitoring research program

NASA Astrophysics Data System (ADS)

Voosen, Paul

2018-05-01

The administration of President Donald Trump has waged a broad attack on climate science conducted by NASA, including proposals to cut the budget of earth science research and kill off the Orbiting Carbon Observatory 3 mission. Congress has fended these attacks off—with one exception. NASA has moved ahead with plans to end the Carbon Monitoring System, a $10-million-a-year research line that has helped stitch together observations of sources and sinks of methane and carbon dioxide into high-resolution models of the planet's flows of carbon, the agency confirmed to Science. The program, begun in 2010, has developed tools to improve estimates of carbon stocks in forests, especially, from Alaska to Indonesia. Ending it, researchers say, will complicate future efforts to monitor and verify national emission cuts stemming from the Paris climate deal.

Pegasus XL CYGNSS Mission Science Briefing

NASA Image and Video Library

2016-12-10

In the Kennedy Space Center’s Press Site auditorium, NASA and industry leaders speak to members of the media during a mission science briefing for the agency’s Cyclone Global Navigation Satellite System, or CYGNSS, spacecraft. From left are: Aaron Ridley, CYGNSS constellation scientist in the Climate and Space Department at the University of Michigan in Ann Arbor, Michigan; and Mary Morris, doctoral student in the Department of Climate and Space Sciences and Engineering at the University of Michigan. The eight CYGNSS satellites will make frequent and accurate measurements of ocean surface winds throughout the life cycle of tropical storms and hurricanes. The data will help scientists probe key air-sea interaction processes that take place near the core of storms, which are rapidly changing and play a crucial role in the beginning and intensification of hurricanes.

Pegasus XL CYGNSS Mission Science Briefing

NASA Image and Video Library

2016-12-10

In the Kennedy Space Center’s Press Site auditorium, NASA and industry leaders speak to members of the media during a mission science briefing for the agency’s Cyclone Global Navigation Satellite System, or CYGNSS, spacecraft. From left are: Dr. Chris Ruf, CYGNSS principal investigator, Department of Climate and Space Sciences and Engineering at the University of Michigan; and Aaron Ridley, CYGNSS constellation scientist in the Climate and Space Department at the University of Michigan in Ann Arbor, Michigan. The eight CYGNSS satellites will make frequent and accurate measurements of ocean surface winds throughout the life cycle of tropical storms and hurricanes. The data will help scientists probe key air-sea interaction processes that take place near the core of storms, which are rapidly changing and play a crucial role in the beginning and intensification of hurricanes.

A New Zealand Scientific Perspective on 20+ Years of Efforts to Introduce Policies Setting Limits on Emissions: What's the Way Forward?

NASA Astrophysics Data System (ADS)

Baisden, T. W.

2013-12-01

Setting limits on pollution is an inherently political process negotiated between stakeholders within society. Science has a critical, but not dominant role in setting environmental limits. Over the past 20 years, nations have had the opportunity to build on a period of major international successes, limiting ozone-depleting chemicals and sulphur emissions causing acid rain. The science and politics of solutions attempted during this time has become vastly more complicated, and the outcome has been disappointing: global greenhouse gas emissions remain at business-as-usual trajectories. It seems logical and timely to examine the landscape before forging onward. In a brief review of lessons learned from the perspective of earth-system science within New Zealand, I highlight key examples and opportunities for creating more promising way forward. Among the lessons are that small-scale limit setting can host important innovation, while collapses can occur when systems that are too-big-to-fail but lack critical pre-requisites. In this sense, implementation of cap-and-trade for water quality may represent the former, while the collapse of C prices highlight the latter. Of critical importance is the simple observation that perceived uncertainties must be brought within bounds that make decisions possible. The way in which system are framed scientifically can be of overarching significance. Cap and trade for nutrients in New Zealand catchments has enabled small-scale illustrations of how the system frame can be vital in successful policy. For example, the N budget of Lake Taupo is simplified by focusing on inputs to the land, while 100-year forcing equivalence still raises questions about managing climate change. Relationships between emissions and activity must be distilled based on sound science, in a manner simple and certain enough for people and businesses to meaningfully consider in decisions that are made every day. With trust becoming a major limiting factor in the political process, the mechanisms by which science is incorporated in decision-making are likely to require simplicity and accessibility to democratic processes. Science must support both simple rules and verification. It must also allow a shared way forward to be identified across a quorum of the many identities present in society, such that the science communication and projection of outcomes is widely acceptable. New Zealand's constitutional recognition of Maori people, and their indigenous right to participate in decision making has formed a perhaps surprising role in successes to date by ensuring the inclusion of Maori identities. Ultimately, the implementation of these points, through science and other pre-requisites, will be critical in restoring confidence to the process of dealing with climate change and the setting of other limits. A major challenge presented by failure so far to control emissions related to climate change is that we now need to prepare to incorporate not just climate mitigation, but also climate impacts and adaptation and other environmental limits within many singular decisions made by businesses and government.

Space Technology and Earth System Science

NASA Technical Reports Server (NTRS)

Habib, Shahid

2011-01-01

Science must continue to drive the technology development. Partnering and Data Sharing among nations is very important to maximize the cost benefits of such investments Climate changes and adaptability will be a big challenge for the next several decades (1) Natural disasters frequency and locations (2) Economic and social impact can be global and (3) Water resources and management.

