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ED 396 963 SE 058 720

TITLE Symposium on Education (4th, Dallas, Texas, January 15-20, 1995). INSTITUTION American Meteorological Society, Boston, Mass. SPONS AGENCY World Meteorological Organization, Geneva (Switzerland). PUB DATE Jan 95 NOTE 257p.; A few pages contain light type that may not reproduce well. AVAILABLE FROM American Meteorological Society, 45 Beacon Street, Boston, MA 02108.

Pl. TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Climate; Educational Technology; Elementary Secondary Education; Higher Education; *Meteorology; *Oceanography; Research Projects; *Science Curriculum; Weather

ABSTRACT The theme of this symposium was "Opening the Doors to the Future: Education in the Classroom and Beyond." Presentations, both oral and poster, are devoted to both K-12 and university educational issues in meteorological and oceanographic education. Oral presentations include: (I) "The Bachelor's Degree in Atmospheric Science-Revision of the 1987 AMS Statement" (Phillip Smith, S. Businger, E. Pani, and J. Zebransky); (2) "Meteorology's Educational Dilemma" (Paul Croft and M. Binkley);(3) "Involvement of Undergraduate Meteorology Students in Faculty Research Projects" (Gregory Byrd, R. Peinback, R. Ballentine, A. Stamm, and E. Chermack);(4) "Creating and Maintaining Enthusiasm for the Undergraduate Major" (Dayton Vincent and P. Smith);(5) "Weather Education at the Introductory College Level"( Robert Weinback and I. Greer);(6) "Weather and Life: A Cognitive Apprenticeship in Personalized Multidisciplinary Problem Solving" (Paul Croft and M. Tessmer);(7) "New Meteorology Program at the U.S. Air Force Academy Integrates Comet Multimedia and Computer Weather Lab into Undergraduate Curriculum" (Thomas Koehler, K. Blackwell, D. Knipp, B. Heckman); (8) "Integration of Interactive Multimedia into the Meteorology Curriculum at the United States Air Force Academy" (Delores Knipp and B. Heckman);(9) "A Survey of the Use of COMET's(R) Forecaster's Multimedia Library in the Academic Community" (Brian Heckman); (10) "Symbolic Manipulators in the Classroom: Using Student Research Topics in Oceanography and Meteorology to Enhance Teaching/Learning of Advanced Mathematics" (Reza Malek-Madani, D. Smith, and C. Gunderson);(11) "Classroom Applications of Interactive Meteorological Visualization" (Michael Biggerstaff and J. Nielsen-Gammon). The poster presentations include topics of interest for both K-12 and university educators. Two joint sessions focused on K-12 educational programs and new technologies for the classroom. The joint session with the llth Conf:erence on Interactive Information Processing Systems for Meteorology, Oceanography, and Hydrology included demonstrations of hardware and software systems designed to

enhance meteorological and oceanographic education. Contains an . author index. (JRH) PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRA TED BY

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

r1:771 OVERVIEW

GLOBE EXPERUISENTS

4 PARTNER SCHOOLS

:REFERENCE MAP

, ..si . .

MOTION TOPO TEMP W.IND

A.MLR1CAN FLOROIA.),GIC 11. S()(:11 III Publications of the American Meteorological Society MIMUMIMMIMM.M.11-M.1111

JOURNAL OF THE ATMOSPHERIC SCIENCES (ISSN 0022-4928), Vol. 52, 1995. Semi-monthly. Original research papers related to the atmospheres of the earth and other planets with emphasis on the quantitative and deductive aspects of the physics and dynamics of atmospheric processes and phenomena. $355

JOURNAL OF APPLIED METEOROLOGY (ISSN 0894-8763), Vol. 34, 1995. Monthly. Original papers and critical surveys concerned with the applications of the atmospheric sciences to operational and practical goals. Its editorial scope encompasses the full range of applications of meteorology to safety, health, industry, the economy, and general well-being of the human community $215

JOURNAL OF PHYSICAL OCEANOGRAPHY (ISSN 022-3670), Vol. 25, 1995. Monthly. Original research and survey papers devoted to the communication of knowledge concerning the physics and chemistry of the oceans and of the processes coupling the sea to the atmosphere. Papers will deal with the theoretical and observational aspects of topics such as: ocean circulation, surface waves, internal waves, inertial oscillations, oceanic turbulence, interpretive regional studies, oceanic tides, and other long-wave phenomena. $255

MONTHLY WEATHER REVIEW (ISSN 0027-0644), Vol. 123, 1995. Monthly. Original research and survey papers concerned with weather analysis and forecasting (non-operational); observed and modeled circulations including techniques development and verification studies, and seasonal-anneal weather summaries. $335

JOURNAL OF ATMOSPHERIC AND OCEANIC TECHNOLOGY (ISSN 0739-0572), Vol. 12, 1995. Bimonthly. Original research and survey papers related to instrument-system descriptions, exploratory measurement techniques, calibration methods, and performance analyses for the ma'. istream of atmospheric and oceanic technology, including the development of data-acquisition hardware, real-time and post analysis software, and signal-processing techniques. $135

WEATHER AND FORECASTING (ISSN 0882-8156), Vol..0, 1995. Quarterly. Original research and survey papers immediately related to the operational forecasting or weather events significant to operational forecast problems including such topics as operational-forecasting techniques, applications of new analysis methods, forecasting-verification studies, and case studies with direct application to forecasting. $110

JOURNAL OF CLIMATE (ISSN 0094-8755), Vol. 8, 1995. Monthly. Articles concerned with climate data and analysis, long- term atmospheric variability (seasonal, interannual), climate change and prediction on seasonal and longer time scales, and the impacts of climate change on society. $210

BULLETIN OF THE AMERICAN METEOROLOGICAL SOCIETY (ISSN 0003-0007), Vol. 76, 1995. Monthly. The official organ of the society, devoted to editorials, topical reports to members, articles, professienal and membership news, conference announcements, programs, and summaries, book reviews, and society activities. $60

METEOROLOGICAL & GEOASTROPHYSICAL ABSTRACTS (ISSN 00'46-1130), Vol. 46, 1995. Monthly. Abstracts of current world literature in meteorology, climatology, aeronomy, planetary atmospheres, solar-terresirial relations, hydrology, oceanography, glaciology, cosmic rays, and radioastronomy. The abstracts of books, articles, and reprints are arranged by subject categories with extensive cross-referencing. Monthly author, subject, and geographical indexes. MGA subscription includes yearly cumulative index. All inquiries for MGA and MGA's computerized database should be directed to Infolonics, 550 Newtown Rd, Box 458, Littleton, MA 01460. $985

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3 FOURTH CONFERENCE ON EDUCATION

January 15-20, 1995 Dallas, Texas

Sponsored by

American Meteorological Society

Cosponsored by

World Meteorological Organization

Front Covor: Global Learning and Observations to Benefit the Environment (GLOBE) is a new internationalenvironmental education program established earlier this year by Vice President Al Gore. Its objeotives are to increaseunderstanding of environmental issues among the children of the world and to collect observations important to environmentalscientists.

Many schools participating in the GLOBE program will use the Multimedia GLOBE School DisplaySystem shown on the cover for classroom GLOBE activities. This system is being developed by NOAA'sForecast Systems Laboratory in Boulder, Colorado.In addition to schools within the United States, over 100 other countries have formallyindicated a desire to participate in the GLOBE program.

All Rights Reserved. No part of this publication may be reproduced or copied in any form orby any meansgraphic, electronic, or mechanical. Including photocopying, taping, or information storage and retrieval systems -- without the prior writtenpermission of the publisher. Contact AMS for permission pertaining to the overall collection. Authors retain their individual rights andshould be contacted directly for permission to use their material separately. The manuscripts reproduced herein are unrefereed papers presented at theFourth Conference on Education. Their appearance in thin collection does not constitute formal publication.

AMERICAN METEOROLOGICAL SOCIETY 45 Beacon Street, Boston, Massachusetts USA02108-3693

4 FOREWORD

In 1992, the Board on School and Popular Meteorological and Oceanographic Education (BSPMOE) and the Board on Meteorological and Oceanographic Education in Universities (BMOEU) jointly sponsored the First AMS Symposium on Education as part of the AMS Annual Meeting. Since that time, the amount of interest in educational issues has increased dramatically throughout the atmospheric and oceanic communities.Precollege educational activity has received a tremendous stimulus with the emergence of Project ATMOSPHERE and several othei K-12 educational programs across the country.Further, there has been renewed interest in university educational issues at the undergraduate and graduate levels, as programs attempt to cope with Increasing technology and an expanding knowledge-base in the atmospheric and oceanic sciences. The primary purpose of the Symposium on Education is to acquaint the general membership of the Society with new educational initiatives within AMS and itsconstituent membership.

The Fourth AMS Symposium on Education is held in conjunction with the 75th AMS Annual Meeting. The theme of this Symposium is "Opening the Doors to the Future: Education in the Classroom and Beyond.' Presentations, both oral and poster, are devoted to both K-12 and university qducational issues. This year the K-12 Educational Program includes a joint session with the 24th Conference on Broadcast Meteorology. There is also a poster session which has attracted a record number of presenters and includes topics of interest for both K-12 and university educators. University papers focus on introductory meteorology courses, undergraduate research activities, new requirements for the bachelor's degree in atmospheric science, and emerging technologies for the classroom. There is a joint session with the 11th Conference on Interactive Information Processing Systems for Meteorology, Oceanography,and Hydrology, with demonstrations of hardware and software systems designed to enhance meteorological and oceanographic education.

The papers and posters presented at this year's conference clearly demonstrate how much our educational involvement has increased in recent years.Further, the evolving programs and emerging technologies can open doors of opportunity for the future of atmospheric and oceanic science education.

David R. Smith Lisa Bastiaans Symposium Cochairperson Symposium Cochairperson

AMS BOARD OF SCHOOL AND POPULAR METEOROLOGICAL AND OCEANOGRAPHICEDUCATION

David R. Smith, Chairperson Raymond L. Boylan Rene Munoz Jim Vavrek Frederick J. Gadomski Michael J. Passow Richard A. Wagoner Patrick Hughes Robert W. Popham H. Patricia Warthan Renee McPherson Nezette N. Rydell Robert S. Weinbeck Joseph M. Moran

AMS BOARD OF METEOROLOGICAL AND OCEANOGRAPHIC EDUCATION IN UNIVERSITIES

Timothy Spangler, Chairperson Lisa M. Bastiaans Eric Pani Donna F. Tucker Steven Businger Phillip J. Smith Julie A. Winkler Kenneth C. Crawford Noreen Stewart Joseph Zabransky Steven B. Newman Roland B. Stull

PROGRAM COMMITTEE

David R. Smith & Lisa Bastiaans, Cochairpersons Robert F. Brammer Troy M. Kimmel H. Patricia Warthan Frederick J. Gadomski Patricia M. Pau ley Robert S. Weinbeck Todd S. Glickman G. V. Rao Jon W. Zeit ler Brian E. Heckmrn H Patricia Warthan

iii TABLE OF CONTENTS

FOURTH SYMPOSIUM ON EDUCATION PAGE iii FOREWORD xi AUTHOR INDEX

SESSION 1: UNIVERSITY EDUCATIONAL PROGRAMS

1 1.1 THE BACHELOR'S DEGREE IN ATMOSPHERIC SCIENCE - REVISION OF THE 1987 AMS STATEMENT.Phillip J. Smith, °urdue Univ., W. Lafayette, IN; and S. Businger, E. Pani, and J. Zebransky

3 1.2 METEOROLOGY'S EDUCATIONAL DILEMMA. Paul J. Croft, Univ. of South Alabama, Mobile, AL; and M. S. Binkley

9 1.3 INVOLVEMEN1 OF UNDERGRADUATE METEOROLOGY STUDENTS IN FACULTY RESEARCH PROJECTS. Gregory P. Byrd, State Univ. of New York (SUNY), Brockport, NY; and R. S. Weinbeck, R. J. Ballentine, A. J. Stamm, and E. E. Chermack

11 1.4 CREATING AND MAINTAINING ENTHUSIASM FOR THE UNDERGRADUATE MAJOR. Dayton G. Vincent, Purdue Univ., W. Lafayette, IN; and P. J. Smith

15 1.5 WEATHER EDUCATION AT THE INTRODUCTORY COLLEGE LEVEL. Robert S. Weinbeck, SUNY, Brockport, NY; and I. W. Geer

19 1.(.3 WEATHER AND LIFE: A COGNITIVE APPRENTICESHIP IN PERSONALIZED MULTI- DISCIPLINARY PROBLEM SOLVING. Paul J. Croft, Univ. of South Alabama, Mobile, AL; and M. A. Tessmer

23 1.7 NEW METEOROLOGY PROGRAM AT THE U.S. AIR FORCE ACADEMY INTEGRATES COMET MULTIMEDIA AND COMPUTER WEATHER LAB INTO UNDERGRADUATE CURRICULUM. Thomas L. Koehler, U.S. Air Force Academy, Colorado Springs, CO; andK. G. Blackwell, D. J. Knipp, and B. E. Heckman

25 1.8 INTEGRATION OF INTERACTIVE MULTIMEDIA INTO THE METEOROLOGY CURRICULUM AT THE UNITED STATES AIR FORCE ACADEMY.Delores J. Knipp, U.S. Air Force Academy, Colorado Springs, CO; and B. E. Heckman

29 1 9 A SURVEY OF THE USE OF comErs* FORECASTERS MULTIMEDIA LIBRARY INTHE ACADEMIC COMMUNITY. Brian E. Heckman, Univ. Corporation for Atmospheric Research (UCAR), Boulder, CO

34 1.10 SYMBOLIC MANIPULATORS IN THE CLASSROOM: USING STUDENT RESEARCHTOPICS IN OCEANOGRAPHY AND METEOROLOGY TO ENHANCE TEACHING/LEARNING OF ADVANCEL MATHEMATICS. Reza Malek-Madani, U.S. Naval Academy, Annapolis, MD; and D. R. Smithand C. R. Gunderson

37 1.11 CLASSROOM APPLICATIONS OF INTERACTIVE METEOROLOGICALVISUALIZATION. Michael I. Biggerstaff, Texas A&M Univ.. College Station, TX; and J. W. Nielsen-Gammon

POSTER SESSION P1: K-12 AND UNIVERSITY EDUCATION PROGRAMS

41 P1.1 USING MATHEMAT1CA TO ENHANCE LEARNING OF ATMOSPHERICPROCESSES: ENTRAINMENT INTO CUMULUS CLOUDS. Julie A. Preyer, U.S. Naval Academy,Annapolis, MD; and D. R. Smith and R. Malek-Madani

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FOURTH SYMPOSIUM ON EDUCATION PAGE

44 P1.2 USING MATHEMATICA TO ENHANCE LEARNING OF OCEANOGRAPHIC PROCESSLZ: WIND- DRIVEN CIRCULATION. Brent M. Strong,U.S. Naval Academy, Annapolis, MD; and C. R. Gunderson and R. Malek-Madani

47 P1.3 A MULTIDISCIPLINARY APPROACH FOR TEACHING ABOUT ENSO: APPLYING THE FIVE THEMES OF GEOGRAPHY TO TOPICS IN METEOROLOGY AND OCEANOGRAPHY. Peggy L. Killam Smith, St. Mary's High School, Annapolis, MD; and D. R. Smith

50 P1.4 USING MATHEMAT1CA TO ENHANCE LEARNING OF OCEANOGRAPHIC PROCESSES: BREAKING OF WAVES AND BURGERS' EQUATION. Camille A. Garrett, U.S. Naval Academy, Annapolis, MD; and R. Malek-Madani

54 P1.5 WEATHER RELATIVE TO A RELATIVE. Lawrence E. Greenleaf, Atmospheric Education Resource Agent (AERA) Project ATMOSPHERE, Belfast Area High School, Belfast, ME

56 P1.6 AIR-SEA INTERFACE EDUCATION. Lawrence E. Greenleaf, AERA Project ATMOSPHERE, Belfast Area High School, Belfast, ME

58 P1.7 Sk OF THE PACIFIC RAINFALL CLIMATE EXPERIMENT: BRINGING GLOBAL ISSUES TO irlE LOCAL CLASSROOM. Susan Postawko, Univ. of Oklahoma, Norman, OK; and M. Morrissey and B. Gibson

59 P1.8 THE ARM EDUCATIONAL OUTREACH MANUAL FOR OKLAHOMA TEACHERS. Stephen J. Stadler, Oklahoma State Univ., Stillwater, OK; and T. Mills, R. A. McPherson, and K. Crawford

63 P1.9 INTRODUCING THE MODERNIZED NATIONAL WEATHER SERVICE TO PRIMARY AND SECONDARY SCHOOLS. Michael A. Mach, NOANNational Weather Service Forecast Office (NWSFO), Ft. Worth, TX; and J. J. Johnson

68 P1.10 THE EXCITEMENT OF METEOROLOGY! AN INTERACTIVE STUDY IN THE GEOSCIENCES. Paul J. Croft, Univ. of South Alabama, Mobile, AL; and A. Williams, Jr.

70 P1.11 ON-LINE CLIMATE RESOURCES FOR THE CLASSROOM. E. Hope Poteat, Southeast Regional Climate Ctr. (SRCC), Columbia, SC

72 P1.12 SHARING WEATHER WITH CHILDREN: A GUIDE FOR METEOROLOGIST, ENGINEERS, AND OTHER SCIENTIST.Steve Carlson, AERA Project ATMOSPHERE, Blaine County Schools, Halley, ID

78 P1.13 WEATHER: AN INTERDISCIPLINARY APPROACH. Rene T. Carson, Little Rock School District, Little Rock, AR

80 P1.14 ILLINOIS CLIMATE NETWORK EDUCATIONAL OUTREACH ACTIVITIES. Beth C. Reinke, Illinois State Water Survey (ISWS), Champaign, IL; and R. A. Peppier

82 P1.15 THE FLORIDA STATEWIDE WEATHER NETWORK. Paul Ruscher, Florida State Univ. (FSU). Tallahassee, FL; and K. Kloesel, W. Jordan, S. Graham, and L. Mazarowski

86 P1.16 TECHNOLOGY AND RESEARCH PARTNERSHIP: THE NEXT STEP IN METEOROLOGICAL INTERNSHIP PROGRAMS FOR HIGH SCHOOL STUDENTS. William R. Krayer, Gaithersburg High School, Gaithersburg, MD

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FOURTH SYMPOSIUM ON EDUCATION PAGE

00 P1.17 ESTABLISHING PARTNERSHIPS BETWEEN BUSINESSES AND SCHOOLS.Hector lbarra, West Branch Middle School, West Branch, IA

93 P1.18 PROJECT ATMOSPHERE GIVES TEACHERS A NEW LOOK ATTHE WATER CYCLE. Jerri J. Johnson, AERA Project ATMOSPHERE, Barton ElementarySchool, Irving, TX

94 P1.19 PROJECT WEATHERWATCH: A COOPERATIVE METEOROLOGICALEFFORT BETWEEN PROJECT ATMOSPHERE AND THE GREATER NEWARKCONSERVANCY. Richard L. Lees, Lyndhurst High School, Lyndhurst, NJ

96 P1.20 LIGHTNING HAZARD EDUCATION. Ronald L. Ho Ile, NOAA/National SevereStorms Lab. (NSSL), Norman, OK; and R. E. Lopez, K. W. Howard, R. J. Vavrek, and J.Allsopp

P1.21 PAPER WITHDRAWN

152 P1.21A FORECASTING THE FUTURE: TEACHING ABOUT GLOBALCLIMATE CHANGE. Hung Nguyen, Scripps Inst. of Oceanography (slo), Univ. of California, San Diego;and S. Franks and S. Birch

100 P1.22 HOW'S THE WEATHER UP THERE? ...DOWN THERE?...AND OVER THERE? Kathleen A. Murphy, St. Anthony's School, High Ridge, MO

Camarda, Syracuse City Schools, 103 P1.23 A POLAR EXPRESS - NEW YORK TO TEXAS. Rose Marie Syracuse, NY A. McPherson, Univ. of 105 P1.24 OKLAHOMA SCHOOLS VIEW THE 10 MAY 1994 ECLIPSE. Renee Oklahoma, Norman, OK Michael A. Mach, 111 P1.25 A GUIDE TO TORNADO PREPAREDNESS PLANNING INSCHOOLS. NOAA/NWSFO, Ft. Worth, TX Faye McCollum, AERA Project 116 P1.26 ATMOSPHERIC CLASSROOMS: THE FUTURE IS NOW. ATMOSPHERE, Muscogee County School District, Columbus, GA

LEARNING ABOUT THE 119 P1.27 PREPARING FOR THE FUTURE OF ATMOSPHERIC SCIENCES BY PAST. Natalija Janc, Millersville, MD

Communications, Minnetonka, MN; and 121 P1.28 A NEW LOOK TO THE SKY. Jonet Anderson, Earth Watch J. J. Johnson

A&M Univ., College Station, TX; and 123 P1.29 FROM THE GROUND TO THE SKY. Matthew Gilmore, Texas J. J. Johnson EQUITY IN URBAN PRIMARY 125 P1.30 USING SCIENTIFIC THEORY AS METAPHOR TO ENHANCE SCHOOLS. John P. Byrne, Jamaica Plain Community Ctrs. at theAgassiz School, Boston, MA

FIELDS. Elvia Solis, Illinois State Univ., P1.31 META-ANALYSIS OF MINORITIES ENTERING SCIENTIFIC Normal, IL

P1.32 This paper has been transferred to Joint Session J1, paper #J1.10A SCIENCE, MATH, ENGLISH, SOCIAL STUDIES 153 P1.32A AN INTERDISCIPLINARY CONNECTION FOR AND HEALTH IMPLEMENTED BY THE USE OF THEINQUIRY METHOD. Judy A. Lee, William R. Blocker Middle School, Texas City, TX; and A.Maier

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P1.33 TEXTBOOKS FOR TEACHING METEOROLOGY AT THE ELEMENTARY AND MIDDLE SCHOOL LEVELS. Jonathan D. W. Kahl, Univ. of Wisconsin, Milwaukee, WI

129 P1.34 UNIVERSITY OF WYOMING INITIATIVE FOR RESEARCH AVIATION.A. R. Rodi, Univ. of Wyoming, Laramie, WY; and J. D. Marwitz

131 P1.35 AN AVIATION WEATHER MINOR AT EMBRY-RIDDLE AERONAUTICAL UNIVERSITY. Richard Bagby, Embry-Riddle Aeronautical Univ., Daytona Beach, FL

133 P1,36 STUDENT PERCEPTIONS OF CLIMATIC CHANGE. Kent M. McGregor, Univ. of North Texas, Denton, TX; and M. D. Schwartz

139 P1.37 YOU HAVE THE DATA. NOW WHAT? Elliot Abrams, Accu-Weathor, Inc., State College, PA; and J. Levin

141 P1.38 HIGH SCHOOL STUDENT BASED STUDIES EMPHASIZING THE IMPORTANCE OF METEOROLOGY IN UNDERSTANDING MIE GLETSCHERVORFELD ENVIRONMENT: LOCATION BODALSBREEN, JOSTEDALEN, NORWAY. Jennifer Lykens, State College Area High School, State College, PA; and M. A. MacDonald, P. R. McCormick, S. B. Bremner, and R. G. Me !drum

