Session C: APS and AAPT Poster Session - Climate C.H.A.N.G.E.: Concepts Having Anthropogenic and Natural Global Evidence

Vincent Ciarmetaro, Watertown High School, Watertown, MA
Kathryn Haughn, Nazareth Academy, Wakefield, MA
Phil Erickson, Massachusetts Institute of Technology - Haystack Observatory
Shunrong Zhang, Massachusetts Institute of Technology - Haystack Observatory
Larissa Goncharenko, Massachusetts Institute of Technology - Haystack Observatory

Description

Climate C.H.A.N.G.E.: Concepts Having Anthropogenic and Natural Global Evidence VINCENT CIARAMETARO, Watertown High School, Watertown, MA, KATHRYN HAUGHN, Nazareth Academy, Wakefield, MA, PHIL ERICKSON, SHUNRONG ZHANG, LARISSA GONCHARENKO, MIT Haystack Observatory – Recent findings of the Intergovernmental Panel on Climate Change have raised public awareness of long term studies of temperature in the troposphere, where conventional weather resides. The middle and upper atmosphere surrounding Earth also contain their own climate and weather patterns which are far less generally known. We describe a classroom unit developed as part of the NSF Research Experience for Teachers (RET) program at MIT Haystack Observatory in the summer of 2011. This unit begins with a series of activities and lessons designed to provide background information about how Earth's atmosphere responds to environmental changes in ways which differ markedly depending on the location, altitude, and time period of observation. Our teaching unit takes advantage of cutting edge research on the upper atmosphere done at the MIT Haystack Observatory, which operates one of a small number of powerful ground based ionospheric radars making direct observations of the upper atmosphere. This curriculum provides a unique opportunity that introduces students to the timely and active field of climate and atmospheric science research, and in particular highlights the fact that weather exists at all altitudes, not just the ones where humans live. The public often is confused about fundamental concepts such as the difference between climate (e.g. long term shifts in mean temperature) and weather (e.g. increases in the strength of deviations from the mean). These distinctions are essential to becoming an informed citizen and participant in future societal decisions.

 
Nov 18th, 5:40 PM Nov 18th, 7:00 PM

Session C: APS and AAPT Poster Session - Climate C.H.A.N.G.E.: Concepts Having Anthropogenic and Natural Global Evidence

Concourse, Campus Center, University of Massachusetts - Amherst

Climate C.H.A.N.G.E.: Concepts Having Anthropogenic and Natural Global Evidence VINCENT CIARAMETARO, Watertown High School, Watertown, MA, KATHRYN HAUGHN, Nazareth Academy, Wakefield, MA, PHIL ERICKSON, SHUNRONG ZHANG, LARISSA GONCHARENKO, MIT Haystack Observatory – Recent findings of the Intergovernmental Panel on Climate Change have raised public awareness of long term studies of temperature in the troposphere, where conventional weather resides. The middle and upper atmosphere surrounding Earth also contain their own climate and weather patterns which are far less generally known. We describe a classroom unit developed as part of the NSF Research Experience for Teachers (RET) program at MIT Haystack Observatory in the summer of 2011. This unit begins with a series of activities and lessons designed to provide background information about how Earth's atmosphere responds to environmental changes in ways which differ markedly depending on the location, altitude, and time period of observation. Our teaching unit takes advantage of cutting edge research on the upper atmosphere done at the MIT Haystack Observatory, which operates one of a small number of powerful ground based ionospheric radars making direct observations of the upper atmosphere. This curriculum provides a unique opportunity that introduces students to the timely and active field of climate and atmospheric science research, and in particular highlights the fact that weather exists at all altitudes, not just the ones where humans live. The public often is confused about fundamental concepts such as the difference between climate (e.g. long term shifts in mean temperature) and weather (e.g. increases in the strength of deviations from the mean). These distinctions are essential to becoming an informed citizen and participant in future societal decisions.

http://scholarworks.umass.edu/climate_nuclearpower/2011/nov18/9