Teaching Earth Signals Analysis Using the Java-DSP Earth Systems Edition: Modern and Past Climate Change

ERIC Educational Resources Information Center

Ramamurthy, Karthikeyan Natesan; Hinnov, Linda A.; Spanias, Andreas S.

2014-01-01

Modern data collection in the Earth Sciences has propelled the need for understanding signal processing and time-series analysis techniques. However, there is an educational disconnect in the lack of instruction of time-series analysis techniques in many Earth Science academic departments. Furthermore, there are no platform-independent freeware…

An automated system for access to derived climate indices in support of ecological impacts assessments and resource management

NASA Astrophysics Data System (ADS)

Walker, J.; Morisette, J. T.; Talbert, C.; Blodgett, D. L.; Kunicki, T.

2012-12-01

A U.S. Geological Survey team is working with several providers to establish standard data services for the climate projection data they host. To meet the needs of climate adaptation science and landscape management communities, the team is establishing a set of climate index calculation algorithms that will consume data from various providers and provide directly useful data derivatives. Climate projections coming from various scenarios, modeling centers, and downscaling methods are increasing in number and size. Global change impact modeling and assessment, generally, requires inputs in the form of climate indices or values derived from raw climate projections. This requirement puts a large burden on a community not familiar with climate data formats, semantics, and processing techniques and requires storage capacity and computing resources out of the reach of most. In order to fully understand the implications of our best available climate projections, assessments must take into account an ensemble of climate projections and potentially a range of parameters for calculation of climate indices. These requirements around data access and processing are not unique from project to project, or even among projected climate data sets, pointing to the need for a reusable tool to generate climate indices. The U.S. Geological Survey has developed a pilot application and supporting web service framework that automates the generation of climate indices. The web service framework consists of standards-based data servers and a data integration broker. The resulting system allows data producers to publish and maintain ownership of their data and data consumers to access climate derivatives via a simple to use "data product ordering" workflow. Data access and processing is completed on enterprise "cloud" computing resources and only the relatively small, derived climate indices are delivered to the scientist or land manager. These services will assist the scientific and land management community in accessing the pertinent information held within large archives of climate projection data. Access to the pilot services is currently available through a web user interface and a set of python programming functions which can be used from either ArcGIS or the VisTrails workflow management platform. While the pilot services represent a small subset of climate data and derivatives, the system design and future plans will allow dynamic calculation of indices for user specified areas, datasets, and derivative algorithm parameters. As this project progresses, it is expected that this system of standard data servers and data brokers will grow with representation and support from numerous federal, academic, and private organizations in a network of open science data and brokered processing.

Application of Geographic Information System (GIS) in Student Experiential Learning on Climate Change and Sustainability

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Prakash, A.; San Juan, F.

2016-12-01

Consortium of minority serving institutions including Delaware State University, Virginia State University, Morgan State University, University of Alaska Fairbanks, and Elizabeth City State University have collaborated on various student experiential learning programs to expand the technology-based education by incorporating Geographic Information System (GIS) technique to promote student learning on climate change and sustainability. Specific objectives of this collaborative programs are to: (i) develop new or enhance existing courses of Introduction to Geographic Information System (GIS) and Introduction to Remote Sensing, (ii) enhance teaching and research capabilities through faculty professional development workshops, (iii) engage minority undergraduates in GIS and remote sensing research via experiential learning activities including summer internship, workshop, and work study experience. Ultimate goal is to prepare pipeline of minority task force with skills in GIS and remote sensing application in climate sciences. Various research projects were conducted on topics such as carbon footprint, atmospheric CO2, wildlife diversity, ocean circulation, wild fires, geothermal exploration, etc. Students taking GIS and remote sensing courses often express interests to be involved in research projects to enhance their knowledge and obtain research skills. Of about 400 students trained, approximately 30% of these students were involved in research experience in our programs since 2004. The summer undergraduate research experiences (REU) have offered hands-on research experience to the students on climate change and sustainability. Previous studies indicate that students who are previously exposed to environmental science only by a single field trip or an introductory course could be still at risk of dropping out of this field in their early years of the college. The research experience, especially at early college years, would significantly increase the participation and retention of students in climate sciences and sustainability by creating and maintaining interest in these areas. These programs promoted active recruitment of faculty, staff, and students, fostered the development of partnerships, and enhanced related skill sets among students in GIS and remote sensing.

"It Takes a Network": Building National Capacity for Climate Change Interpretation

NASA Astrophysics Data System (ADS)

Spitzer, W.