144 P1.39 MICROMETEOROLOGICAL STUDIES IN THE BODALEN GLACIAL VALLEY, NORWAY INTERPRETATION OF THE ENERGY BUDGE OBSERVATIONS. Eric Y. Lee, State College Area High School, State College, PA; and M. A. MacDonald, E. S. Thomson, D. J. Higgins, and C. A. Williams

148 P1.40 STUDIES OF WINDS IN THE BODALSBREEN VALLEY IN NORWAY. Jennifer Lykens, State College Area High School, State College, PA; and E. Y. Lee, P. R. McCormick, E. S. Thomson, D. J. Higgins, and C. A. Williams

150 P1.41 LOOKING AT EARTH FROM SPACE. Colleen J. Steele, W.T. Chen & Co., Arlington, VA

* * * PAPERS IN ME FOLLOWING JOINT SECTIONS HAVE BEEN EDGED IN GlE`f * *

JOINT SESSION J1: K-12 EDUCATIONAL PROGRAMS(Joint with 24th Conference on Broadcast Meteorology)

(J1) 1 J1.1 MAP READING AND INTERPRETATION SKILLS DISPLAYED BY HIGH SCHOOL FRESHMEN. Paul J. Mroz, Spencerport Central Schools and WOKR-TV, Rochester, NY

(J1) 5 J1.2 EDUCATIONAL PARTNERSHIPS LEADING TO THE PROMOTION OF STUDENT CENTERED METEOROLOGICAL FIELDSTUDIES IN A GLETSCHERVORFIELD ENVIRONMENT. JOSTEDALEN, NORWAY. George G. Me !drum, James Gillespie's High School, Edinburgh, UK; and T. C. Arnold

(J1) 10 J1.3 PROJECT ATMOSPHERE: AMS PRECOLLEGE EDUCATIONAL INITIATIVE - AN OVERVIEW OF PROGRESS. Ira W. Geer, American Meteorological Society (AMS), Washington. DC; and D. R. Smith, R. S. Weinbeck, and J. T. Snow

(J1)13 J1.4 THE MAURY PROJECT: A TEACHER ENHANCEMENT PROGRAM IN PHYSICAL OCEANOGRAPHY.David R. Smith, U.S. Naval Academy, Annapolis, MD; and P. L. Guth, M. E. C. Vieira, D. W. Jones, J. F. H. Atangan, D. S. Di liner, C. A. Martinek, A. E. Strong. E. J. Miller, R. D. Middleton, G. A. Eisman, D. E. McManus, and I. W. Geer

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FOURTH SYMPOSIUM ON EDUCATION PAGr Steven J. Richards, City College of New York, (J1) 17 J1.5 THE WEATHERWATCH LEADERSHIP NETWORK. New York, NY

FORMING PARTNERSHIPS: PRECOLLEGE TEACHERS,ACADEMIA, INDUSTRY, GOVERNMENT, J1.6 MS AND THE PRIVATE SECTOR. Sharon H. Walker,Gulf Coast Research Lab., Ocean Springs,

EDUCATION STANDARDS": AN UPDATE. John T.Snow, J1.7 THE EVOLVING "NATIONAL SCIENCE Univ. of Oklahoma, Norman, OK ENVIRONMENTAL SCIENCE? Anne-Marie Henry, (J1) 20 J1.8 HOW DID YOU BECOME INTERESTED IN Environment Canada, Winnepeg, Manitoba, Canada

J1.9 PAPER WITHDRAWN OVER THE INTERNET. Alan Steremberg,Univ. of J1 .9A BLUE SKIES 2.0: INTERACTIVE GRAPHICS Michigan, Ann Arbor, MI; and J. Ferguson andP. J. Samson

J1.10 PAPER WITHDRAWN Conception J1.10A A REPORT ON GENDER DISCRIMINATIONIN THE 1990s. M. J. Ceritelli, Immaculate School, Worthington, OH (transferred from paper #P1.32)

RobertT. Ryan, WRC-TV, (J1) 22 J1.11 4-WINDS, A TELEVISION EDUCATIONPARTNERSHIP. Washington, DC RESOURCES ENHANCES THE PRODUCT. (J1) 25 J1.12 THE COOPERATIVE EFFORTS OF EDUCATION Raymond L. Boylan, WSOC-TV, Charlotte, NC; andH. r . Warthan Conference on JOINT SESSION J6: NEW TECHNOLOGIESFOR THE CLASSROOM (Joint with 11th Hydrology) Interactive Information and Processing Systems(IIPS) for Meteorology, Oceanography, and

IN THE K-12 CLASSROOM. KevinKloesel, (J6) 1 J6.1 EXPLORING THE USE OF WEATHER SATELLITES FSU, Tallahassee, FL; and P. Ruscher, S.Graham, F. Lans, and S. Hutchins

HIGHSCHOOL CLASSROOM. Thomas Achtor, (J6) 3 J6.2 BRINGING McIDAS TECHNOLOGY INTO THE Univ. of Wisconsin, Madison, WI; and W. L.Smith, L. Buescher, and R. Graewin EARTHLAB. Edward J. Hopkins, RossComputational (J6) 5J6.3 BUILDING PARTNERSHIPS THROUGH Resources, Madison. WI EDUCATORS A COLLABORATIVE INTERDISCIPLINARYUNIT ON WEAT1-IER FOR ELEMENTARY (J6) 9 J6.4 IL; and D. E. Novak and ON THE INTERNET.Dee A. Chapman, Univ. of Illinois, Urbana, W. L. Chapman COLLABORATORY. Mohan K. Ramamurthy,Univ. CoViS: A NATIONAL SCIENCE EDUCATION (J6) 13 J6.5 Edelson of Illinois, Urbana, IL; and R. B. Wilhelmson,R. D. Pea, L. M. Gomez, and D. C.

INFORMATION SERVER FOR THE ATMOSPHERIC THE DAILY PLANET--; AN INTERNET-BASED (J6) 19 J6.6 Urbana, IL; SCIENCES COMMUNITY AND THE PUBLIC.Robert B. Wilhelmson, Univ. of Illinois, and M. K. Ramamurthy, D. Wojtowicz, J.Kemp. S. Hall, and M. Srldhar FUTURE. Timothy C. Spangler, UCAR, (J6) 23 J6.7 COMEr: A PROGRAM UPDATE AND LOOK TO THE Boulder, CO; and V. C. Johnson

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(J6) 29 J6.8 AN UPDATE ON NCDC'S CD-ROM PRODUCTS AND ON-LINE SERVICES AVAILABLE FOR EDUCATORS. Thomas F. Ross, NOAA/National Climatic Data Ctr. (NCDC), Asheville, NC

(J6) 34 J6.9 THE USE OF HYPERTEXT CLIMATOLOGIES TO TRAIN WEATHER FORECASTERS. Scott A. Straw, U.S. Air Force Environmental Technical Applications Ctr. (USAFETAC), Scott AFB, IL; and K. R. Walters, Sr.

(J6) 37 J6.10 A NATIONWIDE NETWORK OF AUTOMATED WEATHER STATIONS: USING REAL-TIME WEATHER DATA AS A HANDS-ON EDUCATIONAL TOOL. Robert S. Marshall, Automated Weather Source, Inc., Gaithersburg, MD

(J6) 42 J6.11 APPLICATIONS OF SATELLITE IMAGERY AND REMOTE SENSING IN ENVIRONMENTAL/SCIENCE EDUCATION: AN EARTH SYSTEMS SCIENCE APPROACH. John D. Moore, Burlington County Inst. of Technology, Medford, NJ

(J6) 47 J6.12 THE GREENHOUSE EFFECT VISUALIZER: A TOOL FOR THE SCIENCE CLASSROOM. Douglas N. Gordin, Northwestern Univ., Evanston, IL; and R. D. Pea

(J6) 53 J6.13 WHERE IS YOUR DATA? A LOOK AT STUDENT PROJECTS IN GEOSCIENCE. Steven McGee, Northwestern Univ., Evanston, IL

J6.14 A VISUALIZATION WORKSTATION TO IMPROVE INSTRUCTION IN THE ATMOSPHERIC AND OCEANIC SCIENCES. Steven A. Ackerman, Univ. of Wisconsin, Madison, WI

(J6) 57 J6.15 ANALYSIS AND DISPLAY OF SINGLE AND MULTIPLE DOPPLER RADAR DATA USING GEMPAK AND VIS-5D. Michael R. Nelson, Texas A&M Univ., College Station, TX; and S. Hristova-Veleva, J. W. Nielsen-Gar, lion, and M. I. Biggerstaff

Manuscript not available X 11 AUTHOR INDEX

FOURTH SYMPOSIUM ON EDUCATION

PAGE PAPER* PAGE PAPER*

A G (continued) J1.4 (J1)13 Abran-is, E. P1.37 139 Geer, I. W. 1.5 15 Achtor, T. J6.2 (J6)3 Geer, I. W. P1.7 58 Ackerman, S. A. J6.14 " Gibson, B. P1.29 123 Allsopp, J. P1.20 96 Gilmore, M. J6.5 (J6)15 Anderson. J. P1.28 121 Gomez, L. M. J6.12 (J6)47 Arnold, T. C. J1.2 (J1)5 Gordin, D. N. J6.2 Atangan, J. F. H. J1.4 (J1)13 Graewin, R. (J6)2 Graham, S. P1.15 82 Graham, S. J6.1 (J6)1 B Greenleaf, L. E. P1.5 54 131 Bagby, R. C. P1.35 Greenleaf, L. E. P1.6 56 9 Ballentine, R. J. 1.3 Gunderson, C. R. 1.10 34 37 Bigg,arstaff, M. I. 1.11 Gunderson, C. R. P1.2 44 Biggerstaff. M. I. J6.15 (J6)57 Guth, P. L. J1.4 (J1)13 Binkley, M. S. 1.2 3 Birch, S. P1.21A 152 Blackwell, K. G. 1.7 23 H J6.6 (J6)19 Boylan, R. L. J1.12 (J1)25 Hall, S. 1.7 23 Bremner. S. B. P1.38 141 Heckman, B. E. Heckman, B. E. 1.8 25 Buescher, L. J6.2 (J6)3 Heckman, B. E. 1.9 29 Businger, S. 1.1 1 J1.8 (J1)20 Byrd, G. P. 1.3 9 Henry, A.-M. P1.39 144 Byrne, J. P. P1.30 125 Higgins, D. J. Higgins, D. J. P1.40 148 Ho Ile, R. L. P1.20 96 C Hopkins, E. J. J6.3 (J6)5 Camarda, R. M. P1.23 103 Howard, K. W. P1.20 96 Carlson, S. P1.12 72 Hristova-Veleva, S. J6.15 (J6)57 78 Carson, T. P1.13 Hutchins, S. J6.1 (J6)1 Ceritelli, M. J. P1.32 ' Chapman, D. A. J6.4 (J6)9 Chapman, W. L. J6.4 (JC.)9 I P1.17 90 Chermack, E. E. 1.3 9 lbarra, H. Crawford, K. P1.8 59 Croft, P. J. 1.2 3 J Croft. P. J. 1.6 19 Janc, N. P1.27 119 Croft, P. J. P1.10 68 Johnson, J. J. P1.9 63 Johnson, J. J. P1.18 93 121 D Johnson, J. J. P1.28 Johnson, J. J. P1.29 123 Dillner, D. S. J1.4 (J1)13 Johnson, V. C. J6.7 (J6)23 Jones, D. W. J1.4 (J1)13 E Jordan, W. P1.15 82 Edelson, D. C. J6.5 (J6)15 (J1)13 Eisman, G. A. J1.4 K Kahl, J. D. W. P1.33 F Kemp, J. J6.6 (J6)19 Ferguson.J. J1.9A Kloesel, K. P1.15 82 Franks. S. P1.21A 152 Kloesel, K. J6.1 (J6)1 Knipp, D. J. 1.7 23 G Knipp, D. J. 1.8 25 1.7 23 Garrett, C. A. P1.4 50 Koehler, T. L. Geer, I. W. J1.3 (J1)10

Manuscript not available xi 2 AUTHOR IN:3EX

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PAPER # PAGE PAPER * PAGE

L P (continued) Lans, F. J6.1 (J6)1 Pea. R. D. J6.5 (J6)15 Lee, E. Y. P1.39 144 Pea, R.D. J6.12 (J6)47 Lee, E. Y. P1.40 148 Peppier, R. A. P1.14 80 Lee,J. A. P1.32A 153 Postawko, S. P1.7 58 Lees, R. L. P1.19 94 Poteat, E. H. P1.11 70 Levin, J. P1.37 139 Preyer,J. A. P1.1 41 Lopez, R. E. P1.20 96 Lykens, J. P1.40 148 R Lykens, J. P1.38 141 Ramamurthy, M. K. J6.5 (J6)15 Ramamurthy, M. K. J6.6 (J6)19 M Reinke, B. C. P1.14 80 MacDonald, M. A. P1.38 141 Richards, S.J. J1.5 (J1)17 MacDonald, M.A. P1.39 144 Rodi,A.R. P1.34 129 Mach, M. A. P1.9 63 Ross, T. F. J6.8 (J6)29 Mach, M. A. P1.25 111 Ruscher, P. P1.15 82 Maier, A. P1.32A 153 Ruscher, P. J6.1 (J6)1 Malek-Madani, R. 1.10 34 Ryan, R. T. J1.11 (J1)22 Malek-Madani, R. P1.1 41 Malek-Madani, R. P1.2 44 Malek-Madani, R. P1.4 50 Samson, P.J. J1.9A Marshall, B. S. J6.10 (J6)37 Schwartz, M. D. P1.36 133 Martirtek, C. A. J1.4 (J1)13 Smith, D. R. 1.10 34 Marwitz,J. D. P1.34 129 Smith, D. R. P1.1 41 Mazarowski, L. P1.15 82 Smith, D. R. P1.3 47 McCollum, F. P1.26 116 Smith, D. R. J1.3 (J1)10 McCormick, P. R. P1.38 141 Smith, D. R. J1.4 (J1)13 McCormick, P. R. P1.40 148 Smith, P.J. 1.1 1 McGee, S. J6.13 (J6)53 Smith, P.J. 1.4 11 McGregor, K. M. P1.36 133 Smith, P. L. K. P1.3 47 McManus, D. E. J1.4 (J1)13 Smith, W. L. J6.2 (J6)3 McPherson, R.A. P1.8 59 Snow,J. T. J1.3 (J1)10 McPherson, R.A. P1.24 105 Snow, J. T. J1.7 Meidrum, G. G. J1.2 (J1)5 Solis,E. P1.31 Meldrum, R. G. P1.38 141 Spangler, T. C. J6.7 (J6)23 Middleton, R. D. J1.4 (J1)13 Sridhar, M. J6.6 (J6)19 Miller, E.J. J1.4 (J1)13 Stadler, S. J. P1.8 59 Mills, T. P1.8 59 Starnm, A. J. 1.3 9 Moore,J. D. J6.11 (J6)42 Steele, C.J. P1.41 150 Morrissey. M. P1.7 58 Sterem berg,A. J1.9A Mroz, P.J. J1.1 (J1)1 Straw, S.A. J6.9 (J6)34 Murphy, K.A. P1.22 100 Strong,A. E. J1.4 (J1)13 Strong, B. M. P1.2 44

Nelson. M. R. J6.15 (J6)57 Nguyen, H. P1.21A 152 Tessmer, M.A. 1.6 19 Nielsen-Gammon,J. W. 1.11 37 Thomson, E. S. P1.39 144 Nielsen-Gammon,J. W. J6.15 (J6)57 Thomson, E. S. P1.40 148 Novak, D. E. J6.4 (J6)9 V Vavrek, R.J. P1.20 96 Pani, E. 1.1 1

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V (continued) W (continued) Vieira, M. E. C. J1.4 (J1)13 Wilhelmson. R. B. J6.5 (J6)15 (J6)19 Vincent, D. G. 1.4 11 Wilhelmson, R. B. J6.6 Williams, Jr., A. P1.10 68 Williams, C. A. P1.39 144 W Williams, C. A. P1.40 148 Walker, S. H. j1.6 Wojtowicz, D. J6.6 (J6)19 Walters, Sr., K. R. J6.9 (J6)34 Warthan. H. P. J1.12 (J1)25 Weinbeck, R. S. 1.3 9 Z Weinbeck, R. S. 1.5 15 Zebransky, J. 1.1 1 Weinbeck, R. S. J1.3 (J1)10

Manuscript not available 14 THE BACHELOR'S DEGREE IN ATMOSPHERIC SCIENCE

- REVISION OF THE 1987 AMS STATEMENT

Philip Smith Eric Pani

Purdue University Northeast Louisiana University West Lafayette, Indiana Monroe, Louisiana

Steven Businger Joseph Zabransky

University of Hawaii at Manoa Plymouth State College Honolulu, Hawaii Plymouth, New Hampshire

A. INTRODUCTORY REMARKS Its purpose is to provide advice to university faculty and administrators who are seeking to establish The AMS Board on Meteorological and and maintain undergraduate programs in atmospheric Oceanographic Education in Universities (BMOEU) science and guidance to prospective students who are has been charged viith revising the AMS statement on exploring their educational alternatives. the Bachelor's degote in atmospheric science. The last statement was adopted on October 2,1987 (see Itshouldbenotedthat,whilemany BulletinofAmericanMeteorological Society, similarities exist, the curricular composition described December 1987, P.1570). The BMOEU in turn below does not conform to the federal civil service appointed a subcommittee, composed of the co-authors requirements for employment as a meteorologist. named above and chaired by the first author, to Rather, this statement recognizes that contemporary develop a revised statement. This paper is a report on educationinatmosphericsciencemustinclude the status of the subcommittee's deliberations.The fundamental background in basic atmospheric science revisedstatement, which follows,contains some and related sciences and mathematics, while at the features carried over from the 1987 statement; some same time providing flexibility for students to pursue fondinthenewNationalWeatherService alternative career paths. employment standards; and some added to reflect the differing career paths of contemporary atmospheric 2. Attributes of Bachelor's Degree Programs science undergraduates. a. General objectives B. PROPOSED STATEMENT TheobjectivesofaBachelor'sDegree 1. Introduction program in atmospheric science include one or more of the following: Thisstatementdescribestheminimum curricular composition,facultysize,andfacility 1) in-depth study of meteorology to serve as the availability recommended by the American culminationto a science orliberalarts Meteorological Society for an undergraduate degree education; program in atmospheric science (meteorology). 2) preparation for graduate education; or

Corresponding author address:Phillip Smith, Dept. 3) preparation for professional employment in of Earth and Atmospheric Sciences, 1397 CIVL Bldg., meteoroloo or a closely related field. Purdue University, West Lafayette, IN 47907-1397.

4TH SYMP. ON EDUCATION 1 b. Course offerings work in the major or any of the supporting areas, including not only courses in the basic sciences, A curriculum leading to the degree Bachelor mathematics, and engineering,butalsocourses of Science (or Bachelor of Arts) in Atmospheric designed to broaden the student's perspective on the Science should contain: environmentalsciences(e.g.,hydrology,oceanography,andsolidearthsciences)andscience 1) At least 24 semester hours (or 36 quarter administration and policy making.Also, students hours) of credit in atmospheric science that should be urged to give considerable attention to includes course work or other activity designed to develop effective communications skills, both written and oral. i) 12 semester hours of lecture and Further, academic programs are urged to provide the laboratory courses, with calculus as a flexibility that may be required to accommodate the prerequisiteor corequisite, in diverse educational and culturalbackgrounds of atmosphericthermodynamicsand contemporary students. dynamics and synoptic meteorology that provide a broad treatment of Finally, as noted in the Introduction, the atmosphericcirculationsranging curriculum described above does not conform exactly from large scale to mesoscale; with federal civil service requirements. However, it is recommended that courses required to fulfill federal ii) three semester hours of atmospheric employment requirements, even if not required, be physics with emphasis on cloud/ made available.Furthermore, if the offering of such precipitation physics and solar and coursesisnotconsistentwiththeeducational terrestrial radiation; objectives of the program, then the institution has an obligation to inform prospective students that the iii) three semester hours of atmospheric completion of their undergraduate degree will not fully measurements, instrumentation and qualify them for entry-level employment in federal emotesensing,includingboth agencies. lecture and laboratory components; and c. Faculty attributes

iv) an additional six semester hours in There should be a minimum of three full-time atmospheric science electives; regular faculty with expertise that is sufficiently broad to address the subject areas identified in 2b.1) above. 2) calculus through ordinary differential The faculty role should extend beyond traditional equations in courses designed for majors in teachingandresearchtoprovidingacademic eithermathematics,physicalscience,or counseling to students with diverse educational and engineering; cultural backgrounds.

3) aone-yearsequenceinphysics,with d. Facilities laboratory, with calculus as a prerequisite or corequisite; There should be coherent spacefor the atmosphericscienccprogramanditsstudcnts. 4) a course in chemistry appropriate for physical Contained within this space should be access to real- science majors; timeandarchivedmeteorologicaldatathrough computer-based data display systems, the availability 5) a course in computer science appropriate for of applications software suitable for the diagnosis of physical science majors; and dynamical and physical processes in the atmosphere, and facilities for studying atmospheric observation and 6) a course in statistics appropriate for physical measurement techniques. Further, course require- science majors. mentsshouldinclude components whichutilize modern departmental and/or institutional computer As in any science curriculum, students should facilities. have the opportunity and be encouraged to supplement these minimum requirements with additional course

2 AMERICAN METEOROLOGICAL SOCIETY 16 1.2 METEOROLOGY'S EDUCATIONAL DILEMMA

Paul J. Croft* University of South Alabama Mobile, Alabama

Mark S. Binkley Mississippi State University Mississippi State, Mississippi

I. INTRODUCTION military aviation operational needs (Lewis, 1994) and therefore had strong synoptic and climatic components. The pedagogical philosophy of college education has However, rapid advancementinthefieldof been to provide undergraduate students with basic meteorology in terms of theory (e.g., quasigeostrophic theory for use in the identification and solution of new flow; synoptic, mesoscale, and stratospheric dynamics), problems.However,a growing number of state applications (e.g., air pollution meteorology), and legislators and policy makers now question whether technology (e.g., increased computational power, college faculty are more concerned with research, satellites, and doppler radar) since that time have publication, graduate education and their own changed and greatly expanded the role of meteorology. professional activities than undergraduate education (Layzell, 1992).Itis increasingly perceived (e.g.. Manymeteorologistsarenowworkingas Barnett, 1992 and Greenberg, 1993) that undergraduate environmental consultants, broadcast meteorologists, or teaching is secondary to these and often lacking in as consultants in applied meteorology and climatology. sufficient application and practicum opportunities for Since 1970 the number of private sector meteorologists undergraduate students. has increased 20% with an equivalent decrease in government and university positions (Dutton, 1992). Atmospheric science is particularly affected by these Specialization in agriculture, business, forensics, and perceptions as many findings and applications from the industrial applications now account for 35% of all field arc directly related to the general population's meteorologists. The proliferation of alternative daily activities.Although some of these issues have meteorologycareers,inconjunctionwiththe been addressed as they pertain to meteorological modernization of the National Weather Service, and the education (e.g.. Dutton, 1992 and Fritsch, 1992), a automation afforded by improved technology and much finer examination is warranted.For example, artificialintelligence, requires a reassessment of rapid changes in theory. applications, and technology undergraduate meteorology education in terms of its demand constant revision and updating of the theory content and delivery. and applications taught to undergraduate students.If this is not routinely done, then education becomes a 3. EDUCATIONAL DILEMMA superficial study of the various aspects of a field rather than a detailed study of its significant problems and Despite acknowledgement of advancements in the field concepts. and recognition that changes in course content and delivery may be appropriate, traditional meteorological 2. HISTORICAL CONTEXT education has remained mostly static with regard to the principles taught and the required courscwork. Most Many present tlay meteorology unilergraduate programs undergraduate meteorology programs offer courses in were fashioned alter that of the CaliforniaInstitute of dynamic meteorology, meteorological instruments, Technology.The program of study there was synoptic meteorology, structure of the atmosphere, and established in 1933 inresponse to commercial and meteorological laboratories and remain remarkably similar to thc original program offered by the California

*Corresponding author address: PaulJ.Croft, Institute of Technology. University of South Alabama. Department of Geology and Geography. Mobile, AL 366-0002. Yet the field continues to change and the knowledge consideted necessary to work in metetorology continues email address: peroft (g. jaguar I .usouthal .edu to expand.This presents meteorology with an

4TH SYMP. ON EDUCATION 3 educational dilemma: How do we adequately prepare differential and integral calculus, and six hours in future meteorologists for their careers using traditional college physics. These requirements have been used as approaches as those approaches and the wealth of the basis for meteorology programs at colleges meteorological information, theory, and applications throughout the United States and serve as the basis for a change? Although individual and group attempts have Bachelor's Degree in meteorology. been made toupdate,revise,andrevitalize undergraduate meteorological education the amount of With the recent modernization of the National Weather information that meteorologists must assimilate Service, changes in the requirements are being continues to grov, making it more diffiCult to properly consideredsoastoincludesixhoursof prepare new meteorologists.This is analogous to dynamics/thermodynamics (with calculus), six hours of history instruction in that either old materials must be analysis and prediction of weather systems, three hours replaced by new or more superficial coverage must be of physical meteorology and two hours of remote given to all material. sensing of the atmosphere and/or instrumentation. In addition, nine hours from statistics, chemistry, In considering meteorology's educational dilrnma it is aeronomy, computer science, or other related courses first necessary to re-evaluate the nature of basic would be required_ This requirement reflects the fact education and training with regard to employer that future meteorologists are expected to have requirements and user needs. Such an assessment, and backgrounds in environmental science, engineering, an analysis of its component issues, is necessary for the systems education (Zevin and Carter, 1994) and will development of solutions to the dilemma.Fritsch work in a "laboratory for testing and refining applied (1992) has addressed some of these issues, such as the research" (Carter, 1994). costs of making changes to university curricula, in outlining three solutions that have been offered: 3.2 Undergraduate Meteorology Programs requiring a five year meteorology Bachelor's Degree, making the study of meteorology graduate level only, The federal educational requirements have traditionally or the development of subdiscipline specialties within been used by universities as the basis for a "minimally meteorology. sound" undergraduate program.Both existing and proposed (Smith et al., 1994) curriculum requirements However, before these may be considered, the nature of for a Bachelor's degree in atmospheric science are meteorology's educational dilemma must be definitively similar to those of the federal government. However, characterized. This may be accomplished through an some differences appear when other coursework (e.g., evaluation of the appropriateness of current educational computer science) or total credit hours are considered requirements with regard to employer needs and based (e.g., synoptic and dynamic). The differences, although on current and future changes inthefield of largely related to institutional requirements for a degree meteorology. Inthis way the effectiveness of granting program, do illustrate a difference of opinion undergraduatemeteorologicaleducation,and on the preparation of meteorologists and has some continuing education and professional training, may be intriguing characteristics. evaluated. Only then can possible approaches to solve any problems be outlined and properly reviewed based Although the majority of schools offering meteorology on their merits and cost-effectiveness.In this way an (1992 AMS Curricula Guide) meet both the current and informed plan of action can be developed to ensure the proposed standards, many lack a physical meteorology field's viability and its ability to produce qualified component or instead offer a series of specialized meteorologists. courses on topics from this field, or which offer professional experiences (e.g., see Hallett et al., 1990, 3.1 Federal Requirements Lewis and Maddox. 1991, Orville and Knight, 1992, Navarra ct al., 1993, and Hindman, 1993), or which are Educational requirements for meteorologists established applied in nature (e.g., air pollution meteorology, hy the federal government, known as the x-118 applied meteorology, ct cetera).Although these Qualification Standards, were originally based on the provide evidence that university meteorology programs Natimal Weather Service's mission of forecast and have attempted to remain current in thc field, and do warning servicetothe generalpublic. These attempt to provide a wide range of knowledge and requirments include 20 semester hours of meteorology experience to students,itindicates inconsistent with a minimum of six hours i n weather analysis and meteorological preparation. forecasting, six hoursin dynamic meteorology,

4 AMERICAN METEOROLOGICAL SOCIETY 16 3.3 Continuing Education and Training Slakey, 1994) have all been cited as contributing factors to both this perception and the real problems observed. The proliferation and extensive use of continuing education and training courses in meteorology is due to Summary cesults (Mooney, 1994) of a global survey of increasedspecializationwithinthefield,the scholars by the Carnegie Foundation indicate that development of new findings and techniques, and the although 79% of United States college faculty believe increased amount of knowledge meteorologists arc young people are capable of completing secondary expected to acquire. Education and training workshops education, only 20% believe that undergraduates are (such as on the use and interpretation of doppler radar) adequatelypreparedinwrittenandoral are held by NCAR/UCAR, private industry, the communications skills and only 15% believe them National Weather Service, and organizations such as prepared in mathematics and quantitative reasoning. the AMS and the NWA to meet this need.The Cooperative Program for Operational Meteorology, 4.2 Student Perspectives Education and Training (COMET) has developed several educational programs, inc'.uding multimedia An informal sampling of students who have graduated learning modules, to assist in this task. from various programs within the last five years revealed that most had a high regard for their overall Although a necessary and important component of the college preparation, particularly that provided in field, this additional training and education raises synoptic classes and the emphasis on the use of questions asto the preparationlel, el of new computers. These students were currently employed by meteorologists, the accreditation of undergraduate the National Weather Service, private consultants, or programs, and the assignment of graduate or continuing other agencies and are therefore indicators of the education credits. In the first instance, it is implied that current effectiveness of meteorological education. new meteorologists have not been, or are no longer, adequately prepared for their jobs.In the second However, more than three-fourths of these students felt situation, the issue of accreditation arises due to that their calculus courses focused more on theory than inconsistent preparation and suggests that a formal application, that the dynamics sequence was too standardization of meteorology programs, in terms of mathematical (and not applied sufficiently), and that course content and delivery, is necessary.In the last career counseling in meteorology was severely lacking. instance, those with specialized training do not As most of these students are recently new employees, necessarily receive credit towards graduate education they suggested that current students be given an commensurate with their experience. increased emphasis on dynamic-synoptic meteorology connections, a?plied meteorology (hydrology in 4. UNDE RCURRENTS particular), research applications, interdisciplinary relationships, practical training, communications, and Even though traditional meteorological instruction has career perspectives. produced leading researchers, academicians and operational forecasters, there is a growing body of both 4.3 Preliminary Evaluations anecdotal and hard evidence that traditional methods are no longer adequate. In private discussions among Some quantification of these problems hi s been made professionalmeteorologists, and from Internet through various AMS Education symposie (Smith and correspondence amongst undergraduate and graduate Snow, 1993) and conferences on School and Popular meteorology students, there is a sense of uneasiness and Meteorological and Oceanographic Education (Snow dissatisfaction over the ability of current education and and Smith, 1990; Kern et al., 1993; Newman and training programs to meet the needs of today's and Smith, 1994). However, these have focused primarily tomorrow's meteorology careers or thosc of the on pre-college and outreach efforts of universities and students. othcr agencies.Department chair meetings (Takle, 1987; Takle, 1989; Vincent, 1991) have studied and 4.1 Faculty Perspectives assessed curriculum design.

In academia, the lack of quality pre-college preparation, However, changes and evolution of the field continue to the degradation of college standards, the out-dated intensify meteorology's educational dilemma making it nature of some instructional techniques and texts, and imperative that solutions and strategies he developed the lack of a practical context or practicum (e.g., now.For example, in geography education Downs

4TH SYMP. ON EDUCATION 5

BES1 COPY AVAILABLE (1994) has pointed out that six education questions associated with various career opportunities. must be answered in order to formulate a proper responseto changes and advancements inthe Towards this end, a sample questionnaire has been geographic field. Applying these to meteorology: What developed for completion by employers, educators, is the character of expertise in meteorology? What is employees, and undergraduate and graduate students. its origin? What are its components?How isit Each questionnaire respondent will be asked to provide developed? By what procedures isit identified and personalidentificationinorder to weight the assessed? How is it successfully taught/learned? significance of the responses and to assess opinions according to the background of' the meteorologist 5. A PLAN OF ACTION responding(e.g.,private consultant,professor, broadcaster, et cetera).Other sections will ask for Based on informal conversations, and the reviews of specific information and solicit comment on various Dutton (1992) and Fritsch (1992), a list of options aspects of meteorology's educational dilemma and are available to solve meteorology's educational dilemma designed with specific meteorologists in mind (i.e., (see Table 1) may be summarized as follows. The first employer, employee, et cetera). Some respondents may option would he to expand meteorology to a five year complete questions from several sections of the survey non-thesis (Master's Degree in applied meteorology) if they are in a position of multiple responsibilities (e.g., program. This would allow for the retention of all old employer and employee). and new material in class. The second option would be to offer meteorology at thc graduate level only. This 6. AN OPEN FORUM would place an emphasis on preparation in math and physics prior to the study of atmospheric science. A Before the proposed survey is distributed, we ask all third option is to develop training specialties within members of the meteorological community to contact meteorology to provide enhanced, although limited, us with regard to comments and suggestions towards its career preparation. revision and distribution.We feel that this is an essential step to ensure that all appropriate questions arc A fourth optionisto provide only theoretical asked, all members are asked, and that any biased meteorology so that students may be prepared for any questions, or those which may be misinterpreted, may career path. This would eliminate any practical be revised.Once completed, the survey will be meteorology experience or training and defer these to distributed to all meteorology departments, National the workplace. A fiffit option is to require students to Weather Service Forecast Offices, those listed in the complete professional internships to obtain practical AMS Member Directory, and local AMS and NWA experience.This option provides both a "qualifying chapters to ensure adequate distribution and response. exam" and career counseling for future employees. A sixth option is to revise thc pedagogy of meteorology In this way a wide range of responses will come from with regard to requirements, certification, and methods employers, employees, instructors, and students in of instruction. This would require an identification of various situations.This approach will provide the any problems in instruction (i.e., course curriculum, necessary information for the proper assessment of content, and delivery), the development of strategics to current meteorological education and preparation, its correct or remove these, and the implementation of appropriateness, and information on which to base methods to achieve the same. strategies for refining future meteorological education. It will ako provide crucial information for debate of the Bach of these options contain a variety of pros and cons options available for solving meteorology's educational which must be fully examined before a clear plan of dilemma. action can be developed.Therefore, in order to properly address meteorology's educational dilemma it 7. REFERENCES is first necessary to quantify current opinions of the professional and student communities with legard to a AMS Curricula Guide, 1992. meteorologist's preparation to perform his or her job. Therefore, a survey of all meteorologists is in order to Barnett,B.,1992: Teaching and research are provide both qualitative (opinions) and quantitad ye inescapably incompatible. The Chronicle or Higher (somniative) assessments and evaluations of the ability 1..ducation, June 3, MO. of the field to meet job needs and the ability of meteorologists to complete tasks and solve problems Carter, (i.NI.,1994. SOOs and DOIls: The great

6 AMERICAN METEOROLOGICAL SOCIETY t./ facilitators. Critical Path, NWS-TPO-94-01: 11-12. An example of the use of meteorological concepts in the problem-based general-education experiences of Downs, R. M.,1994. Being and becoming a undergraduates.BulletinoftheAmerican geographer: An agenda for geography education. Meteorological Society, 74, 439-446. Annals of the Association of American Geographers, 84(2): 175-191. Newman, S. B., and D. R. Smith, 1994: Report on the third international conference on school and popular Dutton, J. A., 1992: The atmospheric sciences in the meteorological and oceanographic education. Bulletin 1990s: Accomplishments, challenges, and imperatives. of the American Meteorological Society, 75, 435-444. Bulletin of the American Meteorological Society, 73, 1549-1562. Orville, H. D., and N.C. Knight, 1992: An example of a research experience forundergraduates. Bulletin of Fritsch, J. M., 1992:Operational meteorological the American Meteorological Society, 73, 161-167. education and training: Some considerations for the future.Bulletin of the American Meteorological Slakcy, F.,1994: Science students can become Society, 73, 1843-1846. 'Engines for Economic Growth'. The Chronicle of Higher Education, January 19, A52. Greenberg, M., 1993: Accounting for faculty members' time. The Chronicle of Higher Education, October 20, Smith, D. R., and J. T. Snow, 1993. The second AMS A68. symposium on education. Bulletin of the American Meteorological Society, 74, 1714-1719. Hallett, J.,J. G. Hudson, and A. Schanot, 1990. Student training in facilities in atmospheric science: A Smith, P., S. Businger, E. Pani, and J. Zabransky, 1994: teaching experiment.Bulletin of the American The bachelor's degree in atmospheric science - a Meteorological Society, 71, 1637-1641. proposal for revision of the 1987 AMS statement. Preprints AMS Third Symposium on Education, Hindman, E. E., 1993: An undergraduate field course Nashville, Tennessee, January 23-28. in meteorology and atmospheric chemistry. Bulletin of the American Meteorological Society, 74, 661-667. Snow, J. T., and D. R. Smith, 1990:Report on the second international conference on school and popular Kern, E. L., J. T. Snow, and M. E. Akridge, 1993: meteorological and oceanographic education. Bulletin Second international conference on school and popular of the American Meteorological Society, 71, 190-198. meteorological and oceanographic education:Impact on precollege atmospheric education.Bulletin of the Takle, E. S., 1987: Fifth meeting of the heads and American Meteorological Society, 74, 655-660. chairmen of departments of atmospheric science-A summary.Bulletin of the American Meteorological Layzell, D. T., 1992: Tight budgets demand studies of Society, 68, 1257-1270. facultyproductivity. The Chronicle of Higher Education, February 19, B2-B3. Takle, E. S., 1989: Sixth meeting of the hcads and chairmen of departments of atmospheric science - A Lewis,J.M.,1994: Cal Tech's programin summary.Bulletin of the American Meteorological meteorology: 1933-1948. Bulletin of the American Society, 70, 1429-1444. Meteorological Society, 75, 69-81. Vincent, D. G., 1991: Seventh meeting of the heads and Lewis, J. M., and R. A. Maddox, 1991: The summer chairmcn of departments of atmospheric science - A employment program at NOAA's national severe summary.Bulletin of the American Meteorological storms laboratory: An experiment in the scientific Society, 72(M: 983-10((). mentorship of undergraduates. Bulletin or the American Meteorological Society. 72, 1362-1372. Zevin, S. F., and G. M. Carter, 1994: National weather service modernization: Qualifications, attributes, and Mooney, C. J.. 1994. The shared concerns of scholars. characteristics of the new operational workforce. the Cluonic lc of I lighcr Education, June 22, A34-A38. Preprints AMS Symposium on Education, 55-57.

Navarra, J. G., J. Levin, and J. G. Navarra, Jr., 1993:

4TH SYMP. ON EDUCATION 7 Table I. Six potential options for addressing meteorology's educational dilemma andsome of the pros and cons associated with them.

Option Description Pros Cons

A Expand undergraduate degree Improved preparation Cost and logistics to a 5 year program Currency in field Reduced enrollment

Offer meteorology at the Improved preparation Reduced enrollment graduate level only

De,elop specialty training Currency in field Insufficient student preparation within Bachelor's Degree Meet user needs Confusion among users

Provide only theoretical Research preparation No practical experience or context education to undergraduates Currency in field Unpopular in higher education

Require professional Practical experience Cost and logistics internships of all students Career development Standardization of experience

Revise pedagogy of' Currency in field Over-standardizAtion of curricula meteot ological education Improved preparation Assessment of needs necessary Practical experience Cost to implement changes Career development Meet users needs

8 AMERICAN METEOROLOGICAL SOCIETY 1.3 INVOLVEMENT OF UNDERGRADUATE METEOROLOGY STUDENTS IN FACULTY RESEARCH PROJECTS

Gregory P. Byrd* and Robert S. Weinbeck

State University of New York College at Brockport Brockport, New York

Robert J. Ballentine, Alfred J. Stamm and Eugene E. Chermack

State University of New York College at Oswego Oswego, New York

1. INTRODUCTION familiar with nowcasting and observation techniques as'elt as the compute.r archival of meteorological Facultyin undergraduatemeteorology data. involving programs face a difficult challenge attempting to Three lake-effectfieldprojects maintain active involvement in research in the face of undergraduates have been conducted: a pilot study during the winter of 1987/88, the Lake Ontario heavy instructional loads. The National Science Winter Storms (LOWS) study in 1990, and a follow- Foundation's(NSF) ResearchinUndergraduate of 1991/92. Institutions (RUI) program is designed to support up project during thewinter were enhancement of the research environment and the Faculty/student mobile sounding teams totargetedlocationstosample the integrationofresearchintothescienceand dispatched engineering educational offerings at such institutions. environments associated with lake-effect snowbands An important component of this program is the on the southern and eastern shores ofLake Ontario, conventional National involvement of undergraduates in research projects. an area far removed from WeatherService soundinglocations. These In 1989, the State University of New York (SUNY) subsequent case study Colleges at Brockport and Oswego were awarded a soundings were usedin RUI grant from the NSF Atmospheric Sciences analyses and in the initialization and verification of model simulation studies. Trained students occupied Division. This enabled the continuation of field research and numerical modeling investigations of nowcast centers, taking observations and monitoring conditions on a continuous basis during most of the lake-effect snowstorms.A second RUI grant was operational periods. Student nowcasters were in awardedin1993. Thispaperdescribesthe involvement of undergraduate students in the RUI frequent communication with field project teams, information which playedan grant and several other research pmiects at SUNY impartingcrucial important role in the development of deployment Brockport and SUNY Oswego. strategy. Several students have been involved in the 2. RESEARCH ACTIVITIES case study analyses of the field project data.Their primary work has been in data reduction, sounding Undergraduates have participated in field analysisandthecomplementarysynopticand projects working on mobile sounding crews or as mesoscale analysis efforts. Undergraduates have also nowcasters. Studentswerechosenbasedon had some peripheral involvement in analysis and andpreviousfield backgroundcoursework interpretationofremotely-sensedsatelliteand soundingcrewsreceived experience. Mobile Doppler radar data.Several of the case studics and extensive traininginthe operation of sounding results have been included in courses on weather become systems, andnoweasters were required to forecasting and mesoscale meteorology. Other studentshave participatedinthe P.Byrd, *Correspondingauthor:Dr.Gregory numerical simulation efforts.These students were UCAR/COAfET, P.O. Box 3000, Boulder, CO 80307,

4TH SYMP. ON EDUCATION 9 Table 1: Summary of student outcomes subsequent to participation in RIII-related activities (1988-1994).

Total Undergrad students Grad School NWS Military Private Non-meteorology

49 14 17 7 4 5 1 selected on the basis of their academic preparation (e.g. nine of these student assistants have co-authored synoptic meteorology course work was required), professional papers (nine conference papers and one computing experience, and general interest in lake- refereed journal article) with faculty mentors.Three effect snowstorms. After preliminary training, students students have participated in the National Center for assisted with preparation of initial detests for the Atmospheric Research's summer employment program, model, analysis and interpretation of the model output, and one participated in an NSF-sponsored Research and in some cases, studies of the sensitivity of the Experiences in Undergraduate (REU) program at the model results to initial data, boundary conditions, and University of Michigan. grid resolution. The analysis of model output helped ..idents to better understand the relationship between 4. CONCLUSIONS mesoscale convergence and prccipitation,and the effectof large-scaleparametcrs ontherateof The RUI experience has enabled faculty to development of snowband circulations.Students were pursueresearch on Great Lakes winter storms, able to compare model output inside and outside particularly lake-effect snowstorms.The extensive snowbands with data collected by field teams.They collaboration of investigators from different institutions also gained experience using Fortran programs and who possess a variety of backgrounds has enabled a graphics applications.Recently, students have been significant and beneficial research effort. involved in an effort to expand the model domain to We believethatthesuccess enjoyed by include all of the Great Lakes, in order to study students who have been involved in RUI activities is multiple-lake interactions during cold air outbreaks. testimonytothe value of asignificantresearch Case study analyses and model simulation involvementin theundergraduatemeteorology efforts have resultedinatleastten publications educational experience.Students have been a crucial (journal articles, conference proceedings) of which component in the success of our RUI el forts. They, in students were co-authors.Draft manuscripts were turn,havegainedvaluablehands-onexperience prepared by the lead author, who was usually a faculty working with state-of-the-art field research equipment. member. In many cases, copies were distributed to the Inaddition,theyhave become acquaintedwith undergraduateco-authorsforcomment. Where observational andmodelingresearch methods, appropriate, the student input was then incorporated opportunities that are often lacking in meteorology into the revised version prior to final submission for programs of undergraduate-only institutions.Several publication. have co-authored professional papers dealing with thcir Undergraduates have also played active roles research.These experiences will continue to serve in recent field projects unrelated to the RUI program. them well as they pursue graduate study and careers in These include an FAA-sponsored aircraft deicing fluid the atmospheric sciences. study, tethersonde and radiosond :. observations and a modeling study of land- and lake-breeze circulations. 5. ACKNOW LEDGMENTS 3. STUDENT OUTCOMES Much of our research activity has been funded by NSF RU1 grants ATM-8914546 and ATM-9224384. As of August, 1994, 49 undergraduates have The LOWS project was also funded by Niagara been involved in RUI-related research activities, as Mohawk Power Corporation and the Great Lakes indicated in Table1. Of the 35 who have since Research Consortium. Some student support has graduated, 17 have chosen to further their education been obtained through the Ronald E. McNair and the through graduate study, and16 are employed in Collegiate Science and Technology Entry programs. meteorology or a related field. Of the 16 employed in We especially want to thank all of the students for their meteorology, seven are employed with the National tireless effortsN1hich made a significant contribution to Weather Service, four arc employed in the the success or the program. and five are employed by private industry. In addition.