2014-12-01

Since 2007, the New England Aquarium has led a national effort to increase the capacity of informal science venues to effectively communicate about climate change. We are now leading the NSF-funded National Network for Ocean and Climate Change Interpretation (NNOCCI), partnering with the Association of Zoos and Aquariums, FrameWorks Institute, Woods Hole Oceanographic Institution, Monterey Bay Aquarium, and National Aquarium, with evaluation conducted by the New Knowledge Organization, Pennsylvania State University, and Ohio State University. More than 1,500 informal science venues (science centers, museums, aquariums, zoos, nature centers, national parks) are visited annually by 61% of the U.S. population. These visitors expect reliable information about environmental issues and solutions. NNOCCI enables teams of informal science interpreters across the country to serve as "communication strategists" - beyond merely conveying information they can influence public perceptions, given their high level of commitment, knowledge, public trust, social networks, and visitor contact. Beyond providing in-depth training, we have found that our "alumni network" is assuming an increasingly important role in achieving our goals: 1. Ongoing learning - Training must be ongoing given continuous advances in climate and social science research. 2. Implementation support - Social support is critical as interpreters move from learning to practice, given complex and potentially contentious subject matter. 3. Leadership development - We rely on a national cadre of interpretive leaders to conduct workshops, facilitate study circle trainings, and support alumni. 4. Coalition building - A peer network helps to build and maintain connections with colleagues, and supports further dissemination through the informal science community. We are experimenting with a variety of online and face to face strategies to support the growing alumni network. Our goals are to achieve a systemic national impact, embed our work within multiple ongoing regional and national climate change education networks, and leave an enduring legacy.

Training a Green Workforce With Stem Initiatives at the Alamo Colleges District

NASA Astrophysics Data System (ADS)

Reyes, R.; Strybos, J.

2017-12-01

The Alamo Colleges District (ACD) includes minority serving institutions successfully incorporating climate science and sustainability-related projects to engage students in STEM courses. This network of five community colleges is based around San Antonio, Texas, and has a student population of approximately 60,000 that reflects the diversity of the community. San Antonio residents are familiar with recent extreme weather conditions, such as extreme droughts and intensified annual rainfalls, and the colleges understand the importance of education about climate science, climate change and sustainable solutions. This presentation will discuss initiatives to engage students in STEMS program while providing them with tools to solve climate change problems at a local level. ACD's innovative tools to train a green workforce is focused on engaging students in courses provided toward accredited certificates and degrees. Example of these courses include Wind Power Generation, Wind Turbine Troubleshooting, Solar Photovoltaics Systems, Wastewater Minimization and Waste Water Treatment. Students have access to a 400-kW PV system installed at the Center for Excellence that is used as a training tool in solar panel installation and maintenance. Also, solar panels on the rooftop of the Scobee Education Center and adjacent bus stops are connected to an eGauge system and used as simulation training about energy and space science. At Eco Centro, students have worked on solar hydroponic projects, the refurbishment of a shipping container for food production in a controlled atmosphere, and the installation of a shipping container home that will be used as a teaching facility about sustainable design and construction. Finally, a recent project to convert an old trailer into a Mobile Weather Station will be used as a STEM classroom to prepare students to understand weather data and its local applicability.

Earth system modelling: a GAIM perspective

NASA Astrophysics Data System (ADS)

Prentice, C.

2003-04-01

For over a decade the IGBP Task Force on Global Analysis, Integration (formerly Interepretation) and Modelling (GAIM) has facilitated international, interdisciplinary research. The focus has been development, comparison and evaluation of models describing Earth system components, especially terrestrial and ocean carbon cycling and atmospheric transport. GAIM also sponsored the BIOME 6000 project, which produced snapshots of world vegetation patterns for the last glacial maximum (LGM) and mid-Holocene, and experiments in coupled atmosphere-biosphere modelling that used these results. The most successful achievements have brought together modellers and data experts so that model comparisons could be made “with open eyes”. The need to bring together different communities (such as data experts and modellers; ecologists and atmospheric scientists; economists and ecologists...) only increases, and is a major rationale for the continuation of GAIM. GAIM has recently set out 23 overarching questions which could define future directions in Earth system science. Many have a “human dimension”, reflecting the fact that the societal context is poorly defined. Natural scientists often appeal to societal reasons to study global change, but typically don’t incorporate human science perspectives in their research strategies. Other questions have a “physical dimension” as biogeochemistry, atmospheric chemistry and physical climate science merge. As IGBP II begins, GAIM faces the challenge of tackling large gaps in our knowledge of how the coupled Earth system works, with and without human interfence. On the natural science side, the Vostok ice-core record dramatically illustrates our current state of ignorance. Vostok established that the Earth system’s response to orbital forcing is characterized by strong non-linear interactions between atmospheric greenhouse-gas and aerosol constituents and climate. The problem is that we don’t understand most of these interactions. There is some predictive understanding of past climates on these timescales, there is a large body of paleoenvironmental data from all of the world’s continents and oceans, and the models that could link trace gases, aerosols and climate change in a fully interactive and predictive way are under development. The challenge for GAIM is to goad the disparate scientific communities involved into working together. This will likely only happen if the nations that fund science dismantle barriers to interdisciplinary co-operation and construct facilitating mechanisms instead.

Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Diagnosis Earth: The Climate Change Debate

ERIC Educational Resources Information Center

Anderegg, William R. L.