10 AMERICAN METEOROLOGIGAL SOCIETY 2 4 1.4

CREATING AND MAINTAINING ENTHUSIASM FOR THE UNDERGRADUATE MAJOR

Dayton G. Vincent Philip J. Smith

Department of Earth and Atmospheric Sciences CE 1397 Purdue University West Lafayette, Indiana 47907-1397

1. INTRODUCTION acquired some minimal scientific knowledge.In the early 1970's we introduced into our B.S. curriculum a One of the more rewarding experiences for first semester course titled, "Profession of the undergraduate meteorology major is to have an Meteorology". The course meets once a week and is opportunity to take part in one or more activities in team taught in the sense that each faculty member in his/her chosen field while he/she pursues a degree. atmospheric science and related disciplines discusses a Such opportunities can create and maintain the timely topic in his/her specialty area. A discussion of student's enthusiasm for the atmospheric sciences by career opportunities and a tour of our departmental getting him/her involved early in their careers.Of computing facilities are also included.Attendance is course,thisalso requires a mutual interest and the only requirement. The purpose of this course is dedication on the part of the faculty. The purpose of twofold. It allows the incoming student an opportunity this paper is to suggest a variety of ways in which the to see what meteorology really is all about, and it student's enthusiasm and involvement in meteorology exposes the student to each member of the faculty. can be initiated and/or maintained during his/her With regard to the former, the course is required for undergraduate years. We have chosen to group these majors, but is open to any student who might have an opportunitiesintofourgeneralcategories: (1) interest in meteorology or be undecided about a major. educational; (2) professional; (3) employment and (4) A typical enrollment is 30 students, a number which is research. We realize, however, that many opportuni- interesting to compare to the average size of our ties may cross over into two or more categories. We atmospheric science senior class which is 10. also realize that there may be additional opportunities/ activitieswhichwehavemistakenlyomitted Another way tostimulate and maintain Admittedly, most of the examples given in this paper enthusiasm among undergraduate students is to have are those we have experienced at our home institution, some kind of computer-based instructional facility. and we are quick to acknowledge that it may not be Most students are fascinated by weather displays on a feasible for some of the opportunities to be pursued al computer screen, and for them to be able to produce every undergraduate institution. such displaysisgenerallyquiteexciting. The availability of modern personal computers and work- 2. EXAMPLES stations makes itpossibleto simulate a host of atmospheric phenomena and processes. For example, a. Educational it is possible to recreate the growth of a cloud from cumulus to cumulonimbus and to depict moving Not surprisingly, most of the opportunities weather systems. We realize that the cost of a fallinto this category. One way to immediately computing system can be adeterrentfor some involve a ncw student is to offer/require a freshman programs, but a widc variety of systems are currently level course to be taken, ideally, in the first semester/ available. quarter. This coursc could be an introductory "Survey of Meteorology" type of class, without any mathema- A third type of activity which generally tics or science background required; however, itis promotes enthusiasm among students (and faculty and often preferable to delay an introductory meteorology staff as well) is a weather forecasting "game".1 his course (intended for majors) until after thc student has activity not only has instructional value, but also

4TH SYMP. ON EDUCATION 11 2 5 creates a challenge and even some entertainment student counseling processWith regard to the latter, among the players.Por example, the student has an our faculty at Purdue has always taken an active role opportunityto make a betterforecastthan the in counseling undergraduate majors, with each faculty professor. At Purdue, we introduced a forecast game member acting as the academic advisor fPr about 5-10 about 20 years ago.Typically, about 20-30 players students. Our students seem toappreciatethe participate.Over the years we have kept statistics opportunity to interact one-on-one with the faculty. from the top ten players each semester, and they are generally competitive with NWS predictions.With b. Professional regard to 24-h temperature forecasts, for example, our errors for the local region have been decreasing at One way to create and maintain enthusiasm approximately the same rate as thosc1 from MOS. among undergraduates, as well as o promote early Presently, the consensus of the best players shows professionalism,isto encourage them to become min/max temperature errors of about 3.5°F. student members of the CMS. This alloys them to receive, at a reduced rate, the Bulletin of the AMS and Still another way to help students maintain an other AMS subsctilitjons, and thereby stay in tune interest in their undergraduate education is to make with the activities of their professional society, as well them aware of opportunitiesforfinancialgain. as promote its growth. Financial support is available in o number of ways, ranging from rewards for academic excellence or At.otner way to fulfill professional researchpotentialtohourlypaidemployment. enthusiasm is to particip;ne in student club activities. Employment opportunities will be discussed in section In some instances, this may involve a student chapter 2c and research opportunities in section 2d. For now, of the AMS, while in others it may ins'alve a gronp of we shall focus on opportunities that are available for interested and motivated meteorology students. At educationalstipends. There are many types of Purdue we have the latter.In 1990, a small cadre of r,cholarships that are awarded each year to students students approacimi the faculty with the idea of who have excelled academically.In the field of forming a club. Th..:y were encouraged and, primarily atmosphericscience andrelateddisciplines,the or their own, pro....oedect to form the Purdue University American Meteorological Society recently has been Meteorology Association (PUMA).Presently, there successful in acquiring support from several leading nre about15actiVe members and among their environmental science and service corporations for activitiesare helping with freshman orientation, scholarships to be awarded to worthy students. These maintaining a tutoring list, hosting speakers, going on AMS/Industry Scholarships now number eleven and tripritours to meteor64,ica1 facilities (e.g., NWS and provide support for students in their junior and senior TV rtations), and holding social events. years. A description of the awards, the names of the corporations offering the scholarships, and the list of Still another way to intain student interest is students who were awarded scholarships for 1994-95, to mak.e it possible for them to attcnd professional are given in the Bulletin i)f the AMS in the July 1994 meetings.In recent years, the AMS has been very issue. active ia this regard by providing financial assistance for undergraduate (and graduate) students to attcnd the It was noted in the Introduction that creating Annual Meeting.For this privilege, the students and maintaining student enthusiasm requires a mutual usually perform some duties at the Meeting. Also, the interest and dedication on the part of the faculty. One institution from which the student comes is expected of the best ways that faculty can motivate students is to share in the cost of sending the student to the through excellence in teaching. Clearly, some faculty Meeting.Of coursc, another way of supporting a are more blessed than others when it comes to formal student'sattendanceatameetingorscientific classroom teaching, but anyone who is genuinely conference is through research grant fundrAlthough interested in providing the best possible education for a rare opportunity for most undergraduates, it may be the undergraduate student can be an effective teacher. quite appropriate for students with research grant Another way that faculty can involve themselves in assistantships or for those engaged intheir own maintaining a high level of interest among students is research (see 2d). to seek ways of establishing personal contact.Two examples which come to mind are inviting studcnts to your home for a social event and participating in the

12 AMERICAN METEOROLOGICAL SOCIE TY 26 c. Employment research project and, if possible, provide them with an undergraduate assistantship with a small stipend.At Employment opportunities are one of the Purdue, we created an Undergraduate Honors Program factors students consider when selecting a particular in our department in 1977.Since that time, 22 discipline, but career decisions are not within the meteorology majors 10% of our total number of scope of this paper. Instead, we focus on examples of graduates) have completed this program, and 3 are employment opportunities that can provide the student currently enrolled. One of the requirements for this with financial support and simultaneously stimulate program is to write and give an oral presentation of a his/herinterestinmeteorology. One wayto B.S. thesis. Nearly all of the students who participated accomplish this is to create departmentally-supported in this program proceeded on to graduate school, positions such as work study or professorial assistant- where they found that the opportunity to work with a ships. This could also include research-supported researchgroupandtogainscientificwriting positions.In either case, the student normally would experience were invaluable. work under a professor's guidance on some type of research project.Frequently, the student, given this 3. RECOGNITION opportunity, will choose to conduct some individual research. In this case there is overlap with the Finally, there is nothing more rewarding to a opportunities discussed in section 2d. Another way to studentthanpersonalrecognitionforhis/her stimulateastudent'senthusiasmisthrough endeavors/accomplishments. In this context, one way cooperative programs with government or industry. to promote enthusiasm among deserving students is to These programs generally consist of alternating school nominate them for awards.This can be done at the termswith employmentafterthestudenthas departmental level, the university level and at the completed the sophomore year.The advantages for national level. An example of the latter is to nominate the student are experience and financial support, while worthy students for the AMS annual scholarship the government or industrial organization gains labor awards. These include the Howard T. Orville, Howard from an enthusiasticstudent. Another potential H. Hanks, Paul H. Kutschenreuter, Dr. Pedro Grau, advantage for both the student and the cooperative and the AMS 75th Anniversary Scholarships, and the organization is that the experienced student may Father James B. Macelwane Award for the best written eventuallygainfulltime employment withthe original paper. Since 1978, we have nominated organization. Of course,students who electa numerous students for these awards and have been cooperative program will extend their collegiate career fortunate to meet with very good success.As an by one or more years.Yet another possibility is the example, approximately one-half of our B.S. Honors growing number of government and industry summer theses (mentioned above) have been selectedfor internships. These are attractive because they provide Macelwane Awards. summer income and professional experience without extending the time required to complete the degree. 4. SUMMARY

d. Research We have attempted to suggest some ways that can be used to create and maintain a high level interest One of the ways to create and maintain an and enthusiasm among undergraduate meteorology undergraduate's enthusiasm is to involve him/her in a majors.A list of those examples discussed in this research project.Opportunities exist to seek federal paper is given below.As noted in the Intrcduction, funding for undergraduate research, especially when this list is by no means all-inclusive, and is based combinedwithaninstructionalprogram. For primarily on our experiences at Purdue. example, the NationalScience Foundation offers competitive grants in Research for Undergraduate i. incorporate a freshman level coursc into the Instruction (RUI).A successful program that was curriculum funded through one of these grants was the North Dakota ThunderstormProjectconductedinthe hme a computer-based instructional facility summer of 1989 under the direction of Professor Harold Orville. promote a weather forecasting game

A more modest way to involve students in iv make students awarc of scholarship oppor- research is to encourage them to undertake thcir own tunities (e.g., AMS/Industry Scholarships)

4TH SYMP. ON EDUCATION 13 v. have faculty strive for excellence in teaching

vi. have faculty participate in the counseling process

vii. encouragestudentstoapplyfor AMS membership viii. suggest involvement in an AMS student chapter or meteorology club.

ix. provide motivation for students to attend professional mcetings

x. create departmentally or research-supported positions

xi. develop cooperative programs with government and industry

xii. encourage summer internships

xiii. involve students ina sponsored research project

xiv. institute an Honors Program which requires a thesis

XV. submit deserving student's names for awards

14 AMERICAN METEOROLOGICAL SOCIETY 1.5 WEATHER EDUCATION AT THE INTRODUCTORY COLLEGE LEVEL

Robert S. Wcinbeck *

SUNY College at Brockport Brockport, NY

Ira W. Geer

American Meteorological Society Washington, DC

1. INTRODUCTION National Science Foundation estimates that 60% of pre-college teachers also receive whatever science The American Meteorological Society (AMS), course backgrounds they have in two-year college in cooperation with the U.S.National Weather programs. Thisimpliesthatunder-prepared Service (NWS)/National Oceanic and Atmospheric undergraduate faculty at predominantly two- and Administration,isconducting anUndergraduate four-yearinstitutionsteachtheoverwhelming Faculty Enhancement Project,supported bythe majority of allstudents taking introductory-level NationalScienceFoundation,forinstructorsof weather and weather-related courses offered in the introductory courses with significant weather content. United States.The AMS' Undergraduate Faculty The purposes of the project are to (a) provide renewal Enhancement project was conceived to assist these and updating experiences that focus on the recent undergraduate faculty members to provide the best advances in operational meteorology and atmospheric possible courses in this exciting and important area of research, (b) make available existing and participant- the sciences. It is particularly crucial in that teachers- developed laboratory and other studentlearning in-preparationwill be faccdwiththeNational materials that emphasize the processcs by which the Standards calling for the teaching of weather topics at workings of the atmosphere are sensed, analyzed and all levels from K-12. predicted on a real-time basis, and (c) acquaint participantswiththeinstructionalandresearch 3. WORKSHOP potential (faculty and student) of the meteorological data and information bases available via a variety of The project conducted the first undergraduate electronic information services. facultyenhancement workshopattheNational Weather Service Training Center in Kansas City, 2. NEED MO, from July 25 - August 5, 1994. This workshop washeldinconjunctionwiththeProject While the AMS' Project ATMOSPHERE has ATMOSPHERE workshop routinely held for pre- been operating for several years to improve weather college teachers to aid in attracting the highest quality education at the pre-college level, and University presenters of the National Weather Service and other Corporationfor Atmospheric Research members, agenciesinvolvedintheatmosphericsciences. associates, and others offer undergraduate major and Twenty-four faculty from 17 states attended. Table 1 graduate programs for professional-level education, a shows the demographic breakdown of participants. review of geoscience and geography program listings Table 2 gives the background educational training of indicates that approximately 80% of the introductory the participants, none having earned dcgrccs in the college level courses with significant weather content atmospheric sciences. for the general student arc taught by instructors The intensive two-wcck workshop included holding degrees in fields other than meteorology. The lectures, group discussions, hands-on laboratories and lieldtrips.The focus of all the sessions was the *correspondingauthoraddress:Dr.RobertS. current state of atmospheric sensing, analysis and Weinbeck, Department of the Earth Sciences, SUNY forecasting. The workshop was organized and College at Brockport, Brockport, NY 14420-2936. conducted by Robert Weinbeck, Ira Geer, Joseph

4TH SYMP. ON EDUCATION '15 29 Moran, University of Wisconsin-Green Bay, and Katy Louis Uccellini, Director, Office of Meteorology, Ginger, AMS Education Office.Also assisting with NWS, numerical weather prediction. instructional sessions were John Snow, Dean, College Louis Boezi, Deputy Director for Modernization, ofGeosciences,Universityof Oklahoma,Lisa NWS, the future of the National Weather Service. Bastiaans, Nassau Community College and senior In addition to classroom and laboratory worlk at staff of the NWS Training Center (especially Peter the Training Center, fieldtrips were taken to the Chaston,RichardMcNulty,JenyGriffin,and University of Kansas Meteorology Program, hosted by Thomas Magnuson). Joe Eagleman, the NWS Topeka (KS) Forecast Office, the National Severe Storms Forecast Center in Kansas Table I. Participant Backgrounds. City, and the Air Fotce Global Weather Central at Doctoral degrees 10 Offutt AFB (NE). Master degrees 14 4. RESULTS Two-year institutions 13 Four-year institutions 11 A summary evaluation was received from 23 of Public institutions 21 the workshop participants. The general questions are Private institutions 3 replies are given in Table 3.All participants felt the workshop was valuable and should be offered to aid Institutional enrollment < 1000 1 other faculty of two- and four-year colleges who teach 1001 - 5000 11 weather courses such as they. 5001 - 10 000 4 > 10 000 7 Table 3. Workshop Summary Results What is your overall rating of the Faculty Enhancement Table 2. Participant Backgrounds Workshop in terms of its educational value? Poor 0 Fair 0 Excellent 23 Geology 4 Geography 7 Anthropology What long-term effect is Workshop participation likely to have on your: Physics 2 instruction? Science Education 6 None 0 Some 3 Great Deal 20 Earth Science 2 use of current weather data? Physical Science 1 None 0 Some 2 Great Deal 21 Biology/Chemistry 1 course development? None 0 Some 7 Great Deal 16 professional interaction with colleagues? Featured guest speakers at the workshop (in None 0 Some 5 Great Deal 18 order of appearance) and their topics are listed below: Warren Washington, AMS President, the American How has your perception of the value of the following Meteorological Society and the current state of changed as a rcsult of your Workshop participation? climate studies. NWS/NOAA Roderick Scofield, National Environmental Satellite increased 21 remained the same 2decreased 0 Data and Information Service, satellite imagery and profession of meteorology interpretation. increased 21 remained the same 2decreased 0 Robert Sheets, Director, National Hurricane Center, hurricanes and their coastal hazards. Would you recommend that this Faculty Enhancement Eileen Shea, National Academy of Sciences and Workshop be offered in the future for other faculty? NOAA Office of Global Programs, U. S. research Yes 23 No 0 programs in global change. Joseph Schaefer, Director, NWS Training Center, wind profilers. Warren Washington, in his discussion of the Frederick Ostby, Director, National Severe Storms AmericanMeteorological Society, asked the Forecast Center, thunderstorm-related re participants what were five needs they collectively weather. saw in their teaching environments.One evening

16 AMERICAN METEOROLOGICAL SOCIETY a 0 session was devoted to educational issues based on members trained in areas other than their teaching this question. The participants' perceived needs and assignments and for general renewal. The next most the number of times each reply was received are given common needs listed were related. They call for (a) in Table 4. "hands-on" instructional resource materials for

Table 4. Undergraduate Needs

1. Better student preparation (HS background), esp. math and science 13 2. Need to upgrade training of in-service faculty , such as this workshop 12 3. More course materials needed (hands-on activities, fieldwork, AV) 9 4. Access to current meteorological data 8 5. Upgrading of support facilities: a. More computers available, also software 6 b. Modernization of equipment (replacement) 6 6. Direct and indirect student support a. Support for student skills development (math and English) 4 b. More science for pre-service teachers 4 7. Additional faculty preparation and out-reach a. Release time for faculty upgrading 3 b. Release time for course development (activities, materials) 3 c. Development and/or dissemination of new teaching methodologies 3 d. Promote in-service oppertunities (to work with high schools, esp. equipment) 3 8. General a. Enhanced professional communication ("information superhighway") 2 b. More relevant mathematics courses (applied) 2 c. Support (at least partial) for professional activities (workshops, meetings) 2 d. More meteorology/weather courses offered 2 e. Better student motivation 2 9. Others a. Better advising of students in major (area of concentration) 1 b. Better staff - administration communication 1 c. Government-education cooperation in materials development and use 1 d. Confront issue.; of pseudo-science (creationism) e. Enhance stature of educators 1 f. Encourage better students into education 1

The perceived educational needs listingin laboratory and classroom use, and (b) access to Table 4 falls into two basic categories, general currentmeteorologicaldataintheclassroom. educational problems and those directed toward the Additional comments included enhancing atmospheric sciences.Items 1, 5, 6, and 7 generally professional communication, offering more weather suggest the common problems noted in the public courses in two- and four-year schools, and catalyzing media and a number of reports on the science and the use of governmental resources, such as NWS', for mathematics performance of American students. The educational materials development. mathematics and science backgrounds should be Theparticipantsallbelievedtheirown strengthened, more resources should be found for teaching will be enhanced and that such updating infrastructure rebuildinB,i.e.more computers and experiences should be available to others.It was replacement equipment. Severalitems, however, hoped that such workshops will be an on-going point out areas where the atmospheric sciences have a process to help a major section of the undergraduate special interest. The most common response in this community that does not have a ready forum such as category was the expressed need for more training UCAR. A second workshop will be conducted with opportunities, such as this workshop, for National Science Foundation support inlate July undergraduatefaculty. Participantsfeltsuch 1995. opportunities are especially needed by faculty

4TH SYMP. ON EDUCATION 17 ACKNOWLEDGMENTS

ThisUndergraduateFacultyEnhancement Project was supported by theNationalScience Foundation under Grant No. DUE-9353910. We wish tosincerelythanktheNationalOceanicand Atmospheric Administration, the National Weather Service, and especially Dr. Joseph Schaefer and the staff of the NWS Training Center, for helping to make this workshop possible.

18 AMERICAN METEOROLOGICAL SOCIETY 32 1 .6 WEATHER AND LIFE: A COGNITIVE APPRENTICESHIP IN PERSONALIZED MULTIDISCIPLINARY PROBLEM SOLVING

Paul J. Croft* and Martin A. Tessmer

University of South Alabama Mobile, Alabama

1. INTRODUCTION 2. METEOROLOGY FOR NON-MAJORS The traditional approach to instruction centers on thc teaching of disciplines of study in which students are Weather has a broad and familiar appeal because of its exposed to a broad background of material which commonality of "hands-on" experience in an ever potentially has relevance to their lives. Unfortunately, present natural laboratory. From childhood on people as has been pointed out by Alexander (1993), students are exposed to weather and must respond accordingly. typically go through lower division science courses This provides some of the earliest experience in (which often address the discipline rather than the problem finding and problem solving that people have. study involving the discipline itself) with a "get it out This active learning environment may therefore be of the way" attitude and thus often fail to see the used as a resource to link the experience of science to reI:wance of the topic to their personal or academic problem solving and provides an opportunity to correct lives. This mentality obscures, and even disallows, the the people's understanding of weather phenomena that fact that all disciplines are related and important. often includes many misconceptions.

For these and other reasons, undergraduate education These misconceptions limit their ability to properly in the sciences has generally been viewed as inefficient assess a given situation or to logically idcntify and and unsuccessful in increasing or improving the student rendersolutionstoscience-relatedproblems. population's scientific literacy (e.g., see Schwartz, Therefore, a course entitled "Weather and Life" has 1993 and Magner 1993, 1994).This is a serious been designed to: (1) improve and enhance scientific problem because those who obtain higher education literacy of undergraduate students, (2) develop degrees will be unable to utilize scientific information knowledge integration skills, (3) develop cooperative when they leave college. problem solving skills, and (4) develop mcdia integration skills, through the study of meteorology. In many situations these graduates will make personal andprofessionaldecisionsbasedontheir The course focuses on the interdisciplinary nature and comprehension of scientific information (e.g., the importancc of weather in every aspect of life, including interpretation of an environmental impact statement) social, economic, and industrial consequences. In this and may arrive at incorrect conclusions because of way the course can provide a broader, interdisciplinary their deficiencies in scientific understanding. context of critical thinking and problem solving. The course therefore encourages independent and group Therefore Alexander (1993) has suggested that courses learning to foster tolerance and understanding of be designed to develoP a student's knowledge base alternate views and methods. The course also provides through student experiences within a discipline (rather important interaction with peers and faculty to develop than by the simple transmission method of instruction) cooperative problem solving skills. in order to meet the needs of the majority of undergraduates and improve scientificliteracy. 3. INSTRUCTIONAL DESIGN Courses which promote the discovery of knowledge, knowledge integration and communication, and its To achieve these goals the Weather and Life course application (Boyer, 1994) would accomplish this. consists of topical modules which focus on situational learning. For example, a topical issue such as global warming may be presented as an "answerless problem" *Corresponding author address: Paul J. Croft, whichleaves opponents agreeingtodisagree. University of South Alabama, Department of. However, the need for a mutual approach in order to Geology and Geography, Mobile, AL 366/01-(XX)2. progress exists as the consequences of both actionand email address: peroftMaguarLusouthal.edu

4TH SYMP. ON EDUCATION 19 -.) l)V. inaction will affect their lives and economies. Thc realm of understanding, or ultimately require students complexities of such an approach are reflected by the to learn duties rather than construct new ideas. bias inherent in students' prior knowledge, the availability and reliability of data, and the source of Therefort;, a combination of these three approaches is data and constructs. necessary for the improvement of scientific literacy, development of knowledge integration and cooperative Other approaches to situated learning include team problem solving skills, and development of a student's teaching--or guest lecturers(e.g.,engineering; critical thinking and media integration skills. This may Collison, 1993), collaborative learning (meteorology; be accomplished according to the instructional Navarra, et al., 1993), and field courses--or research strategies outlined in the oral presentation. experiences (e.g., meteorology; Hindman, 1993). Each strives for reality-based learning and is faculty-student 4. WEATHER AND L1.1-th intensive. There are also presently several initiatives, including Project ATMOSPHERE (Smith et al., 1994) The Weather and Life course will consist of a series of and Project LEARN (Gellhorn and McLaren, 1994), modular lectures,labs, independent and group which focus on the improvement of scientific literacy assignments, and discussion sessions. Itwill and education through teacher enhancement. emphasize personal and group involvement and the use of multimedia techniques and resources and require There are also many other programs and/or educational oral and written reports by individuals and groups. materials designed specifically for undergraduate Through these, students will learn how to access, students (including research experiences; e.g., see Byrd interpret, and integrate resources in the problem et al., 1994; Orville and Knight, 1992; Lewis and finding and problem solving process and how to relate Maddox, 1991; and Hallett et al., 1990) to foster the their findings to different audiences. development of thinking skills.Many exist for secondary (e.g., Kern et al., 1993; Ruscher et al., 1993; The course is the last of a three-part sequence of a and Snow and Smith, 1990), middle school (e.g., science cluster curriculum designed for first and second Schmalbeck and Peppler,1994), and elementary year undergraduates. Enrollment will be limited to 30 students (e.g., Mogil, 1989) as well. students and itis anticipated that one-half will be education majors, the other half predominantly non- However, each of these are limited in some way. For science majors (with one meteorology major). example, the team teaching approach directly illustrates interdisciplinary concepts and relevance but is often 4.1 First Week of Class lacking in hands-on experiences for students.Also, guest lecturers may offer a narrow view of the At the start of the course, students will be given a application of a discipline, may present information pretest to assess their basic meteorological knowledge outside the context of a student's experience or interest, (of concepts), their analysis and critical thinking and assume a similar knowledge and experience base. ability, and their problem solving and communication abilities.Therefore the pretest willfocus on In the case of collaborative learning individuals who situational problems in which students must determine progress at thcir own pace may suffer from incomplete if weather impacts are possible, what level of knowledge acquisition (because students may not have significance they might have, and whether impacts may these skills).Collaboration also focuses on thc be mitigated and/or prevented. The pretests will be development of analytic skills rather than scientific collected and discussed with regard to "correct" knowledge and understanding, and must therefore be answers and related to each students' personal directionally biased and limited in the number of experiences with the weather. viewpoints. Students will then determine the significance of Field courses typically focus on the application of weather to thcir lives by identifying five different learned course material and may be very narrow in weather-related impacts each from newspapers, scope whcn dependent upon a faculty member's magazines, and professional journals. The increasing research.Although lab experiences do offer an level of sophistication will illustrate the significance opportunity for critical thinking and problem solving, and interdisciplinary nature of meteorology and they often arc constrained (and/or narrow in view), improve their scientific awareness.Students will often have known outcomes, lie outside thc student's critique the progress and findings of one another in the

20 AMERICAN METEOROLOGICAL SOCIETY following class. Class discussion will then shift to what should be done about these problems, how they are to be prioritized, In the following (third) class students will select one and their assignment to individual groups for further weather-related topic each from science (e.g., air research.At this point, the students will become pollution meteorology), business (e.g., forensic "employees" in the course's "company business" and meteorology), and liberal arts (e.g., architeture and will act as individuals and "reporting departments" to design); based on their previous assignment, as a self- develop cooperative problem solving skills. The task determination of the course's content). Potential topics of each employee and department will Iv- to offer are shown in the oral presentation.Initial discussion solutions for the aspects of the weather rehned problem will focus on what is known about each topic and assigned to them on Day 4. students will be asked to prepare a plan of action for discussion in the next class. Through consultation with group leaders and the instructor on Day 5, students will need to define In the fourth class students will be assigned to groups specific tasks toward achieving a solution to their inordertoaccess resources relevanttothe specific problem and understand its relationship to the determination of weather impacts, their significance, whole. Active use of resources, continual revision of and their control. Although it is clear that each topic their work plan, and consultation with peers will be may fit more than one category, this may not be necessary to complete their jobs during Day 6 and oral intuitive to students. Through their cross disciplinary and written reports on Day 7 . study of the topic, they will find the imposed topical area boundaries to be less important. Peer review, evaluation, and discussion of oral reports on Day 8 will determine the clarity, usefulness, 4.2 Weather Study Modules relevance, and completeness of student and group research.Written reports will be evaluated by their Each topic selected will then be studied during a two instructor and by the students with regard to each week period. The first week (Days 1-4) will involve student's performance in the "company's business" and topic investigations and the second week (Days 5-8) allow for an interdisciplinary assessment of each knowledge and media integration. At the start of each student's writing ability.Follow up tasks may be topic, a quiz will be given to evaluate each students' suggested to each group and individual to obtain basic conceptual knowledge.The quizzes will be further information, check information obtained, and/or designed to test their ability to apply knowledge in a rework a presentation. limited time environment (similar to business meeting pressure) and to offer quick solutions to new or old Further discussion will focus on determining the problems. "company's" accepted policy and planned action on the weather related problem. This will require negotiation The topic will then be discussed in class (Day 1) by the and compromise by the "employees" of the different instructor (or a guest lecturer if appropriate) through a "departments". Students will then better appreciate the multimedia presentation in which basic information need to consider various solutions to problems and (and conflicting information in some cases) is detailed. understand how those solutions were derived and must Student groups will then be charged with the "stake thcir job" (and thus their grade) on what they investigation of various aspects of the information report.They must be sure that they have acquired presented. accurate scientific information and clearly understand that information and its proper application. On Day 2, student groups will assess what is known, or thought to be known, about a topic, or accepted as 5. DISSEMINATION conventional wisdom. Itwillthenbetheir responsibility, both individually and to their group, to A CD-ROM resource disc based on the Weather and contact and/or acquire appropriate resources to verify Life coursc is planned. The multimedia disc will or refute lecture materials and to identify significant contain maps of weather patterns, reports of weather problems and associated impacts on Day 3.Upon studies, tables and charts of climate data, video clips of completion of independent and group research, weather phenomena, and satellite and radar imagery. individuals and groups will report their initial findings The disc interface will be designed to allow guided on Day 4. browsing and searching and will have regional instructional materials and various instroctional plans

4TH SYMP, ON EDUCATION 21 so that teachers may select exercises, information, and /6. answers for their particular geographic region and according to their needs. --,1994. Report describes'revival of general education' and urges colleges to keep up the 6. REFERENCES momentum.The Chronicle of Higher Education, January 19, p. 20. Alexander, J. C., 1993. The irrational disciplinarity of undergraduate education. The Chronicle of Higher Mogil, H. M., 1989. Weather study under an umbrella. Education, December 1, p. 3. Published by How the weatherworks.

Boyer, E. L.,1994. Creating the new American Navarra, J. G., J. Levin, and J. G. Navarra, Jr., 1993. college. The Chronicle of Higher Education, March 9, An example of the use of meteorological concepts in p. 48. the problem-based general-education experiences of undergraduates. BulletinoftheAmerican Byrd, G. P., R. J. Ballentine, A. J. Stamm, R. S. Meteorological Society, 74(3): 439-446. Weinbeck, and E.E. Chermack,1994. Some experiences with the National Science Foundation's Orville, H. D., and N. C. Knight, 1992. An example of researchin undergraduate institutions program. a research experience for undergraduates. Bulletin of Bulletin of the American Meteotological Society, 75(4): the American Meteorological Society, 73(2): 161-167. 627-630. Ruscher, P., K. Kloesel, S. Graham, and S. Hutchins, Collison, M. N-K., 1993. Learning communities for all. 1993. Implementation of NOAA direct readout satellite The Chronicle of Higher Education, November 10, p. data capabilities in Florida's public schools. Bulletin of 18. the American Meteorological Society, 74(5): 849-852.

Gellhorn, J. G., and C. McLaren, 1994. Project Schwartz, J. H., 1993. Scientific 'truths' and true LEARN: A teacher enhancement program at the science. The Chronicle of Higher Education, Decemher National Center for Atmospheric Research. Bulletin of 8, pp. 1-2. the American Meteorological Society, 75(4): 621-625. Schmalbeck, L. M., and R. A. Peppier, 1994. First Hallett, J., J. G. Hudson, and A. Schanot, 1990. Student steps toward the Illinois school children's atmospheric training in facilities in atmospheric science: A teaching network (ISCAN)-A role for scientists in science experiment. Bulletin of the American Meteorological education. Bulletin of the American Meteorological Society, 71(11): 1637-1641. Society, 75(4): 631-635.

Hindman, E. E., 1993. An undergraduate field course Smith, David R., I. W. Geer, R. S. Weinbeck, J. T. in meteorology and atmospheric chemistry. Bulletin of Snow, and W. H. Beasley, 1994. AMS project the American Meteorological Society, 74(4): 661-667. ATMOSPHERE University of Oklahoma 1993 workshopfor atmospheric educationresource Kern, E. L., J. T. Snow, and M. E. Akridge, 1993. agents.Bulletin of the American Meteorological Second international conference on school and popular Society, 75(1): 95-100. meteorological and oceanographic education: Impact on precollege atmospheric cducation. Bulletin of the Snow, J. T., and D. R. Smith, 1990. Report on the American Meteorological Society, 74(4): 655-660. second international conference on school and popular meteorological and oceanographic education. Bulletin Lewis, J. M., and R. A. Maddox, 1991. The summer of the American Meteorological Society, 71(2): 190- employment program at NOAA's national severe 198. storms laboratory: An experiment in the scientific mentorship of undergraduates. Bulletin of the American Meteorological Society, 72(9 ): 1362-1372.

Magner, D. K., 1993. A biting assessmentA report chides colleges for neglecting undergraduate education. The Chronicle of Higher Education, December 8, p.

22 AMERICAN METEOROLOGICAL SOCIETY 36 1.7 NEW METEOROLOGY PROGRAM AT THE U.S. AIR FORCE ACADEMY INTEGRATES COMET MULTIMEDIA AND COMPUTER WEATHER LAB INTO UNDERGRADUATE CURRICULUM

Thomas L. Koehler*, Kcith G. Blackwell, Delores J. Knipp and Brian E. Heckman

United States Air Force Academy U.S.A.F. Academy, Colorado

I. INTRODUCTION weekends. Most of the equipment was donated to the Academy by the Air Weather Service. The UnitedStatesAirForce Academy has developed an undergraduatemeteorology program 2. THE METEOROLOGY TRACK CURRICULUM within the Department of Economics and Geography and the Department of Physics.Meteorology cadets Upon graduation, a cadet in the meteorology track will enter the Meteorology Track within the Geography will 1,ave completed the eight meteorology courses Major, and will complete at least 24 semester hours of (Table 1), totaling 24 semester hours.These courses undergraduate atmospheric science courses before are in addition to a rigorous core sequence of 31 graduating.The program meets or exceeds both the coursesinthebasicsciences,humanities,social World MeteorologicalOrganizationand National sciences and engineering, five courses required for thc Weather Service academic standards for undergraduate Geography Major, including a computer-assisted map atmospheric science curricula. The Class of 1995 will analysis and a rcmote sensing course, two additional be the first to graduate cadets in the Meteorology mathematics courses beyond thecore, and thrce Track. Many graduates of the program will become military arts and sciences courses. A cadet has only weather officers, directly supporting the missions of the one open option, which often is a flight training U.S. Air Force and Army. Other graduates may course.Military and athletic duties also make serious become pilots or navigators, or choose othcr career demands on a cadet's time. fields that would benefit from an intimate knowledge of the atmosphere in which they perform their mission. TABLE 1 The Acadcmy's facilities for the meteorology program includeawell-equipped,modern, computer-based Course Nik.ne Course Dcscription Meteorology Laboratory and a Multimedia Classroom Geography 320 Climatology (see Knipp and Heckman in this preprint volume). Physics 320 Introduction to Atmospheric The Meteorology Lab houses 12 Automated Weather Science Distribution System (AWDS) workstations, a WSR- Physics 330 Atmospheric Physics 88D Doppler radar Principle User Processor (PUP), a Physics 430 Atmospheric Dynamics PC-based satellite looper with dedicated acccss to Physics 431 Atmospheric Circulation and GOES. METEOSAT and GMS satellite images, and a Energetics computer-based learning (CBL) delivery system for Geography 451 Synoptic Meteorology incorporatingmultimedia modulesintoclassroom Geography 452 Mesoscale Meteorology discussions.Seven additional CBL systems reside in Geography 460 Satellite Meteorology and Image the Multimedia Classroom, and can be used for group Interpretation or individualized learning sessions.Two additional AWDS workstations arc located near faculty offices for 3.FACILITIES developing classroom materials, and CBL systems arc placed in othcr locations, including thc Cadet Librar) Providingasolidacademicfoundation in for access by studcnts during the evening and on atmospheric science is the primary purpose of thc meteorology program. In addition, the facilities feature *Corresponding author address: Thomas L. Koehler, operational equipment in current use in base weather HQ USAFA/DFEG, 2354 Fairchild Drive Suite 6K12, stations, allowing cadets to become familiai with thc USAF Acadcmy CO 80840-6238 widc range of products and equipment they will use after graduation.

r 4TH SYMP. ON EDUCATION 23 3.1 The Meteorology Laboratory 3.2 The Multimedia Classroom

Severalmeteorologicaldataacquisitionand The Air Force Academy has been involved with display systems reside in the Meteorology Laboratory. computer-aided learning for many years.In recent Ten of the twelve AWDS workstations in the lab arc years, the Academy has had a role in the development situated in the classroom area.The remaining two of several of the COMT-r modules, used both as a workstations are placed in a separate area, partitioned means of providing continuing education for field from the classroom, to allow walk-in users to gain forecasters, and recently as a learning tool in the access to the AWDS information with a minimum of university environment.The Multimedia Classroom distraction to an ongoing class.The satellite looper houses seven CBL computer workstationsin an features two monitors, one that normally displays arrangement conducive to both individual learning, or current images, While the other can be used to view in group or instructor-led situations. A complete set of past weather events. The current images are also fed the current COMET modules is available at each into thc Academy network on a dedicated video workstation. A portion of our current effort in course channel for display in other classrooms, or in the cadet development is devoted to effectively incorporating dormitories. theseCBL resources into anundergraduate A sophisticated switching and display systcm has atmospheric science curriculum. been designed to integrate the various video displays for AWDS, the satellite looper, the WSR-88D PUP, the 4. SUMMARY multimedia CBL system, a VCR, and a visual presenter into a switching system that could display up to three The new Meteorology Track in the Geography video signals simultaneously in the classroom. A Major at the U.S. Air Force Academy will provide an three-gur color projector can display one image on a academic opportunity to future Air Force officers to projection screen at the front of the room, while two become familiar to the mcdium in which the Air Force large screen color monitor pairs placed on the sides of operates. An exceptional investment in terms of the classroom can each display a different video source. facilitiesand human resourceshas beenmade The instructor can control the entire video and audio available for meteorology instruction at the Academy. display system via a hand held remote control. Wc hope to make our program an innovator in Considerable effort will be expended in designing the incorporating multiple computer-based data sources curriculum and in altering teaching techniques to and computer-based learning in an undergraduate capitalize on this integrated video display capability. environment.

24 AMERICAN METEOROLOGICAL SOCIETY 38 1 .8 INTEGRATION OF INTERACTIVE MULTIMEDIA INT() THE METEOROLOGY CURRICULUM AT THE UNITED STATES AIR FORCE ACADEMY

Delores Knipp United States Air Force Academy, CO

Brian E. Heckman*+ Cooperative Prograrn for Operational Meteorology, Education and Ti aining Boulder, CO 80301

Wited States Air Force Academy, CO

INTRODUCTION Second, IMM programs usedatthe Cooperative Program for Operational Meteorology, Education and A new meteorology track was recently formed in the Training's (COMET.) which we are integrating into the Department of Economics and Geography which is new curriculum, are designed to combine solid pedagogy jointly staffed and operated with the Department of with sound science (see for example. Wilson, et al.. 1991 Physics (see Koehler. et al.. in this preprint volume). In and Lamos, et al.. 1993). addition to having an array of modem analysis and observing tools in the meteorology laboratory. cadets and Are there ways thatthetraditional"lecture- faculty will have a unique opportunity to use state-of-the- laboratory-research"learningmodelusedinthe art interactive multimedia (1MM). atmospheric sciences can he improved by embracing the notions of cogn;tive science and applying educational Heckman and Graziano (1993) outlined the basic technology'? We. think the answer is yes! Reeves (1993) ideas of integrating 1MM into the new curriculum. This suggests that in order for students to realize the potential paper expands upon these initial ideas by describing the of 1MM, it must he designed around three basic tenets of rationale for using IMM, describing the implementation contemporary cognitive theory as outlined by Resnick plan, showing how IMM has been used in the initial ( 1989). IMM should be designed so that: 1) learning is stagesof implementation, andoutliningpotential accomplished through "knowledge building"; 2) learning revisions. is improN ed through the siu,ation that it is presented to the learner; and 3) learning i:, "knowledge-dependent." It 2. WHAT ARE THE PEDAGOGICAL is not t' ie purpose of this riper ;o dwell on the details of ADVANTAGES INUSING INTERACTIVE cogni.ive science. but rat'aer t%) show that improvements MULTIMEDIA'? in t!,e learning mode; rest not solely on better science. faralty. or the use of ;MM. hut also on the combination of AccordingtoChung andReigeluth(1992). these elements wi:'t modern !earning concepts and instructionaloutcomesfallintothreecategories: applications. effectiveness, efficiency, and the appeal of the instruction to the learners--our goal is to show that the learning IMPLEMENTATION PI kN model used in the meteorology track improves these outcomes by integrating IMM. Simply integrating 1MM Our imnlementation phti will extend over several into the curriculum is not sufficient as pointed out by years. starting crom a rather .4.mrle approach and will be Reeves (1993). He strongly suggests that IMM, to be revised based on assessniertat each phase. The effective, must he desiged around a solid pedagogy. Our followingsectionsdeseribcourinitialphaseof approach rests on two fundamental underpinnings. First. iniplernentation. the US Air Force Academy (USAFA) actively promotes instruction that is grotuided in solid pedagogy. 3.1l lowarc instructo,-,S andstudents using multimedia? *CorrospontImg author address: Brian I leaman, I CARA 1 NI:T. 11., Rm 10211, 1450Mfiche111.anc, Bouldor, C( SI )111 multimi.dia ciiursew are will he integrated Sellit's adjUIK I INIM I a, pail 4 Air Wrathcr Sep, itt Tyson into the eurriculuin using three .,echniques: iositintnent sell-paced leanintr; cooperative learning between two or

4TH SYMP, ON EDUCATION 25 three cadets: and small-group, instructor-led sessions. of each strategy. Each of these strategies has certain advantages and disadvantages. Table 1 describes the use and advantages

Table 1. Implementation strategies, uses. and respective advantages of IMM. Implementation Strategy Use Advantages

Individual learning -all or portions of lesson (s) completed -self-paced, high learner control by student -time for reflection and review, as needed -homework assignments -highly flexible -laboratory exercises -fully utilizes the design of some programs -instructor used as mentor

Cooperative learning -all of above hut work is accomplished -self-paced, high learner control in small groups rather than individually -maximizes student interaction increases efficiency of Iarning -creates team building

Small group classes -can take place of lecture integrates instructor with multimedia -used in combination with lecture -maximizes social contact among students and instructor

3.2 What hardware/ sofmare configurations will he multimedia courseware are being used. The firstis used? COMETs Forecaster's Multimedia Library.COMET is developing an extensive curriculum specifically designed Students and faculty will have the opportunity to for operational forecasters. This curriculum is organized employ IMM inseveralways:small group/class around four basictracks:Basic Topics.Aviation discussion, instructor mentoring, and individual study. Meteorology, Convection, Extratropical Cyclones. and The generous donation by Air Weather Service of 10 Special Topics. In the latter track, topics such as marine, COMET delivery systems (COMET, 1994)tothe tropical, and polar meteorology are treated. In addition. meteorology programhas allowed faculty to be directly NOAA is funding the production of unique modules involved in designing the IMM work areas for optimal covering a wide range of topics including GOES-I, Fire use. IMM inherently allords the opportunity for a high Weather andAgricultural Meteorology, QPF Forecasting, degree of learner control and offers the possibility of and others. simultaneous. multiple uses. We are designing the Multimedia Classroom (MC) withsev.,,ofthe Inaddition, other programs will he used. For workstations to take advantage of this flexibility by example. the Australian Bureau of Meteorology has :dlowing cadets to work in small groups or individually as developedacloudidentificationprogram.The part of a class or homework assignment. Further, an introductory course also uses computer spreadsheets :uid instructor may wish to hold class in the MC where math applications software that allows students to students can work on an IMM lesson, while the instructor translate data and equations into useful graphics and provides guidance or gives a short lecture. For greater illustration.s. As other IMM becomes availahle, it will he flexibility and to allow for more individual student use. evaluated and integrated as appropriate. three systems have been deployed outside the MC. One is located in the Physics Department, another is in the 3.4 flow is multimedia courseware being used and how Academy library where cadets may useitduring will it be assessed? weekends and non-duty hours, and the third is in the Meteorological LaNcitory kir use in lab sessions or Initially, we had two gradual& hool cadets work lecture. through Iwo COMET modules as part of an independent study course. Starting in the fall 1994 semester, we 1.1 What at e sout (Ts of /VIM courseware? focused on integrating IMM in the ways described above and developing an assessment plan. Table 2 summarizes In the early stages of evaluation. two sources of the ways IMM has been integrated into the curriculum.