2010-01-01

In the scrum of popular and political discourse on global warming, the scholarship of climate science is often left sitting on the sideline. Yet understanding the science and the scientists presents the best chance of developing an informed opinion about climate change. Confusion about the science, misunderstanding of risk assessment and…

Charter for the ARM Climate Research Facility Science Board

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ferrell, W

The objective of the ARM Science Board is to promote the Nation’s scientific enterprise by ensuring that the best quality science is conducted at the DOE’s User Facility known as the ARM Climate Research Facility. The goal of the User Facility is to serve scientific researchers by providing unique data and tools to facilitate scientific applications for improving understanding and prediction of climate science.

PRMS-IV, the precipitation-runoff modeling system, version 4

USGS Publications Warehouse

Markstrom, Steven L.; Regan, R. Steve; Hay, Lauren E.; Viger, Roland J.; Webb, Richard M.; Payn, Robert A.; LaFontaine, Jacob H.

2015-01-01

Computer models that simulate the hydrologic cycle at a watershed scale facilitate assessment of variability in climate, biota, geology, and human activities on water availability and flow. This report describes an updated version of the Precipitation-Runoff Modeling System. The Precipitation-Runoff Modeling System is a deterministic, distributed-parameter, physical-process-based modeling system developed to evaluate the response of various combinations of climate and land use on streamflow and general watershed hydrology. Several new model components were developed, and all existing components were updated, to enhance performance and supportability. This report describes the history, application, concepts, organization, and mathematical formulation of the Precipitation-Runoff Modeling System and its model components. This updated version provides improvements in (1) system flexibility for integrated science, (2) verification of conservation of water during simulation, (3) methods for spatial distribution of climate boundary conditions, and (4) methods for simulation of soil-water flow and storage.

Evaluating lossy data compression on climate simulation data within a large ensemble

DOE PAGES

Baker, Allison H.; Hammerling, Dorit M.; Mickelson, Sheri A.; ...

2016-12-07

High-resolution Earth system model simulations generate enormous data volumes, and retaining the data from these simulations often strains institutional storage resources. Further, these exceedingly large storage requirements negatively impact science objectives, for example, by forcing reductions in data output frequency, simulation length, or ensemble size. To lessen data volumes from the Community Earth System Model (CESM), we advocate the use of lossy data compression techniques. While lossy data compression does not exactly preserve the original data (as lossless compression does), lossy techniques have an advantage in terms of smaller storage requirements. To preserve the integrity of the scientific simulation data,more » the effects of lossy data compression on the original data should, at a minimum, not be statistically distinguishable from the natural variability of the climate system, and previous preliminary work with data from CESM has shown this goal to be attainable. However, to ultimately convince climate scientists that it is acceptable to use lossy data compression, we provide climate scientists with access to publicly available climate data that have undergone lossy data compression. In particular, we report on the results of a lossy data compression experiment with output from the CESM Large Ensemble (CESM-LE) Community Project, in which we challenge climate scientists to examine features of the data relevant to their interests, and attempt to identify which of the ensemble members have been compressed and reconstructed. We find that while detecting distinguishing features is certainly possible, the compression effects noticeable in these features are often unimportant or disappear in post-processing analyses. In addition, we perform several analyses that directly compare the original data to the reconstructed data to investigate the preservation, or lack thereof, of specific features critical to climate science. Overall, we conclude that applying lossy data compression to climate simulation data is both advantageous in terms of data reduction and generally acceptable in terms of effects on scientific results.« less

Evaluating lossy data compression on climate simulation data within a large ensemble

NASA Astrophysics Data System (ADS)

Baker, Allison H.; Hammerling, Dorit M.; Mickelson, Sheri A.; Xu, Haiying; Stolpe, Martin B.; Naveau, Phillipe; Sanderson, Ben; Ebert-Uphoff, Imme; Samarasinghe, Savini; De Simone, Francesco; Carbone, Francesco; Gencarelli, Christian N.; Dennis, John M.; Kay, Jennifer E.; Lindstrom, Peter

2016-12-01

High-resolution Earth system model simulations generate enormous data volumes, and retaining the data from these simulations often strains institutional storage resources. Further, these exceedingly large storage requirements negatively impact science objectives, for example, by forcing reductions in data output frequency, simulation length, or ensemble size. To lessen data volumes from the Community Earth System Model (CESM), we advocate the use of lossy data compression techniques. While lossy data compression does not exactly preserve the original data (as lossless compression does), lossy techniques have an advantage in terms of smaller storage requirements. To preserve the integrity of the scientific simulation data, the effects of lossy data compression on the original data should, at a minimum, not be statistically distinguishable from the natural variability of the climate system, and previous preliminary work with data from CESM has shown this goal to be attainable. However, to ultimately convince climate scientists that it is acceptable to use lossy data compression, we provide climate scientists with access to publicly available climate data that have undergone lossy data compression. In particular, we report on the results of a lossy data compression experiment with output from the CESM Large Ensemble (CESM-LE) Community Project, in which we challenge climate scientists to examine features of the data relevant to their interests, and attempt to identify which of the ensemble members have been compressed and reconstructed. We find that while detecting distinguishing features is certainly possible, the compression effects noticeable in these features are often unimportant or disappear in post-processing analyses. In addition, we perform several analyses that directly compare the original data to the reconstructed data to investigate the preservation, or lack thereof, of specific features critical to climate science. Overall, we conclude that applying lossy data compression to climate simulation data is both advantageous in terms of data reduction and generally acceptable in terms of effects on scientific results.

Evaluating lossy data compression on climate simulation data within a large ensemble

DOE Office of Scientific and Technical Information (OSTI.GOV)

Baker, Allison H.; Hammerling, Dorit M.; Mickelson, Sheri A.

High-resolution Earth system model simulations generate enormous data volumes, and retaining the data from these simulations often strains institutional storage resources. Further, these exceedingly large storage requirements negatively impact science objectives, for example, by forcing reductions in data output frequency, simulation length, or ensemble size. To lessen data volumes from the Community Earth System Model (CESM), we advocate the use of lossy data compression techniques. While lossy data compression does not exactly preserve the original data (as lossless compression does), lossy techniques have an advantage in terms of smaller storage requirements. To preserve the integrity of the scientific simulation data,more » the effects of lossy data compression on the original data should, at a minimum, not be statistically distinguishable from the natural variability of the climate system, and previous preliminary work with data from CESM has shown this goal to be attainable. However, to ultimately convince climate scientists that it is acceptable to use lossy data compression, we provide climate scientists with access to publicly available climate data that have undergone lossy data compression. In particular, we report on the results of a lossy data compression experiment with output from the CESM Large Ensemble (CESM-LE) Community Project, in which we challenge climate scientists to examine features of the data relevant to their interests, and attempt to identify which of the ensemble members have been compressed and reconstructed. We find that while detecting distinguishing features is certainly possible, the compression effects noticeable in these features are often unimportant or disappear in post-processing analyses. In addition, we perform several analyses that directly compare the original data to the reconstructed data to investigate the preservation, or lack thereof, of specific features critical to climate science. Overall, we conclude that applying lossy data compression to climate simulation data is both advantageous in terms of data reduction and generally acceptable in terms of effects on scientific results.« less

Data Serving Climate Simulation Science at the NASA Center for Climate Simulation

NASA Technical Reports Server (NTRS)

Salmon, Ellen M.

2011-01-01

The NASA Center for Climate Simulation (NCCS) provides high performance computational resources, a multi-petabyte archive, and data services in support of climate simulation research and other NASA-sponsored science. This talk describes the NCCS's data-centric architecture and processing, which are evolving in anticipation of researchers' growing requirements for higher resolution simulations and increased data sharing among NCCS users and the external science community.

The Future of Planetary Climate Modeling and Weather Prediction

NASA Technical Reports Server (NTRS)

Del Genio, A. D.; Domagal-Goldman, S. D.; Kiang, N. Y.; Kopparapu, R. K.; Schmidt, G. A.; Sohl, L. E.

2017-01-01

Modeling of planetary climate and weather has followed the development of tools for studying Earth, with lags of a few years. Early Earth climate studies were performed with 1-dimensionalradiative-convective models, which were soon fol-lowed by similar models for the climates of Mars and Venus and eventually by similar models for exoplan-ets. 3-dimensional general circulation models (GCMs) became common in Earth science soon after and within several years were applied to the meteorology of Mars, but it was several decades before a GCM was used to simulate extrasolar planets. Recent trends in Earth weather and and climate modeling serve as a useful guide to how modeling of Solar System and exoplanet weather and climate will evolve in the coming decade.

Meeting the Next Generation Science Standards Through "Rediscovered" Climate Model Experiments

NASA Astrophysics Data System (ADS)

Sohl, L. E.; Chandler, M. A.; Zhou, J.

2013-12-01

Since the Educational Global Climate Model (EdGCM) Project made its debut in January 2005, over 150 institutions have employed EdGCM software for a variety of uses ranging from short lab exercises to semester-long and year-long thesis projects. The vast majority of these EdGCM adoptees have been at the undergraduate and graduate levels, with few users at the K-12 level. The K-12 instructors who have worked with EdGCM in professional development settings have commented that, although EdGCM can be used to illustrate a number of the Disciplinary Core Ideas and connects to many of the Common Core State Standards across subjects and grade levels, significant hurdles preclude easy integration of EdGCM into their curricula. Time constraints, a scarcity of curriculum materials, and classroom technology are often mentioned as obstacles in providing experiences to younger grade levels in realistic climate modeling research. Given that the NGSS incorporates student performance expectations relating to Earth System Science, and to climate science and the human dimension in particular, we feel that a streamlined version of EdGCM -- one that eliminates the need to run the climate model on limited computing resources, and provides a more guided climate modeling experience -- would be highly beneficial for the K-12 community. This new tool currently under development, called EzGCM, functions through a browser interface, and presents "rediscovery experiments" that allow students to do their own exploration of model output from published climate experiments, or from sensitivity experiments designed to illustrate how climate models as well as the climate system work. The experiments include background information and sample questions, with more extensive notes for instructors so that the instructors can design their own reflection questions or follow-on activities relating to physical or human impacts, as they choose. An added benefit of the EzGCM tool is that, like EdGCM, it helps illustrate the process of doing research on a complex topic, in a way that builds upon earlier experiences in inquiry-based learning. By having students work through a multi-stage process that requires them to plan several steps ahead, through data processing, analysis and interpretation, they learn how to do research in addition to improving their understanding of climate change.