26 AMERICAN METEOROLOGICAL SOCIETY 40 In the fall 1994 semester, Physics 320: Introduction program were used throughout the course with a variety to Atmospheric and Space Science was revised based on of strategies. Table 3 details how these programs were the results of using IMM the previous semester. Several used. modules from the COMET library and thc Australian Bureau of Meteorology (BMTC) cloud identification

Table 2. Partial list of IMM used in Physics 320, Fall 1994 Lesson/project IMM material used Instructional strategy used

Condensation -BMTC Cloud Identification -homework/self study

Stability and cloud development -several tutorials from COMET -small group study with instructor modules: Heavy Precipitation and mentoring Flash Flooding (HPFF) and Boundary Detection and Convection Initiation (CI)

Condensation BMTC Cloud Identification -small group discussion -homework assignment

Stability and cloud development -several segments from HPFF -small group discussions -interactive exercises on clouds and Skew T-log p diagram in CI

Mid-latitude cyclones -selected tutorials from COMET -small group discussions Extratropical Cyclones

Special project -complete a grouping of COMET -individual study modules of choice -complete a summary and report to class the set of key concepts and applications

In the same semester. Geography 451: Synoptic individual tables. Potential modifications to this initial Meteorology was taught for the first time. IMM was phase may indude networking the workstations. hi integrated into several sections of the course. The same addition, we may configure some of the workstations into basic approach was followed in terms of instructional one or more pod-arrangements similar to the Foreign strategies. except that different 1MM programs were Language Department's Multimedia Laboratory. used.For example, COMETs Forecast Process, Numerical Weather Prediction, and Extratropicul The other potential area of development may be the Cyclones I were used extensively. addition of IMM programs designed specifically for academic instruction. It can be difficult to integrate IMM During the semester, a number of assessment programs that were designed for other purposes, such as instruments will be conductrx1 as part of our on-going the COMET modules whichwere designedfor evaluation. Results will help develop revision to courses operational forecasters to be used at forecast offices for and plot our future plans. individual learning (Heckman. 1994). The USAFA has the distinct advantage of having resources available to 4. WHAT ARE THE FUT1IRE PLANS'? produce custom IMM through the Department of Education and other resources, hut a much more careful Future plans center on two main areas: further evaluation will have to be conductrxi before this is revisions to the Multimedia Classroom :mil integration or considered. other IMM programs. In its current configuration, the MC consists of seven stand-alone workstations placed on

4TH SYMP. ON EDUCATION 27 BEST COPY AVAILABLE 41 5. ACKNOWLEDGEMENTS Koehler, T., K. Blackwell, D. Knipp, and B. E. Heckman, 1994: New meteorology program at the U.S. Air This paper is funded in part by a Cooperative Force Academy integrates COMET multimedia and agreement from the National Oceanic and Atmospheric computer weatherlab into undergraduate Administration. The views expressed herein are those of curriculum. AMS 4thSymp.onEducation, the author (s) and do not necessarily reflect the views of Nashville, 1993. NOAA or any of its sub-agencies. We would like to thank our colleagues at the United States Air Force Academy Lamos. J. P., B. E. Heckman, and B. G. Wilson, 1993: for their many excellent suggestions and support. Applying the cognitive apprenticeship learning model in an interactive multimedia computer-aided 6. REFERENCES leaning environment. Preprints, 1st International Conference on Computer-aided Learningin Chung, J. and C. M. Reigeluth, 1992: Instructional Meteorology,Hydrology, and Oceanography prescriptionsforlearnercontrol.Educational (CALMet), 5-9 July, Boulder. CO. Amer. Meteor. Technology, 32, (10) 14-20. Soc., Boston, MA and WMO, Geneva.

COMET,1994:Specificationsforthe COMET Reeves, T.,1993: Research support for interactive computer-based learning (CBL) delivery system. multimedia: existing foundations and new directions. Internal COMET document, Boulder. Jn C. Lathchem, J. Williamson, and L. Henderson- Lancett (Eds.) Interactive multimedia: practice and Heckman, B. E. and T. Graziano, 1993: Integrating promise. London, Kogan Page. computer-aidedlearningintotheuniversity classroom: a revised teaching model. Preprints, 1st Resnick, L. B., 1989: Introduction. In L. B. Resnick InternationalConference on Computer-aided (Ed.), Knowing, learning, and instruction: Essays in LearninginMeteorology,Hydrology,and honor of RobertGlaser. Lawrence Erlbaurn, Oceanography (CALMet),5-9July,Boulder, Hillsdale, NJ, 1-24. Colorado, Amer. Meteor. Soc., Boston, MA and WMO, Geneva. Wilson, B. G., B. Heckman, and S. Wang, 1991: Computer-basedcognitiveapprenticeships:an Heckman, B. E., 1995: A survey of the usc of COMET's example from weather forecasting. Proc, 33rd Intn. forecaster's multimedia library in the academic Conf., Assoc. for the Develop. of Computer-based community. Preprints, Fourth Symposium on Instructional Systems, 1991. St. Louis. Education, 15-20 January, Dallas, TX. Amer. Meteor. Soc., Boston, MA.

28 AMERICAN METEOROLOGICAL SOCIETY 1.9 A SURVEY OF THE USE OF COMET'sicFORECASTER'S MULTIMED:A LIBRARY IN THE ACADEMIC COMMUNITY

Brian E. Heckman*

Cooperative Program for Operational Meteorology. Education and Training Boulder, CO 80301

I. INTRODUCTION For example, one can see from Table 3 that portions of several modules are being used in a mesoscale course The use ofinteractivemultimedia (IMM)is titled "Mesoscale Analysis and Forecasting" developed by becoming an integral part of the education and training the institution with the number "6" which corresponds to program for the nation's three federalforecasting services, the Pennsylvania State University in Table 1. the National Weather Service, the Air Weather Service, andtheNavalMeteorologyandOceanographic Tables 4 and 5 describe advantages (Table 4) and Command. Although COMETs primary mission is to disadvantages (Table 5) in using interactive multimedia in support these three agencies in their continuingeducation thc curriculum. From the responses, the author identified needs. IMM has a place in the academic community as a set of categories and tallied the totalnumber of well. responses per category which are listed in Tables 4 and 5 in dtx-reasing frequency. For example, the observation that COMET has collaboratedwiththeuniversity IMM allows for a "self-paced learning environment" community in assessing the feasibility of using IMM in ranked first (10 answers were grouped into this category) instruction. In 1992, COMET and Weather Information among 10 categories. On the other hand,there were Technologies, Inc. (WITI) conducted an evaluation of categoriesthat nearly tiedfor the most important COMET modules at five universities in the USA and disadvantage: "too costly" scored 6 while "difficult to Canada. The responses suggest that both instructors and integrate into the existing curriculum" tallied 5. students believe that IMM has a place in the spectrum of instructional methodologies at the university. Following a Some of the categories appear to be closely related lively discussion on theroleof new educational which might lead one to different conclusions about the technologies at the Unidata/NSF sponsored Mesoscale uses of IMM. For example, in Table 4. onecould Meteorology Workshop in June 1994. the author thought conclude that "good case studies/good examples of it might be of interest to the community at large to see modern data sets" and "effective display of data and how instructorsandstudentsareusing IMM in information" are the same. However, in analyzing the data, instruction. it appeared that the answers given were in two distinct categories. Into the latter category went answers like, A survey was sent to 15 universities that purchased "visual improvements to the blackboard" and "effective an IMM workstation and at least someof COMET's method of displaying information," while responses like Forecaster's Multimedia Library. An analysis of the 13 "good examples of data from modern observing systems," returned surveys follows. and "easier to create exercises than by going from scratch" went into the case study category. There is always some ambiguity when the respondent does not select from pre- 2. RESULTS determined categories, but the author hopes that his Table I describes the universities that.responded to interpretations reflect the respondents' intent. the survey, the types of IMM being used, and the COMET modules in use. Table 2 outlines the number of students The fmal question focused on how instructors thought using IMM and details about the computer systems and that the COMET modules could be made more elketive hours of use. Table 3 details the use of the COMET in an academic environment. Although the modules are modules in the curriculum, in terms of which moduleis designed specifically for use atforecast offices by being used in specific courses and by what instructional operational forecasters, some modifications are possible. method. It also links this use to the institutions listed in These suggested modifications are listed in Table 6. Table I.

'Corresponding author address: ManE. Heckman, It 'AR/COMET, 113. km 1028. 3450 Mitchell Lane, Bouldel, CO 80301

4TH SYMP. ON EDUCATION 29 Table 1. General information about institutions surveyed. COMET module titles inuse are as follows: Workshop on Doppler Radar Interpretation=WDR; Boundary Detection and Convection Initiation=C1:Heavy Precipitation & Flash Floodinx=HPFF: Forecast Process=FP: Nwnerical Weather Prediction=NWP: and Extratroical Cyclones Volume I=ET1. COMET mojule titles in InFtitutiOn Source of IMM use

(1) Lyndon State College COMET WDP., FP, CI, HPFF

(2) McGill University COMET WDR

(3) Mississippi State University COMET WDR

WDR. NWP, FP, CI, (4) University of Wisconsin COMET, Other, Custom HPFF (5) University of Missouri COMET

(6) The Pennsylvania State Univ. COMET WDR, Cl. HFPP, FP

(7) I nited States Naval Academy COMET WDR, CI (8) University of Oklahoma COMET . WDR. CI, FP (9) State University of New York, Brockport COMET WDR, HPFF, CI

(10)Colorado State University COMET HPFF. FP

(11)Millersville University COMET, Other Cl. FP

WDR, CL HPFF, FP. (12) US Air Force Academy COMET, Other NWP, ETI

(13)Iowa State Universit COMET, Custom WDR. CI, FP

Table 2. Information about com uter s stems and use.

Total number of IMM Total number of students per semester Hours of operation for the workstations available working on multmedia multimedia workstation (s)

0800- 07(x)- 1 1-3 >3 1-5 6-10 11-15 >15 1700 2200 24h

# Institutions 13 0 1 2 I 5 3 3 4 3

30 AMERICAN METEOROLOGICAL SOCIETY 4 4 Table 3. Methods of use of COMET multimedia titles in courses offered. Number following course corresponds to the university listed in Table 1(number to the left of the institution's name). Segment use as follows: A=entire module used in course; B=specific segments used as lecture or self-study; C=used in laboratory; or D=used as special project (s). Course Multimedia Title A

Synoptic Meteorology Synop Lab (13) CI X Synop Lab (8) WDR, CI X Introduction to Synop Synop Lab (soph) (8) FP X Synop Course (7) To be determined Synop Course (12) FP, ET I , NWP X Senior Synop Lab (13) CI. WDR X X X

Mesoscale Meteorology Mesoscale Modeling (10) NWP X Mesoscale Met (8) WDR, CI X Mesoscale Dynamics (9) HPFF X Mesoscale Analysis & Forecasting (6) WDR, CI, HPFF X

Weather Laboratory Series (10) FP, HPFF X X

Satellite & Radar Meteorology Satellite Met Course (11) CI, FP X X

Special Projects Undergrad Indep Study(6) WDR, CI, HPFF, FR X Independent Study (7) NWP Independent Study (9) To be determined X Independent Study (12) WDR, CI X WDR, CI, FP

Cloud Physics

Other Courses Intro Atm & Space Sci (12) WDR. CI, HPFF. ET1 X X Intro to Met (nolLd2s) (13) Limited use X

/I 6 4TH SYMP. ON EDUCATION 31 Table 4. Advantages in using interactive multimedia in instruction. When possible, the five most important advantages were organized into categories. Number of responses are shown to the right of each category or response. Cate or Number of responses

Self-paced learning environment 10

Learning strategies create effective (interest, enthusiasm) learning 7

Good case studies/good examples of modem data sets 5

Effixtive display of data and other information 4

Students exposed to other experts 3

Students change from passive to active learners 3

Topics address needs for mesoscale meteorology 3

Retention is higher 2

Emphasis on operational meteorology 1

Use in cooperative learning environment 1

Table 5. Disadvantages in using interactive multimedia in instruction. When possible. the five most important disadvantages were organized into categories. Number of responses are shown to the right of each categoryor response. Category Number of responses

Too costly: need more workstations; requirement for support staff

Difficult to use in classroom 5

Too time consuming: instructor review; modules too long; or instructor 4 knowing system

Difficult to convert students or faculty to multimedia concept 2

Difficult to integrate into existing curriculum 2

Too slanted to operational meteorology 1

Software/hardware problems 1

No interaction with instructor if learner has questions 1

Colors washed out/poor resolution of imagery 1

Lack of evaluation

Negative incentive for instructors to improve learning program 1

Lack of application to minority students

32 AMERICAN METEOROLOGICAL SOCIETY 4 6 Table 6. Suggested modifications to the COMET modules. Recommended chances to COMET courseware Number of reszonses - Expand the scope of modules

Provide an index for the content of the modules

Provide more advanced material

Do not change

Provide additional case studies

Provide for cross platform use. e.g., Mac, PC, Unix

5. ACKNOWLEDGEMENTS

This paper is funded in part by a cooperative agreementfromtheNationalOceanicand Atmospheric Administration. The views expressed herein are those of the author (s) and do not necessarily reflect the views of NOAA or any of its sub-agencies. We would like to thank our colleagues at the United States Air Force Academy for their many excellent suggestions and support.

4TH SYMP, ON EDUCATION 33 1.10 SYMBOLIC MANIPULATORS IN THE CLASSROOM: USING STUDENT RESEARCH TOPICS IN OCEANOGRAPHY AND METEOROLOGY TO ENHANCE TEACHING/LEARNING OF ADVANCED MATHEMATICS

Reza Malok-Madani, David R. Smith and Christopher R. Gunderson United States Naval Academy Annapolis, MD

1. BACKGROUND science and engineering mathematics. The curriculum at the United First, the entire curriculum is based States Naval Academy traditionally on the new technology of computer has had a strong science and algebrasystems where a symbolic engineering emphasis. For example, manipulator such as Mathematics is all students regardlessof their used in every aspect of the major take chemistry, physics, instruction and problem solving. differential and integral calculus Second, there is no clear demarcation through differential equations, and a as to when a mathematical concept variety of engineering courses. The begins and ends and when an purpose of such a rigorous program in oceanographic concept is being science, mathematics, and engineering introduced (i.e., there is a is to provide all graduates with an continuity to the mathematical and adequate background to pursue any of scientific concepts rather than the advanced technical programs in spending weeks or months studying the Navy or Marine Corps. differential equations and their properties inisolation and then One of the majors available at applying them to fluid flow problems. the Naval Academy is Oceanography, In the new curriculum the which focuses on physical mathematical tools and oceanographic oceanography, meteorology and air-sea concepts are introduced intheir interaction - areas clearly important natural setting when needed. Third, for the operational environment that aach student is given a substantial future naval and marine officers will project due at a special juncture encounter (Smith and Gunderson, during theyearwhere, in close 1994). collaboration with the instructor, a basic mathematical model of an For the past several years the oceanographic concept is pursued well Oceanography and the Mathematics beyond theusual offerings of a Departments at the U. S. Naval classroom setting. One of the side Academy have collaborated and benefits of theseprojects is a redesigned the sophomore/junior level writing assignment that goes with mathematics core courses. During each project, thereby reinforcing the this process a new mathematics notion that it is important to be curriculum has been developed thatt able to communicate one's knowledge shows a better balance between of mathematical and scientific science and applied mathematics that concepts to others. serves the needsof thestudents majoring in oceanography more effectively in their preparation for 2. ROLE OF MATUBMATICA advanced courses, and in their future endeavors as naval officers. The symbolic manipulatorr Mathematics is available on two This curriculum differs in three computer networks at the Naval ways from a traditional one based on Academy. All students enrolled in a the classical treatment of advanced mathematics course related to this curriculum have automatic access to Corresponding author address:Reza these networks. At the beginning of Malek-Madani, Mathematics Department, each semester daily computer U.S. Naval Academy, 572 Holloway assignments on Mathematica reinforces Road, Annapolis, MD 21402-5026; some of thebasic concepts from E-MAIL: [email protected] elementary calculus, while some

34 AMERICAN METEOROLOGICAL SOCIETY rudimentary tools fromthe UNIX They are: operating system and network file management are introduced. * Stommel's model for wind driven circulation (St...ong and This software, with its Gunderson, 1995), remarkable facility with graphics, symbolic treatment of vector calculus * Austin and Fleischer's operations, and its numerical treatment of the cumulus entrainment capability in solving differential problem (Prayer and Smith, 1995), and equationsand root finding, is a natural tool for the level of * Burgers' equation and breaking mathematical modeling attempted in of waves (Garrett and Malek-Madani, this curriculum.The goal in using a 1995). software package on a computer network is to give the students a All of these projects have a strong tool that, much like a hand element of Mathematic& in them; calculator, is available to them withoutits presenceit would be throughout their educational career rather doubtful that such projects at the Naval Academy and not just could be attempted at this point in during a short respite when they take the educational process of a student. a required course. Itshould be emphasized that any other software package with the basic capabilities of Mathematic& (e.g., 3. USEOF PROJECTSTOREINFORCE Maple or the Math Symbolic TOOLBOX of LEARNING M&thlab) could readily replace thispackage. Other projects The mathematical concepts that developed for this curriculum are covered in the current curriculum include: parallel what was presented in the old one. The students still receive * The Rayleigh-Benard flow and a heavy dose of instruction in chaotic advection, motivated by the methods for solving ordinary and paper of camassa and Wiggins (1991), partial differential equations. However, a student alsoreceives * Fluid flows past a cylinder concurrently a thorough discussion of and in a bay, the origin of these systems of differential equations. To achieve * Exact eddy solutions of the that, a complete treatment of vector Navier-Stokes equations, motivated by calculus inconjunction with the the paper of Welsh (1981), kinematics of fluid motion are presented. The terminology of * A Mathematica experiment on vorticity, stream and potential Kelvin's theorem and vorticity, functions, and flux are part of the everyday language and numerous among others. examples ranging from the flow past the cylinder to Stommel's steady- All of the above projects and a state model for the Gulf stream are comprehensive set of notes that have discussed at various parts of the been developed for this curriculum curriculum. It was at this stage of are available. (For information on the development of the curriculum how to access these materials, please that a strong collaboration occurred request via email from the between the Mathematics and corresponding author at [email protected]. Oceanographydepartmentsto reach navy.mil.) agreement on a set of common terminology and the fundamental concepts of oceanography that 4. CONCLUSION students must see prior to taking more advanced courses. It is fair to saythat a project of this magnitude would not Three of the long-term projects have reached fruition without a close developed as student/instructor collaboration between the two collaborative. are presented in participant departments. Early in poster format at this conference. thisprocess theMathematics and Oceanography departments communicated

4HSYMP.ONEDUCATION 35 BEST COPY AVAILABLE to each other their needs, their capabilities and their limitations. REFERENCES After a series of trial and errors, this project has reached a stable Camassa, R. and S.Wiggins, 1991. stage and has achieved success in "Chaotic Advection ina Rayleigh- convincing the midshipmen that Benard Flow", Physical Review A, 43, mathematics is indeed a useful tool No. 2, pp 774-797. in understanding the complex nature around them.Perhaps the single most Garrett, C. and R. Malek-Madani, Important contribution of this 1995. "Using Mathematica to Enhance approach in the curriculum is the the Learning of Ocean Dynamics: creation of long-term projects. It Breaking of Waves and Burgers' is expected that through such Equation", Preprints of the 4th projects that interdepartment Symposium on Education, Amer. Meteor. collaboration will continue for years Soc., Boston, MA. to come. Preyer, J. and D. Smith, 1995. "Using Mathematics to Enhance the Learning ACKNOWLEDGEMENT of Atmospheric Processes: Entrainment into Cumulus Clouds", Preprints of The authors wish to express the 4th Symposium on Education, Amer. appreciation to the Office of Naval Meteor. Soc., Boston, MA. Research which partially supported this project through grant ONR-94WR Smith, D. and C.Gunderson, 1994. 23012. "Physical Oceanography and Meteorology Curriculum at the United States Naval Academy: Preparing Future Naval Officers for the Operational Environment in the 21st Century", Preprints of the 3rd Symposium on Education, Amer. Meteor. Soc., Boston, MA, pp 49-52.

Strong,B. and C. Gunderson, 1995. "Using Mathematics to Enhance the Learning of Oceanographic Processes: Wind-driven Circulation", Preprints of the 4th Symposium on Education, Amer. Meteor. Soc., Boston, MA.

Welsh, O., 1981. "Exact Eddy Solutions of the Navier-Stokes Equations", Lecture Notes in Mathematics, 1532.

36 AMERICAN METEOROLOGICAL SOCIETY r)o CLASSROOM APPLICATIONS OF INTERACTIVE METEOROLOGICAL VISUALIZATION

MichaelI.Biggerstaff* and John W. Nielsen-Gammon Department of Meteorology Tcxas A&M University College Station, Texas

1. LEAP Laboratory for Exploration terribly slow at 3-D visualization. Delays of Atmospheric Processes between4-9secondsafter a user's interactive command andthemachine's response weretypical. While this may ThroughsupportoftheNational havebeengoodenoughforresearch Science Foundation's Division of applications,itseverelylimited the pace Undergraduate Education, t h e at which a coordinatedlaboratory Department of Meteorology at Texas A&M exercise could be conducted. University was able to establish a UNIX- Fortunately, soon after the basedcomputerlaboratorytoaidin equipment was shippedtoTexas A&M, undergraduateandgraduateeducation. SGI announced an upgrade for the Indy The mainobjectivewastoallowfor PCs. With support from Texas A&M, the complete investigation of thespatialand departmentupgradedtheIndy-PCsto temporal relationships betweenIndy-SCs and hasalsoaddeda9 GB meteorologicalvariablesinatmospheric external disk drive and an 8mm ExaByte circulations. For this,itwasfeltthat tape drivefor I/0 and backups. Thcse three-dimensionalvisualizationwould upgradeshelpedthe LEAP toamore be needed. After carefulconsideration, desirableteachingenvironment. fifteenSilicon Graphics (SGIs) Indy-PCs Thisreportwilldescribehowthe and one Indigo2 with XZ graphics was LEAPisuscdinundergraduateand purchased. graduate meteorological education. Each of the Indy PCs were equipped Whilethree-dimensionalvisualizationis with 48 MB of RAM, a 16-inch (1280 X an importanttool,otherformsof 1024 pixelresolution) color monitor, and meteorologicaldisplayswillalsobe a535 MB internaldiskdrive. The described. Indigo2,whichactsasaservertothe other machines, was equipped with 96MB 2.Tools for Education of RAM, a 19 inch (1280 X 1024 pixel resolution)colormonitor,Galileovideo LEAPserves thefullrangeof board, and a 2.3 GB external disk drive. undergraduateandgraduatestudents. Initialexperiencewiththecomputcr Freshman meteorology majors are laboratoryindicatedthatthe Indigo2 was exposedtoweatherinformationusing anextremelycapablemachine. The LEAP in a new course,Weather Indy PCs, on the other hand, were Forecasting,taughtbyNielsen-Gammon. Sophomores,bothmajors andnon- * Correspondingauthor: Michael I. majors, use LEAP to examine atmospheric Biggerstaff,Dcpt. of Meteorology, Texas circulationsinahonorssectionofan A&M University,CollegeStation,TX introductory meteorology course. 77843-3150 Juniors,scniors,andgraduatestudents Telephone: 409-847-9090 use LEAP inavarietyof observational Email:[email protected]