Global situational awareness and early warning of high-consequence climate change.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Backus, George A.; Carr, Martin J.; Boslough, Mark Bruce Elrick

2009-08-01

Global monitoring systems that have high spatial and temporal resolution, with long observational baselines, are needed to provide situational awareness of the Earth's climate system. Continuous monitoring is required for early warning of high-consequence climate change and to help anticipate and minimize the threat. Global climate has changed abruptly in the past and will almost certainly do so again, even in the absence of anthropogenic interference. It is possible that the Earth's climate could change dramatically and suddenly within a few years. An unexpected loss of climate stability would be equivalent to the failure of an engineered system on amore » grand scale, and would affect billions of people by causing agricultural, economic, and environmental collapses that would cascade throughout the world. The probability of such an abrupt change happening in the near future may be small, but it is nonzero. Because the consequences would be catastrophic, we argue that the problem should be treated with science-informed engineering conservatism, which focuses on various ways a system can fail and emphasizes inspection and early detection. Such an approach will require high-fidelity continuous global monitoring, informed by scientific modeling.« less

Readying health services for climate change: a policy framework for regional development.

PubMed

Bell, Erica

2011-05-01

Climate change presents the biggest threat to human health in the 21st century. However, many public health leaders feel ill equipped to face the challenges of climate change and have been unable to make climate change a priority in service development. I explore how to achieve a regionally responsive whole-of-systems approach to climate change in the key operational areas of a health service: service governance and culture, service delivery, workforce development, asset management, and financing. The relative neglect of implementation science means that policymakers need to be proactive about sourcing and developing models and processes to make health services ready for climate change. Health research funding agencies should urgently prioritize applied, regionally responsive health services research for a future of climate change.

Readying Health Services for Climate Change: A Policy Framework for Regional Development

PubMed Central

2011-01-01

Climate change presents the biggest threat to human health in the 21st century. However, many public health leaders feel ill equipped to face the challenges of climate change and have been unable to make climate change a priority in service development. I explore how to achieve a regionally responsive whole-of-systems approach to climate change in the key operational areas of a health service: service governance and culture, service delivery, workforce development, asset management, and financing. The relative neglect of implementation science means that policymakers need to be proactive about sourcing and developing models and processes to make health services ready for climate change. Health research funding agencies should urgently prioritize applied, regionally responsive health services research for a future of climate change. PMID:21421953

Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Promoting Understanding about the Science of Global Climate Change

NASA Astrophysics Data System (ADS)

Bhattacharya, Devarati

Efforts to adapt and mitigate the effects of global climate change (GCC) have been ongoing for the past two decades and have become a major global concern. However, research and practice for promoting climate literacy and understanding about GCC have only recently become a national priority. The National Research Council (NRC), has recently emphasized upon the importance of developing learners' capacity of reasoning, their argumentation skills and understanding of GCC (Framework for K-12 Science Education, National Research Council, 2012). This framework focuses on fostering conceptual clarity about GCC to promote innovation, resilience, and readiness in students as a response towards the threat of a changing environment. Previous research about teacher understanding of GCC describes that in spite of the prevalent frameworks like the AAAS Science Literacy Atlas (AAAS, 2007) and the Essential Principles for Climate Literacy (United States Global Climate Research Program, 2009; Bardsley, 2007), most learners are challenged in understanding the science of GCC (Michail et al., 2007) and misinformed perceptions about basic climate science content and the role of human activities in changing climate remain persistent (Reibich and Gautier, 2006). Our teacher participants had a rather simplistic knowledge structure. While aware of climate change, teacher participants lacked in depth understanding of how change in climate can impact various ecosystems on the Earth. Furthermore, they felt overwhelmed with the extensive amount of information needed to comprehend the complexity in GCC. Hence, extensive efforts not only focused on assessing conceptual understanding of GCC but also for teaching complex science topics like GCC are essential. This dissertation explains concept mapping, and the photo elicitation method for assessing teachers' understanding of GCC and the use of metacognitive scaffolding in instruction of GCC for developing competence of learners in this complex science phenomenon.

Introducing Enabling Computational Tools to the Climate Sciences: Multi-Resolution Climate Modeling with Adaptive Cubed-Sphere Grids