5 1 4TH SYMP. ON EDUCATION 37 meteorologycoursestaught atthose softwarepackagedeveloped by the levels. ResearchData ProgramattheNational LEAP also servedasthe basisfora Center for Atmospheric Research week-long courseinWeather for junior (NCAR), can simultaneouslydisplay high school students under the information from surface,upper-air, SupportersofExcellenceinEducation radar,satellite,andlightningdetection Program. Themini-coursewastaught sites. Modificationstothissoftware by Michael Nelson, a graduate studentat allownearreal-timeingestion of Texas A&M University. Doppler radar data from the Texas A&M Inallthese courses,thegoalisthe University'sDopplerradar,theNational same:touse computer-based methods to Weather ServiceDoppler radar,satellite examine and explore atmospheric datafeeds, theNationalLightning structureandmotionstogainabetter DetectionNetwork,andTexas A&M's understandingofthecharacteristicsand automated weather stations. Zeb allows physicalpropertiesofmeteorological information about rain, clouds, phenomena. Severalsoftwarepackages lightning,andsurfaceconditionstobe are available as tools to achieve this goal. overlaid to quickly illustrate the Themostcommonlyusedtoolis structure of weather systems. Loops of MOSAIC,developedby theNational the images can be constructed to explore CenterforSupercomputingApplications the evolution of the atmospheric (NCSA)attheUniversityofIllinois motions. Special Zeb data sets from field UrbanaChampagne.MOSAIC uses Open programsinthetropics and midlatitudes SoftwareFoundation'sMOTIFasits are also available from NCAR. interfaceandcanberunonawide Laboratory exercises based on these data variety of computer platforms. Through arcunder developmentatTexas A&M MOSAIC, the students have access to the University. World Wide Web which contains text and GEMPAKisanothertoolusedto graphical products available from display meteorologicaldataina common several university and government framework. Oliginally developedatthe laboratories. Satelliteimages,current GoddardLaboratoryoftheNational weather maps, and area-specific Aeronautic andSpaceAdministration forecastsarcexamplesofthetypeof (NASA) and now undercontinued meteorological products available on the development at the National Web via MOSAIC. Meteorological Center(NMC), with Dailytimeseriesoftemperature, additionalfunctionalitycontributedby humidity,pressure,winds,rain, and Unidata(aprogramoftheUniversity solarradiationtakenfromautomated CorporationforAtmosphericResearch), weatherstationsdeployedincentral GEMPAKisdesignedtodisplayand TexasareavailableontheMeteorology analyze datafrom surfacesites, Department's own Webserver. These rawinsondes,griddednumericaloutput, data arc used to illustratesimple satelliteimagery,andlightninglocators. conccpts of thediurnalcycle,timelag One of the strengths of thistoolisthe between peak solarradiation and abilitytodisplayandperformstandard maximum temperature, and the analysis ofmeteorological fields, relationships between physical particularly from numerical model quantities. Structuresofatmospheric output. With GEMPAK itispossible to circulations,suchascoldfrontsand display andloopnumericalforecast thunderstorm outflows, arc also products obtained from NMC. Hence, the cxamined using timc seriesdata. developmentof a large-scalecyclone To gain more insighttothe physical and associated fronts can be viewed from relationships between atmospheric theinitialperturbationtothefully motions andtheweather,itisdesirable developedmaturecyclone. Large-scale todisplaydata fromseveralsourcesin three-dimensionalmotionscanalsobe thesamegeographicspace. Zcb, a

38 AMERICAN METEOROLOGICAL SOCIETY Jr2 easilyexploredfromtheinitialmodel imagesaregenerated. Oneofthe dataassimilation. greatestchallengesfortheinstructoris GEMPAK and Zeb are complimentary to move thestudents rapidly beyond the inthesensethat GEMPAK extends the "gee-whiz"aspectsofcolor-enhanced accesstometeorologicalinformation datavisualizationandintousingthe beyondthatobtainedthroughour own computerasatoolforexaminingthe local data network and displayed in Zeb. physicalconcepts beingdiscussed. For more elaboratethree dimensional Ingeneral,laboratoryexercisesfor visualization,Vis-5D (under development lower divisioncoursesaretaughtina attheSpaceScienceandEngineering coordinated fashion. An instructor gives CenterattheUniversityof Wisconsin, commands forthestudentstoenterat Madison) displays three-dimensional the terminals. Making sure thatail15 griddeddatausingisosurfaces,two- workstationsareatthesame point,the dimensionalslices,trajectories, and instructor describesthedisplayed image looping. Four dimensional wind fields and discusses the points that need to be inconvectivestormsandoutputfrom emphasized. Theinstructoralsoasks convective cloud models have beenfully questionsbasedontheobjectivesfor explored using Vis-5D. Within Vis-5Dit thatexercise asthelabproceeds. ispossibletocreateisosurfacesof Studentsareactivelyencouragedto verticalmotions and horizontal winds to interact duringthelab. illustratethe concept of mass continuity The freshman-level Weather and acceleration. More advanced classes Forecastingcourseistaughtusinga use the toolto explore the dynamics ofseminar-topic format. Topics for atmosphericcirculations. For example, discussionare motivated byadesireto theradar reflectivity and vertical understand how weather evolves. motionscanbedisplayedwithrear-to- Hence, the course relies heavily on rapid fronthorizontalflowtoexplorethe accesstoreal-timemeteorologicaldata interactionsbetweenlargeandsmall and forecasts. Students are given ample scalecirculationswahinconvective opportunity to explorethecurrent clouds. Insteadofrely:ngontedious weatherobservations and to ask mathematicalequations,thestudentsare questions concerning atmospheric abletoseefor themselvestheresponse processes. The classsession ends with of the atmosphere to dynamicalforcing. students making their own forecastand Together, MOSAIC, Zeb, GEMPAK, and enteringitintothe computer system. Vis-5D provide exceptionalcapabilityto Afterthelaboratoryperiodisover, aidinthedevelopmentofcomputer- thestudentsareallowedtocontinue based laboratory exercises. Each exploring the availaole dataattheir own software packageoffersawide ranging pace. Frequently, however, the setof commands which controlvirtually complexityoftheZeband GEMPAK everyaspectofthedisplayonthe software discourages independent computer screen. The manner inwhich learning. While MOSAIC has an easy to thesetoolsareused dependsgreatly on use point-and-click interface, the the level of the course in question. student is limited to the set of images that weregeneratedpriortothematerial 3. Teaching Methods being placedinto the MOSAIC database. The three-dimensional data arc Most of thelowcr-divisionlaboratory generally unavailable for further exerciseshavebeenpreparedwellin analysis. advance of theclassand carehas been Vis-5D also has a simple interface and taken to make thesoftwaretools hastheadvantageofusingtheentire discussedabovetransparent to the three-dimensionaldatabasetogenerate students. The intentionisto spend timc itsimagesinreal-time execution. After discussing the meteorologyofthe arelativelyshortintroductiontoVis-5D, displayedinformationandnot how the wc have foundthatmoststudents

5 j 4TH SYMP. ON EDUCATION 39 quicklybecomecomfortabletryingout 5. Acknowledgments thevarious optionsandfeaturesof the Flftware. Laboratoryexercisesthatcan TheLaboratoryforExplorationof uoe this software toollend themselves to Atmospheric Processes (LEAP) was made independentexplorationmorereadily possible throughagrant, DUE 9352601, thanthoseexercisesbasedon Zeb or fromtheNationalScienceFoundation. GEMPAK. Matchingsupportwas providedbythe Upper-division an d graduateOffice of Graduate Studies, the Dean of laboratorycoursesoftenstartwith a GeosciencesandMaritimeStudies,and similarreachingmethodasthelower- the Department of Meteorologyat Texas divisiont:ourses. Much of thelabis A&M University. Dr.LouisWicker coordinated with an instructor providedsignificantadviceconcerning interpretingthedisplayedinformation. thecomputer hardware. JerryGuynes With time,thestudents 11 re expectedto and Robert White installedand maintain gain familiarity withtheavailable LEAP. DanielAustinprovides UNIX software tools sotheinstructor can pose training to meteorology students, questionsandhavethestudentsdecide faculty, andstaff. how toanalyzethedatatoanswer the question. Thiseffortinvolvesshort trainingexercises to illustratethe softwarecapabilities.Abbreviateduser manualsarcalsodistributedsothe students can develop some expertise with the softwareattheir own pace. Atall times,aninstructorisavailableduring thescheduled classperiodtoassistthe students. Graduate students use LEAP to access andanalyzedatasetsforindependent study courses andto complete self-paced classprojects. Fortheseapplications, theinstructorprovides very little assistancetotheindividualstudent. Indeed,severalstudentshave developed theirownsoftwaretoolstoperform special dataanalysis.

4:Availability of Laboratory Exercises Several exercises have been developedusingthe MOSAIC interface availablethroughthe World Wide Web. Anyone connectingtotheTcxas A&M Department's Web server canaccess and usethelaboratoryexercisesthatare maintaincdundertheteachingsection of the home page. Withtime,several new laboratory exercises will be developed and made available. Comments,suggestions,andquestions can be senttothe corresponding author.

40 AMERICAN METEOROLOGICAL SOCIETY 5 4 P1.1 USING MATHEMATICA TO ENHANCE LEARNING OF ATMOSPHERIC PROCESSES: ENTRAINMENT INTO CUMULUS CLOUDS Julie A. Prayer, David R. Smith and Rosa Malek-Madani United States Naval Academy Annapolis, MD

1. INTRODUCTION by Stommel (1947) and Austin & Fleischer (1948)to calculate the Topics in the atmospheric lapse rates of temperature for three sciences offer excellent real-world types of convection: dry, moist (with examples of physical phenomena that no entrainment), and moist with demonstrate the application of entrainment. Bycomparingthese advanced mathematical concepts. three cases of convection, one can Since the differential equations see the effect that condensation and governing the behavior of many entrainment of drier environmental atmospheric phenomena are quite air have on the temperature of a complex, utilization of mathematical vertically lifted air parcel. software packages, such as Mathematica, can be valuable tools to enhance the understanding ofsuch 3. METHODOLOGY mathematical concepts. Application of the software package provides a The development of Stommel technique to solve the differential (1947) and Austin & Fleischer (1948) equations and graphically display the provides the differential equation solutions for the mathematical that models the entrainment process: representaticn of the physical phenomenon under investigation. - dT = 9 * (1 + (Lw.)/(kr)1 This paper reconsiders a dz cp (1 + (eL2w,)/(cAT2)] classical model of entrainment of cumulus clouds described in the works A 13 of Stommel (1947) and Austin & Fleischer (1948). The entire + 1/m(dm/dz) (T-V)+1,/cp(w.-w) 1 derivation of the governing equations (1 + (EL2w,)/(cAT2)] of this model is based on the first principles of thermodynamics. The solutionstotheseequations for various physically significant where parameter ranges are carried out and results presented on the symbolic T = cloud temperature manipulator Mathematics. In T' = environmental temperature addition, pedagogical aspects of the z = height mathematical and physical treatment g = acceleration of gravity of the entrainment process are c = specific heat capacity of discussed. dry air L= latent heat of vaporization w, = saturation mixing ratio 2. PURPOSE in cloud w= mixing ratio of environment T%e purpose of this project was 13,1 = gas constant for dry air

to utilize the Mathematics software mg ratioof molecular masses package as a tool to model of dry to moist air entrainment of cumulus clouds. The m= cloud mass software program was used to solve the differential equation developed Term A is lapse rate of temperature Corresponding author address: David for any given process, B constitutes R, Smith, Oceanography Department, the dry adiabatic process, B*C U.S. Naval Academy, 572 Holloway constitutes the moist adiabatic Road, Annapolis, MD 21402-5026; process, and D is the adjustment to E-MAIL: [email protected]. the lapse rate due to the effect of navy.mil eatrainment of cooler, drier

4TH SYMP. ON EDUCATION 41 ()kJ environmentalairinto the rising All of the appropLiate constants and moist air parcel. Depending on the equations were then converted into conditions imposed,the lapse rate two different Mathematics programs. calculated in this equation could be Thefirstprogram statedallthe dry adiabatic, moist adiabatic,or constants, defined each equation, and some intermediate value (call this combined them to create the desired the entrained rate).For example, if atmospheric process; the second Term C and D are deactiviated, the programsimultaneously solved the air parcel cools at the dry adiabatic differential equations for lapse rate, or if C is activated but temperature and pressure, then not D, the parcel cools moist graphed the results for the values adiabatically. Finally, when both generated by the first program. Terms C and D are activated,the Therefore, a.11 the differential effect of entrainment is incorporated equations were solved and the results into the convective process. illustrated solely by Mathematica. In this case,the convective process is initiated at a height of 4. FINDINGS 3000m, corresponding to a pressure of 700mb, where the environmental Fig. 1 displays the results temperature is assigned a value of generated by Mathematic& for three 272°K. For simplicity, constant cases: Dry (no condensation, no values of environmental lapse rate entrainment), Moist (condensation, no (6.5°K/km) and relative humidity entrainment), and Entrainment (67%) were assumed throughout the (Condensation with entrainment). layer from 3000 to 10000 m. The The lapse ratefor the dry case environmental pressure distribution (labelled D) displays a nearly was assumed to be hydrostatic. constant value of 9.8°C/1000m Standard calculations for other throughout the layer, describing a variables dependent on temperature, parcel of unsaturated air rising dry height, or pressure were incorporated adiabatically. When the condensation into the model. process is activated (labelled M),

. . . 1 270 4000 5000 6000 7000 8000 9000 10000

260

250

240

230

220

210

Fig. 1.Graphs of solutions to equation governingtemperature change with height for convection with dry (D),moist with no entrainment (M), and moist with entrainment (E) conditions. Vertical sclle is temperature (UK) and horizontal scale is height (m).

42 AMERICAN METEOROLOGICAL SOCIETY 56 one sees the effect of latent heat 5. CONCLUSION release when excess water vapor is condensed, thereby reducing the rate Software packages, such as of cooling. Finally, when the Mathematica, can be a valuable tool entrainment process is activated in the undergraduate classroom. Such (labelled It),one sees the effect tools can greatly assist the that entraining cooler, drier air has instructor in demonstrating and on the temperature lapse rate of the displaying the solutions to rising parcel.The parcel cools at a sophisticated mathematical lesserratethanits unsaturated expressions that govern the behavior counterpart, due to latent heat of physical phenomena. In release resulting from condensation, undergraduate courses in meteorology but at a higher ratethan its and oceanography,there are often saturated counterpart without examples of phenomena that can be entrainment because of the influx of described in terms of complex cooler environmental air, which is differential equations. Forthe also drierso leas condensate is beginning learner, however, the produced and less latent heat treatment of the mathematics can be released. overwhelming and may create a serious obstacle in the learning process. The scientific aspect of this exercise has been very well known for The entrainment process nearly four decades due to the work presented in this paper represents an of Stommel (1947) and Austin & example of an atmopheric process that Fleischer (1948). However, the CAN he modelled mathematically using intricacies of the entzainment Mathematica. By providing students process may be difficult for with the tools to combine both the undergraduats students in their first science and the mathematics, they are course in atmospheric thermodynamics. empowered to better understand A cursory glance Atthe defining physical processes and the equation (shown above) is not likely mathematics needed to solve the to shed much light of understanding equations governing such phenomena. to the beginning student. However, using a tool such as Mathematic& can provide the student with the ACENOWLEDGENENT visualization of the solution, which can assist in the learning process. The authors wish to acknowledge Further, once the program is the Office of Naval Research which finished, one can apply a variety of partially supported this project examples into the program to show the under grant ONR-94WR23012. effect of changes in temperature, moisture content, pressure levels where convection is occurring, REFERENCES entrainment rate, etc. on the rate of cooling of the rising air parcel. Austin J.M. and A. Fleischer, 1948. More importantly, the process allows "A Thermodynamic Analysis of Cumulus the undergraduate student to make the Convection", J. Meteor., 5, pp 240- connection between the mathematics 243. and science, and to understand that the mathematical processes employed Stommel,H., 1947. "Entrainment of in solving the problem are valuable Air into a Cumulus Cloud", J. Meteor, tools for the scientist. 4, pp 91-94.

5 7 4TH SYMP. ON EDUCATION 43 P 1 .2

Using Mathematica to enhance learning of Oceanographic Processes: Wind-Driven Circulation

Brent M. Strong, Christopher R. Gunderson and Reza Malek-Madani U. S. Naval Academy Annapolis, MD

1 Introduction tion, we employ a differential equation solver of this software package and follow the evolution of a string The governing equations of wind driven circulation of particles as time evolves to gain insight into the have a rich history in oceanography as wellas in type of deformations one encounters in this model. mathematics. As early as the year 1492, Christo- pher Columbus had become aware of a westerly drift which was propelling his ship approximately forty 2Methodology miles per day. He logged this remarkable discovery, which was later termed the canary current, but We imagine a rectangular ocean with the origin of did not attempt to explain its origin and physical the coordinate system at the southwest corner of the basis. As the exploration of the Atlantic Oceancon- ocean. The y and z axes point northward and east- tinued, the Gulf Stream and Labrador Currentwere ward, respectively. The shores of the ocean are lo- discovered. Despite the discovery and exploration of cated at z = O,z = A, y = 0, and y = b. The depth these currents, it was not until 1769 that the nat- of the ocean, when standing still, is D. We assume ural philosopher Benjamin Franklin attributed the there is frictional damping in the ocean of the form cause of this circulation to the force of the prevail- Rv, where v is the velocity field. Finally, we as- ing trade winds. Franklin's theory correctly linked sume that the wind stress generated in the ocean oceanic circulation to wind but failed to account for can be described by the intensification which occurs along the western ry boundary of our oceans. In 1948, Henry Stommel F cos . (1) attributed this intensification to the Coriolis Force, and after introducing a set of hypotheses thatre- Following several simplifications of the equations of duced the complexity of the governing equations of motion, which are described carefully in Stommel motion considerably, he proposed a mathematical [1948], we find that the steady-state solutions of the model whose exact solution he was able to derive. governing equations for a rectangular ocean in a ro- In this paper' we revisit H. Stornmel'socean tating frame satisfy the forced Poisson equation model using Mathematica. We obtain the explicit (920 a2tk alp solution to a boundary value problem for the stream + 0 =7 sin (2) function that serves as a vector potential for theve- ax2 ay2 az b locity field. We then use Mathernalica's capabilities where 1,b is the stream function for the flow, and and draw the contours of this functionas well as the relevant component of the vorticity vector. In addi- D af Fr (3) 1 Corresponding author address: Reza Malek-Madani, TrG 7 ) Mathematics Department,U.S.Naval Academy,572 Holloway Road,Annapolis, MD 21402-5026;E-MAIL: f in the above equation models the Coriolis force. rrnmnusna.navyanil We assume that the dependence of f on y is linear

44 AMERICAN METEOROLOGICAL SOCIETY 5 b so that a is a constant. The boundaryconditions though it is color coded to show the intensity of the for (2) are level curves, this graph does not readily demonstrate how parcels of fluid are being deformed under the y) = 1,4 A, y) = tk(x, 0) = tk(x,b) = 0. (4) action of the flow. To get that level of information one must bring time back into the picture.Figure 2 After applying separation of variables and satisfy- shows the paths of several particles after all particles ing the boundary conditions we find that the stream have evolved the same amount of time. This figure function t,b(x, y) is is a consequence of solving the nonlinear differential equations b2 7Y k = -) sin (pe1' + qek2x - 1), (5) dx Otk dy Vi = = ti2 = = where p and q are dt Oy ' dt Ox

1 - ek2A with initial conditions corresponding to the initial q = 1p, (6) positions of the particles. The above system of differential equations is solved using the YDSolve routine and k1 and k2 are the roots of the quadratic poly- of Mathematica. It is interesting to note that Fig- nomial ure 2 carries more informationwith it than Figure k2 + ak - 112 = O. (7) 1 in that not only it gives us the general geometry of the flow, it also provides some insight into how a filament of fluid is being deformed under the action 3 Discussion of the flow. Finally, Figure 3 shows the graph of the third component of the vorticity vector (the figure We use the original parameter values of Stommel, is rotated to give a better viewpoint). As expected, 1948: A = 108cm, this figure shows that the vorticity is nearly con- b= 27r x 108cm, stant, except in the narrow region near the boundary D=2 x 104cm, x = 0 where it increases rathersharply. 1.1E4 R=0.02 4Conclusions f(y)=10-13y. We nondimensionalize the independent variables x The findings in this paper are not new, although and y by the length and the width of the oceari their determination has become more tractable be- and reduce the computational domain to that of a cause of Mathematics's capability to draw contours unit square ocean. With these modifications, expres- well, solve complicated differential equations, and sions (1)-(7) are now ready for several applications symbolically compute curl of velocity vectors. These on Mathematics. We begin byinputting the above features allow one to introduce the 1948 model of parameters into this software, evaluate (3) symb Stommel rather early in a student's undergraduate cally (so that both cases of stationary and rotating education. oceans can be analyzed simultaneously),find roots It is worth emphasizing that it is not that the in- of (7) symbolically, and define the stream function dividual calculations that lead to Figures 1-3 are 1/). Once this function is known explicitly, a large difficult to carry out, although the scope of these amount of information concerning this flow is at our particular computations is perhaps beyond a facil- finger tips. ity such a symbolic calculator.It is the fact that Figure 1 shows several level-curves ofand is the software packages such as Mathematics have a wide standard graph obtained by Stommel in his classic range of mathematical applicationsassembled in one paper. This figure, which is obtained byrunning the space and make it feasible to attempt toattack a internal command ContourPlot of Mathematica on partial differenti .1 equation such as (2). It is hoped (5), basically traces the paths of fluid particles. Even that after having gone through such an exercise that

5 9 4TH Symp. ON EDUCATION 45 .

. .4 s 6: s

Figure 2: Location of three particles ata later time. Note that these particles, whichare aligned verti- Figure 1: Particle paths in a rotatingocean. cally at time zero, are no longer aligned at the later time. it is not hard to convince a student that sucha tool could be useful in one's entire education. The equations of wind-driven circulation provide just one example of many oceanographicsystems that lend themselves to the above style of analysis.It is hoped that projects such as these allow students to discover the natural role that advanced mathematics plays in describing fundamentalprocesses in nature. 5 ACKNOWLEDGEMENT The authors wish to acknowledge the Office of Naval Research which partially supported this projectun- der the grant ONR-94WR23012.

6references Stommel, H., 1948."The Westward Intensifica- tion of Wind-Driven Ocean Currents",Transaction, American Geophysical Union, 29, pp. 202 Figure 3: The graph of V x v k, thenonzero com- 206. ponent of the yorticity.