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jablonowski, Christiane

The research investigates and advances strategies how to bridge the scale discrepancies between local, regional and global phenomena in climate models without the prohibitive computational costs of global cloud-resolving simulations. In particular, the research explores new frontiers in computational geoscience by introducing high-order Adaptive Mesh Refinement (AMR) techniques into climate research. AMR and statically-adapted variable-resolution approaches represent an emerging trend for atmospheric models and are likely to become the new norm in future-generation weather and climate models. The research advances the understanding of multi-scale interactions in the climate system and showcases a pathway how to model these interactions effectively withmore » advanced computational tools, like the Chombo AMR library developed at the Lawrence Berkeley National Laboratory. The research is interdisciplinary and combines applied mathematics, scientific computing and the atmospheric sciences. In this research project, a hierarchy of high-order atmospheric models on cubed-sphere computational grids have been developed that serve as an algorithmic prototype for the finite-volume solution-adaptive Chombo-AMR approach. The foci of the investigations have lied on the characteristics of both static mesh adaptations and dynamically-adaptive grids that can capture flow fields of interest like tropical cyclones. Six research themes have been chosen. These are (1) the introduction of adaptive mesh refinement techniques into the climate sciences, (2) advanced algorithms for nonhydrostatic atmospheric dynamical cores, (3) an assessment of the interplay between resolved-scale dynamical motions and subgrid-scale physical parameterizations, (4) evaluation techniques for atmospheric model hierarchies, (5) the comparison of AMR refinement strategies and (6) tropical cyclone studies with a focus on multi-scale interactions and variable-resolution modeling. The results of this research project demonstrate significant advances in all six research areas. The major conclusions are that statically-adaptive variable-resolution modeling is currently becoming mature in the climate sciences, and that AMR holds outstanding promise for future-generation weather and climate models on high-performance computing architectures.« less

Development of an interactive interface to raise awareness of public, policy makers, and practitioners about natural hazards.

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Gordov, Evgeny; Okladnikov, Igor; Titov, Alexander

2017-04-01

Due to a global climate change the following consequences are predicted: rise in sea level due to melting glaciers and polar ice, changes in precipitation, changes in the hydrological regime, impact on ecosystems, agriculture and forestry. In Russia's vast territory these effects will be most dramatic. According to Hydrometeorological Center of Russian Federation report there is an increase in the magnitude and frequency of extreme weather events, as well as in their damage to ecosystems and infrastructure. In the framework of adaptation to climate change and mitigation of its consequences it is necessary to promote and support activities aimed at reducing possible risks. Adaptation methods include among others improving seasonal weather forecasts, systems of early warning and systems of management of risks. But there is a problem of insufficient awareness among decision-makers, as well a lack of scientific background. Those responsible for making decisions, stakeholders and the public do not have the skills and knowledge to work with the accumulated climate data to development an adaptation and sustainable development strategy. The goal is to provide these groups with tools, skills, thematic information for understanding climate processes occurring in the region. We believe that the preparation of both the persons responsible for decision-making, and the future specialist in environmental sciences shouldn't be realized artificial learning environment, but on the basis of actual operating computational and information systems used in climate research. Such kind of a system was developed by a team of the Institute of Monitoring of Climatic and Ecological Systems SB RAS. The information-computational Web GIS "Climate" (http://climate.climate.scert.ru) provides opportunities to study regional climate change and its consequences providing access to climate and weather models, a large set of geophysical data and means of processing and visualization. Also, the system is used for undergraduate and graduate students training. In addition, the system capabilities allow creating information resources to raise public awareness about climate change, its causes and consequences, which is a necessary step for the subsequent adaptation to these changes. "Climate" allows climatologists, specialists in related fields, decision-makers, stakeholders and the public use a variety of geographically distributed spatially-referenced data, resources and processing services via a web-browser. Currently, an interactive System User Manual for decision-makers is developed. It contains not only the information needed to use the system and perform practical tasks, but also the basic concepts explained in detail. The knowledge necessary for understanding the causes and possible consequences of the processes is given. The results of implementation of practical tasks are available not only in the form of color surface maps, but also on the Internet and in the form of layers for most GIS. Thus these layers can be used in usual desktop GIS which is a common software for most of decision-makers. Thus, this manual helps to prepare qualified users, which in the future will be able to determine the policy of the region to adapt to climate change impacts and hazards. The work is supported by Russian Science Foundation grant № 16-19-10257.

Toward a Climate OSSE for NASA Earth Sciences

NASA Astrophysics Data System (ADS)

Leroy, S. S.; Collins, W. D.; Feldman, D.; Field, R. D.; Ming, Y.; Pawson, S.; Sanderson, B.; Schmidt, G. A.

2016-12-01

In the Continuity Study, the National Academy of Sciences advised that future space missions be rated according to five categories: the importance of a well-defined scientific objective, the utility of the observation in addressing the scientific objective, the quality with which the observation can be made, the probability of the mission's success, and the mission's affordability. The importance, probability, and affordability are evaluated subjectively by scientific consensus, by engineering review panels, and by cost models; however, the utility and quality can be evaluated objectively by a climate observation system simulation experiment (COSSE). A discussion of the philosophical underpinnings of a COSSE for NASA Earth Sciences will be presented. A COSSE is built upon a perturbed physics ensemble of a sophisticated climate model that can simulate a mission's prospective observations and its well-defined quantitative scientific objective and that can capture the uncertainty associated with each. A strong correlation between observation and scientific objective after consideration of physical uncertainty leads to a high quality. Persistence of a high correlation after inclusion of the proposed measurement error leads to a high utility. There are five criteria that govern that nature of a particular COSSE: (1) whether the mission's scientific objective is one of hypothesis testing or climate prediction, (2) whether the mission is empirical or inferential, (3) whether the core climate model captures essential physical uncertainties, (4) the level of detail of the simulated observations, and (5) whether complementarity or redundancy of information is to be valued. Computation of the quality and utility is done using Bayesian statistics, as has been done previously for multi-decadal climate prediction conditioned on existing data. We advocate for a new program within NASA Earth Sciences to establish a COSSE capability. Creation of a COSSE program within NASA Earth Sciences will require answers from the climate research community to basic questions, such as whether a COSSE capability should be centralized or de-centralized. Most importantly, the quantified scientific objective of a proposed mission must be defined with extreme specificity for a COSSE to be applied.

77 FR 59238 - Call for Expert Reviewers to the U.S. Government Review of the Working Group I Contribution to...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-26

... Climate Change (IPCC), Climate Change 2013: The Physical Science Basis Summary: The United States Global... Panel on Climate Change (IPCC) Climate Change 2013: The Physical Science Basis. The United Nations..., and socio-economic information for understanding the scientific basis of climate change, potential...

Headlines: Planet Earth: Improving Climate Literacy with Short Format News Videos

NASA Astrophysics Data System (ADS)

Tenenbaum, L. F.; Kulikov, A.; Jackson, R.

2012-12-01

One of the challenges of communicating climate science is the sense that climate change is remote and unconnected to daily life--something that's happening to someone else or in the future. To help face this challenge, NASA's Global Climate Change website http://climate.nasa.gov has launched a new video series, "Headlines: Planet Earth," which focuses on current climate news events. This rapid-response video series uses 3D video visualization technology combined with real-time satellite data and images, to throw a spotlight on real-world events.. The "Headlines: Planet Earth" news video products will be deployed frequently, ensuring timeliness. NASA's Global Climate Change Website makes extensive use of interactive media, immersive visualizations, ground-based and remote images, narrated and time-lapse videos, time-series animations, and real-time scientific data, plus maps and user-friendly graphics that make the scientific content both accessible and engaging to the public. The site has also won two consecutive Webby Awards for Best Science Website. Connecting climate science to current real-world events will contribute to improving climate literacy by making climate science relevant to everyday life.

Teaching the Intersection of Climate and Society

NASA Astrophysics Data System (ADS)

Thomson, C.; Ting, M.; Orlove, B. S.

2014-12-01

As the first program of its kind, the M.A. in Climate and Society at Columbia University educates students on how climate affects society and vice versa. The 12-month interdisciplinary Master's program is designed to allow students from a wide variety of backgrounds to gain knowledge in climate science and a deep understanding of social sciences and how they related to climate. There are currently more than 250 alumni applying their skills in fields including energy, economics, disaster mitigation, journalism and climate research in more than a dozen countries worldwide. The presentation will highlight three key components of the program that have contributed to its growth and helped alumni become brokers that can effectively put climate science in the hands of the public and policymakers for the benefit of society. Those components include working with other academic departments at Columbia to successfully integrate social science classes into the curriculum; the development of the course Applications in Climate and Society to help students make an overt link between climate and its impacts on society; and providing students with hands-on activities with practitioners in climate-related fields.

Advances in Cross-Cutting Ideas for Computational Climate Science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ng, Esmond; Evans, Katherine J.; Caldwell, Peter

This report presents results from the DOE-sponsored workshop titled, ``Advancing X-Cutting Ideas for Computational Climate Science Workshop,'' known as AXICCS, held on September 12--13, 2016 in Rockville, MD. The workshop brought together experts in climate science, computational climate science, computer science, and mathematics to discuss interesting but unsolved science questions regarding climate modeling and simulation, promoted collaboration among the diverse scientists in attendance, and brainstormed about possible tools and capabilities that could be developed to help address them. Emerged from discussions at the workshop were several research opportunities that the group felt could advance climate science significantly. These include (1)more » process-resolving models to provide insight into important processes and features of interest and inform the development of advanced physical parameterizations, (2) a community effort to develop and provide integrated model credibility, (3) including, organizing, and managing increasingly connected model components that increase model fidelity yet complexity, and (4) treating Earth system models as one interconnected organism without numerical or data based boundaries that limit interactions. The group also identified several cross-cutting advances in mathematics, computer science, and computational science that would be needed to enable one or more of these big ideas. It is critical to address the need for organized, verified, and optimized software, which enables the models to grow and continue to provide solutions in which the community can have confidence. Effectively utilizing the newest computer hardware enables simulation efficiency and the ability to handle output from increasingly complex and detailed models. This will be accomplished through hierarchical multiscale algorithms in tandem with new strategies for data handling, analysis, and storage. These big ideas and cross-cutting technologies for enabling breakthrough climate simulation advancements also need the "glue" of outreach and learning across the scientific domains to be successful. The workshop identified several strategies to allow productive, continuous engagement across those who have a broad knowledge of the various angles of the problem. Specific ideas to foster education and tools to make material progress were discussed. Examples include follow-on cross-cutting meetings that enable unstructured discussions of the types this workshop fostered. A concerted effort to recruit undergraduate and graduate students from all relevant domains and provide them experience, training, and networking across their immediate expertise is needed. This will broaden and expand their exposure to the future needs and solutions, and provide a pipeline of scientists with a diversity of knowledge and know-how. Providing real-world experience with subject matter experts from multiple angles may also motivate the students to attack these problems and even come up with the missing solutions.« less