60 46 AMERICAN METEOROLOGICAL SOCIETY P1.3 A MULTIDISCIPLINARY APPROACH FOR TEACHING ABOUTINSO: APPLYING THE FIVE THEUES OF GEOGRAPHY TO TOPICS IN METEOROLOGY AND OCZANOGRAPHY

Peggy L. Killam Smith David R. Smith Maryland Geography Alliance Oceanography Department and St. Mary's High School United States Naval Academy Annapolis, MD Annapolis, MD

1. INTRODUCTION coupling both oceanic and atmospheric processes. To understand ENSO one Current educational reform needs to start with the conditions efforts in science and social studies that precede its occurrence. Under emphasize student assessments which normal circumstances the prevailing utilize hierarchial critical thinking surface wind currents in the tropical skillsas wellas individualand Pacific are the Tradewinds. These cooperative student performance. easterly winds are generated by a Teachers are now accountable for both pressure distribution in which high the content and performance pressure is observed over the eastern achievement of their students. A Pacific (off the South American suggested method for meeting state coast) and lower pressurefurther and local mandatesto work together west. The winds,in turn,drive is thtough geography. As a surface waters westward. These discipline geography provides a waters, supplied by the cool Peruvian variety of topics for study which current, are warmed as they traverse emphasize the physicalscience as the Pacific. There is normally a well asthe humanelement. By well defined sea-surface temperature working together science and social pattern across the tropical Pacific, studies teachers can provide students easily observable in satellite with a more complete understanding of imagery. In addition, due to the a topic. Furthermore, students surface circulatory pattern across become aware that neither scientific the Pacific, there may be as much as nor geographical issues existin a a 40 cm differential in sea level, vacuum. Global climate change is an sloping downward to the east. issuewhich is relevanttoboth science and social studies. The El This persistent air-sea pattern Nino-Southern Oscillation (ENSO) is is sometimes disrupted, usually in an exampleof a global climatic December.The normal supply of cool, phenomenonthat is rich inboth nutrient-rich water off the coast of scientific and social issues that can Peruis displaced southward by a be best understood by utilizing warmer equatorial countercurrent. In interdisciplinary teaching. The most years, this disruption is weak intent of this paper is to provide and short-lived, and normal the precollege teacher with a tool to conditions are easily resumed. developthe full impact of this However, in some years, the episodic phenomenon from both a scientific warming is more pronounced and long- perspective and a broader social lasting. This anomalous behavior is context. called El Nino. The warmer waters invading the coast of Peru is coincident with a reduction in 2. SCIENTIFIC DISCUSSION surface pressure over this region of the Pacific which alters the typical The El Nino-Southern surface pressure gradient. The Oscillation is an intriouino process normal westward Tradewinds are replaced with a westerly wind flow, Corresponding author address: Peggy which, in turn, reverses the surface L.K. Smith, St.Mary's High School, ocean circulation.During an El Nino fromthe 113 Duke of Gloucester St., eventthe warmer water Annapolis, MD 21401. western Pacific is driven eastward

61 411-1 SYMP. ON EDUCATION 47 towardtheSouth American coast. Public Broadcasting System, The This cuts off the upwelling of the Weather Channel,or the Discovery cooler, nutrient-rich waters which Channel, as well as educational affects fishing in this region. In resource corporations provide addition, the thermocline is pushed excellentvisualdisplayto help downward and the normal sea level explain scientific aspects related to pattern is altered, which allows the ENSO in an interesting and eastward propagation of Kelvin waves informative manner at an appropriate across the tropical Pacific Ocean. level for a general audience. Weather patterns are also affected as the warmerwaters fuel increased atmospheric convection and 3. APPLICATIONS OF THE FIVE accompanying rainfall over the FUNDAMENTAL THEMES eastern Pacific. The five themes of geographic Near the end of the warming instruction is a framework which can period, which can last many months be easily utilized by both science under extreme situations, the and social studies teachers. When atmospheric pressure pattern begins teachers adapt the same framework for to reverse and resumeits normal developing lessons,continuity for distribution. This changing the student is built in and therefore pressure pattern is accompanied by a increases the student's potential for resumption of the easterly Tradewinds success in comprehending the and a restorationof the normal relationship of the scientific forces oceanic conditions. This periodic and the humanimpact ofclimatic fluctuation in the surface pressure change.The five themes of geography and wind patterns across the tropical are location, place, movement, human Pacific isknownasthe Southern and environment interaction, and Oscillation. region. Utilizing the topic of ENSO as a case atudy, teachers can develop The ENSO occurs at irregular a unit which addresses the science as intervals of three to seven years. well as the human element of this One of the most extreme cases was phenomenon. What follows is a brief during 1982-83, in whicheastern explanationof eachtheme as it Pacific sea-surface temperatures pertains to ENSO. experienced up to 6°C warming, which had major Iliologicaland economic Location. A mapping exercise can repercussions. Significant worldwide reveal to the student the patterns of weather anomalies have been ascribed the sea surface temperatures prior to to this El Nino event. and during the El Nino. Activities which emphasize location demonstrate While the intricacies of the exact and relative location of atmospheric and oceanic dynamics, as the event. well as the interactions that affect climate, are beyond the comprehension Place. Since every place on the of most students and perhaps many earth has physical and human teachers at the precollege level, characteristics which make it unique, there are resources that onecan this theme provides the teacher with employ to introduce the scientific the most opportunities to present aspects of ENSO at an appropriate students with interdisciplinary level. For example, several popular activities. In the case study of the publications such as National El Nino, students should learn about Geographic, Weatherwise, or Scientic the weather, clim2te, vegetation, American have presented animals, and land forms as well as scientifically accurate descriptions the human features of culture and of ENSO written at a reasonable level ideas. By doing so, students gain a of understanding for precollege greater appreciation for the impact teachers.In addition, agencies such of the El Nino on the lives of the as NOAA and NASA provide educational people as well as the environment. resource materials on ENSO as part of In this case study itis vitally their outreach efforts. Further, important for students to understand video material from popular the drasticchange thatthe ENSO television broadcasts (e.g., the brings to a particular region.

48 AMERICAN METEOROLOGICAL SOCIETY 6 2 Revenant. The focus of this theme is teaching of atmospheric and oceanic the spatial interaction of people, topics. Since atmospheric and goods, ideas, and phenomena which oceanic phenomena are a significant goes on continuously since we live in part of our physical world, a a dynamic world. Activities which student's understanding can be best illustrate this theme include enriched by examining such topics mappingof the weather patterns, from an interdisciplinary ocean currents, as well as charting perspective. The five themes provide the activity of the people affected a mechanism to relate the by the El Nino. interconnectedness of environmental phenomena with the lives of people. Runen-envirennent interaction. The cyclical relationship of this theme Two recommendations made by the has the greatest potential for National Council on Science and activities which have relevance to Technology Education in Project 2061, the lives of students. Lessons can a plan to address science literacy stress how people prepare for the El for all Americans, include: Nino's effects on their homes and businesses. Students should explore * Being familiar with the the impact of the ENSO on national natural world and recognizing both governments as well as the local and its diversity and unity, and global economy. In short, students can learn how humans interact with * Using scientific knowledge the environment, and how the and ways of thinking for individual environment affects human life. and social purposes.

Region. The study of El Nino can The National Council is suggesting easily beintegratedintoa unit thatthe teaching of science be which focuses on western South approached from a broader context, America and Australia. A region is which is consistent with other trends an area defined by common in educational reform. Teaching ENSO characteristics and therefore, ENSO is an example of an oceanographic/ fits in nicely with studying the meteorological topic which lends southeastern Pacific Ocean. If itself to an interdisciplinary team teachers decide to use the 1982-83 El approach to enhance students' Nino as a case study, a suggested educational achievement. activity is to examine the impact of the longtermchange inweather patterns on various regions of the world by comparing and contrasting the effects.

As a case study, El Nino provides both physical science and social studiesteachers withthe opportunity to worktogether to further the student's understanding of the impact of the physical forces on the daily life of people on both the regional and global levels.

4. CONCLUDING REMARKS The five fundamental themes of geography are a suggested framework for teaching geography at the precollege level.The themes provide teachers with a tool that enables students to understand their world within a geographical context, by addressing the analytical questions: Where?,Why? and So What? These themes are also applicable in the science classroom, especially in the

13 3 4TH SYMP. ON EDUCATION 49 P1 .4

Using Mathematica to enhance learning ofOceanographic Processes: Breaking of Waves and Burgers' Equation

Camille A. Garrett and Reza Malek-Madani U. S. Naval Academy Annapolis, MD

1 Introduction ometric parameters in the initial perturbation that forms the wave. Traditionally, the undergraduate curriculum in Ad- vanced Engineering Mathematics is heavily geared towards the applications of linear mathematics to 2Burgers' equation the standard engineering and science models. This is especially the case in the treatment of the solu- The simplest nonlinear equation that resembles the tions of linear partial differential equations, where by type of equations that comprise the equations of using normal modes and Fourier seriesone takes ad- fluid motion is Burgers' equation: vantage of the student's familiarities with eigenval- ues and eigenvectors and the principle of superposi- Ut+ UU = 0. (1) tion to build the solutions of such equations. Nonlin- We consider (1) together with an initial profile ear partial differential equations are often shunned because the above analogies generally break down u(x, 0) = (2) and one needs to start with different building blocks. A notable exception is the method of characteristics The fact that the coefficient of ux in (1) depends for hyperbolic differential equations whose effective- on the as yet unknown solution u causes the distur- ness is documented for both linear and nonlinear bance at different points in the initial datum u0(x) equations. Because hyperbolic equationsare the pri- to propagate at different speeds. This in turn causes mary examples of equations that support wave prop- the solution to become multi-valued at certainap- agation, these equations enjoy a special status in propriate points from which curves of discontinuity oceanography, especially in the context of underwa- called shock waves emanate. Much of the mathe- ter acoustics and wave formation in shallow coastal matical research in the field of conservation laws waters. (of which (1) is an example) since early 1950's has In this paper' we consider the Burgers' equation surrounded the understanding of solutions with dis- as a prototypical hyperbolic partial differential equa- continuities, or weak solutions, and the ramifica- tion and describe some aspects of its solutions and tions of weakening the concept of a solution. their behavior using Mathematica.We will out- A characteristic curve to equation (1) is a curve in line some simple programs in the language of this the x-t plane that satisfies the differential equation software that demonstrate how waves break in this dx model and how one is able to predict the time of u(z,t), E R. (3) "blow-up" of a solution by measuringsome of the ge- We note that the above equation is a nonlinear or- 1Corresponding author address:Reza Malek-Madani, Mathematks Department,U.S.Naval Academy,572 dinary differential equation in x.Moreover, since Holloway Road,Annapolis, MD 21402-5026;E-MAIL: the function u is unknown at this stage, it is not rmmttusna.navy.mil clear how helpful (3) is in describing the solutions of

50 AMERICAN METEOROLOGICAL SOCIETY 6 4 (1)-(2). These points are in direct contrast with the This parametrization lends itself naturally to the case of linear partial differential equations where the syntax of Mathematica.The following program equations that define the characteristics curves are shows how one uses (10) and get Figure 1 where linear with apriori known coefficients so that these the initial profile of the wave is curves are determined without any knowledge of the { 1 cos x when0 < x < 2w solutions and their qualitative properties are inde- uo(x) = (11) pendent of the initial data. 0 otherwise. In spite of the difficulties involving (3), this equa- The special feature of this tio is that it is decreasing tion can be solved with the aid of (1).First let in part of its domain, and thus, much like the waves z(t, xo) denote the solution to (3). Let f(t) denote in shallow waters approaching a beach, will cause the function u once it is evaluated along the char- the particles behind the crest to have faster speed of acteristic x(t, xo) (we suppress 20 in f for the time propagation and compress the ones in front of them. being), i.e., (4) f(i) = u(x(t, xt). uOtx_] = If [0 <= x <= 2 Pi, 1 - CosEx], 0] ; Differentiate (4) once to get dx f'(t) = ur-- + tit. (5) [t_] := ParanotricPlot HuO[x0] t + x0, di ONO},{x0, -1, 2Pi + 1}, DisplayFunction From (3) we have that If = u so that (5) can be -> Identity] written as .0) = ututix, (6) snapshots = TableEtEt] , {t 0, 3, 0 . 5}] ; which is zero by (1). Thus f(t) must be constant in L. Going back to the initial profile of (2), we can output = Show[snapshots, DisplayFunction determine this constant as the initial function uo(x) -4DisplayFunction] evaluated at xo, i.e., Figure 1 shows that the smooth initial profile uo u(x(t, 20), t) = u(x(t, 20),t)it.0 = uo(wo). (7) in (10) is compressed from behind so that after t has reached a value near unity, the slope ur has be- Equation (7), in turn, simplifies (3) considerably. come infinite, and the differential equation(1) has Since u is constant along a characteristic then lost its classical meaning. Another indication that dx something out of the ordinary is occurring with the -d-i = uo(zo),z(0) = 20 (8) initial profile (10) can be seen from Figure 2 where the characteristic curves corresponding to this ini- so that tial profile are shown: The compression we alluded x(t, xo) = uo(xo)t + wo. (9) to above is clearly forming around t = 1 where Equation (9) shows that the characteristic curves of characteristics with different slopes are intersecting. (1) are straight lines, but unlike the case of linear Since we showed above that the solution u remains partial differential equations, they are not parallel constant along each characteristic and assumes the lines. The slopes of these lines depend on no as well value of the initial profile on that curve, it is clear as xo. that when characteristics intersect the solution becomes multi-valued.This, in fact, is the classical definition of a shock wave. Figure 2 was obtained 3Two Mathematica Programs by running the following commands on Mathemat- We have found a parametrization of the solution to ica: (1)- (2) in terms of its initial profile: The solution u0[x_] = If [0 <= x <= 2 Pi ,1 - Cos tx] ,03 ; curve (x,t,u(x,t)) is given by (x,t,u(x,t))= (uo(xo)t + zo, t, uo(zo)). (10) output =

6 3 4TH SYMP. ON EDUU,TION 51 .

I t

Figure 2: The characteristics corresponding to the initial profile in the previous figure.

Figure 1: Breaking of Waves for a nonincreasing initial profile.

52 AMERIcAN METEOROLOGICAL SOCIFY 66 ParametricPlot [Evaluate [TableRu0 Ex0) t+x0 , 5Conclusions t), (x0, -1, 2 Pi + 1, 0.2)]], (t, 0, 3), Axes Label ->("x", "t")3 ; We have given an indication of how Mathematica could be used as an aid to penetrate some of the complex structures of a nonlinear equation such as Burgers' equation. It is important to generalize the programs we have outlined above to two important 4Discussion systems in mathematical physics: the second order equation of nonlinear elasticity and the system of The Mathematica programs listed above are just two equations that govern motions in shallow waters. It examples of how one can use this software to gain was precisely the latter applications that prompted insight into Burgers' equation. For example, even us to take up this investigation into the solutions of though theParametric Plotcommand of Mathe- Burgers' equation as a first order model. matica is capable of plotting the snapshots of the A capability of Mathematica that we were not able solution to any initial-value problem (1)-(2), it does to touch upon in this paper is its ability to ani- not give information about u(x, t) for a specific x. mate snapshots of functions such as u(x, t). We have To compute u at a specific value of x we must in- found that this capability helps enormously with elu- vert the function x(t, xo) = uo(xo)txo and find xo cidating features such as the deformations one sees in terms of x and t.This in turn will give us the in waves climbing beaches or strings vibrating with value for u because u(x,t) = uo(x0). Here is how rather complicated initial profiles.This software one accomplishes this on Mathematica for the initial package has also come in very handy in projects such profile in (10): as the description of surface gravity waves or interval waves generated between immiscible fluids, where an animated graph of a surface of a wave gets a point uO[x_] = If [0 <= x <= 2 Pi, 1 - CosEx] 0] ; across where a string of rather complicated formulas invf := FindRoot [u0Ex0]*t + x0 - x , does not seem to have done the job. fx0 -SI] [[1,2]]

u[x_ , t_] := u0 [invf [x , t]] 6 ACKNOWLEDGEMENT The authors wish to acknowledge the Office of Naval In a different direction, one is often interested in Research which partially supported this project un- finding the very first time characteristics in a fig- der the grant ONR-94WR23012. ure such as Figure 2 intersect. The intersection of characteristics is intimately related to ux becoming infinite, and it is possible to show that the latter occurs when t u(x)1 (12) Note that the value of t in the above relation is positive if 110 is decreasing, pointing again to the fact that compression occurs in such profiles. The minimum value of (12) occurs when

ug(x*) = 0 unx*) > 0. (13)

A package like Mathematica is quite helpful in finding roots of complicated functions such as 4(x) = 0 and testing the requirements of (I3b).

WY 4TH SYMP. ON EDUCATION 53 P1.5 WEATHER RELATIVE TO A RELATIVE

Lawrence E. Greenleaf

Belfast Area High School Belfast, Maine Project ATMOSPHERE

INTRODUCTION

In recent yea...-s,considerable effort and curriculum revision have In addition to expanded needs focused on interdisciplinary teaching of understanding is thegrowing styles and activities. Teaching or availability of new materials and

learning in isolation , be it topic, technology that can be used in the discipline, or field of study, does teaching/learning procesw. With the not complete either process. Not explosion of computers as processors until it is related to the effects and related devices for communication and impacts within the greater realms and data storage, new opportunities of earth, nature, or society, does are emerging almostdaily. This one complete the teaching or learning results in new challenges as we seek processes. The breakdown of ways to successfully integrate these isolationism of the past is occurring tools. Finally, I am now seeing in political, economic, and societal cracks in theisolating we/they arenas. The term global has crept relationship of educators and the into almost all facets of life. Even community. Education exists not only c.ducation is recognizing the global in schools,but also at home and nature of its future. It is throughout society. Schools only imperative that we as teachers, at formalize it in place and time. The all levels, reach beyond the collaboration of school and home can classroom. Technology is forcing eahance both portions to a greater contactwithpeople across the gain. Both have something to offer country and around the world. We and both need to be willing to must learn about and try to listen. A third segment,that of appreciatetheways, needs, and business and industry, is gradually culture of people, be it a New being brought into the equation. Englandlobsterman, GreatPlains Organizations, such as the AMS, and rancher,or Northwest logger. In scientists are now having a very fact, these boundaries have positive impact on education with up- dissipated as they expand around the to-date information and materials. world to include all people, These groups can keep education aware lifeforms, and processes. of workplace needs, indicate evolving needs, and provide real-time applications of concepts being Corresponding author address: taught. Education must form Lawrence E. Greenleaf, Earth Science, partnerships, not succumb to Belfast Area High School, Waldo Ave., paranoia. But, before any change or Belfast, ME 04915. development can happen,one major event must transpire. It is simply a change in attitude. This is the

54 AMERICAN METEOROLOGICAL SOCIET/ 68 primary goal of my workshops and 3. CONCLUSION courses for educators. If this can This activity,and others I am be achieved, there is no limit to the developing,integrate science with creativity of the individuals. The other disciplines like geography, activity demonstrated is a result of economics, math, communication a belief that says "even if we are skills, and other subjects, as well doing the best possible job today, as the use of technology. I have the parameters are changing daily, found that this activity supports the resulting in a need for constant concept that greater learning is development." Education is a process achieved when the goal is the sum of with the only constant being change. the parts, the individual topics and The display willshow astudent disciplines involved. Examples of activity bringing together many of productswill be displayed and these components. discussed.

2. ACTIVITY The "Relative to a Relative" activity involvinga relative or friend, brings togethervarious school subject ereas, research skills, family members, and presentation skills and creativity. The objectives are for the student to learn about the weather, geology, and general environment of some place in theU.S. through a relativeor friend. The directions are simple and provide freedom for the development of various products. The process is:(1) discuss concept with family and identify a relative to contact, (2) determine address and contact relative, (3) explain activity and ask for a couple of pictures(snapshots) ofthearea where he/she lives, (4) create street anarea maps of the location using computer/CD-ROM program Street Atlas USA (DeLorme, 1993), (5) research from texts and tables the geology and clinate/weather conditions such as monthly temperature and precipitation. From this information and material, the student develops a presentation using any of a variety of forms. The activity takes time for the student to reach the final product. The products will vary with the imagination and skills of the individt,a1 students. The process is as important as the product, reflecting that learning is itself a process.

4TH SYMP. ON EDUCATION 55 9 P1.6 AIR - SEA INTERFACE EDUCATION

Lawrence E. Greenleaf

Belfast Area High School Belfast, Maine AMS Maury Project

1. INTRODUCTION

The Maury Proiect is the new Over a century ago, the U.S. Navy's education initiative of the American Matthew Fontaine Maury collected, Meteorological Society, focusing on organized, and published information physical oceanography. With primary on the world's oceans. Now, with AMS funding bytheNationalScience leadership and the cooperation of Foundation, it combines the other agencies, efforts are under way outstanding humanand scientific to make available the latest physical resources of theAMS, U.S.Naval oceanographicinformation ofthe Academy, National Oceanic and world'soceanstoeducators and Atmonpheric Administration, and the students. State University of New Yorkat Brockport. The three year program 2. TRAINING PROGRAM will involve a total of 72 precollege teachersinthe two week summer For two weeks in July, twenty- training sessions at the U.S.Naval five Maury Project participants from Academy in Annapolis, MD. Under the all regions of the country, including leadership of Prof.David Smith Hawaii,gathered at the U.S.Naval (USNA),instructional sessions and Academy to participate ina vast activities are conducted by USNA and array of seminars,activities, and NOAA personnel. Participants will field trips pertaining to a variety lead local,regional, and national of topics in physical oceanography. workshops for educators throughout Equally diverse were the educational the country. In addition to the backgrounds ofthe participants, training and resourcematerials ranging from elementaryto high provided, two teacher-training school and community educators as modules will be developed yearly for well as degrees from BA to PhD. This the field site workshops. A national diversity of location and teaching network of these peer-trainer level aided in the discussions of participants will expand each year material and how it could be applied and, through interaction with present in different teaching situations. AMS - Atmospheric Education Resource Effective peer-training must address Agents, enhance the flow of the varied needs of the educators. scientific oceanic and atmospheric Mulciple means, methods,and information to educators across the media were used by the instructors. nation. Ofparticular importance wasthe great knowledge base ofthe USNA Corresponding author rddress: instructors,both in contentand Lawrence E. Greenleaf, Earth Science, experiences. It was unique to learn Belfast Area High School, Waldo Ave., from these instructors through Belfast, ME 04915. interaction and not dominance. Each

56 AMERICAN METEOROLOGICAL SOCIETY participant presented a concept scientific concepts and demonstration,developed with the understandings concerning the topic assistance of an academy instructor. as well as reference publications. Each day, an ocean or area of water These modules will be used in the was described as to conditions and peer-training workshops. significant features by an instructor with duty station experience in the 4. CONCLUSION location. Experience, knowledge of The Maury Project of the AMS research, and a willingness to set sail as a well prepared program discuss ideas with participants made that conducted an outstanding two for great learning experiences. A week training session to a group of variety of field trips reinforced enthusiastic educators. The target conceptsdiscussed and brought of the project, physical participants in contact with state- oceanography, is an area of ocean of-the-art facilities. Site visits study where recentandon-going included tours of NOAA headquarters research information is generally not with a presentation by Chief availabletothe K-12education Scientist and former astronaut Kathy community. It is imperative that Sullivan, the NOAA Science Center, valid information about the world's and the Naval Ice Center. oceans is available if we are to Participants conducted sea water understand the environment of planet testing activities aboard an academy Earth. It is also necessary to YP vessel, and sea/land impacts study recognize the interaction ofthe at a shore site. Additional various forces and processes. The activities took place in academy wet Maury Project of the AMS, with an lab and computer facilities. These outstanding beginning, is a great many learning experiences raised the effort to address a very large and knowledge level of the participants, important need in today's education. identified variedcontacts and resources, and increased the desire to learn more about topics in the sessions.

3. TEACHER-TRAINING MODULES Two ocean related modules were developed this year involving wind- driven surface currents and density- driven currents. Each of these was tested by the participants, followed by a critique and evaluation. The effect of the atmosphere on the ocean water brought out the importance of the interaction of the atmosphere and hydrosphere. The surface currents activity focuseson major ocean basins,discussing current names, locations, impact forces, speed and direction of movement, and climatic influences. The density activity examines the temperature and salinity of variouswater rasses of the Atlantic Ocean. It looks at their origin, movement,and dissipation. Each module also contains sections of

OASYWONEDUCATION 57 I BEST COPY AVAILABLE P1.7 SCHOOLS OF THE PACIFIC RAINFALL CLIMATE EXPERIMENT: BRINGING GLOBAL ISSUES TO TIM LOCAL CLASSROOM

Susan Postawko', Mark Morrissey, and Barbara Gibson

University of Oklahoma Norman, Oklahoma

much of thematerialisontropical 1. INTRODUCTION meteorology.Typical textbooks in use in the United States and throughout many of In its second year, the Schools of the the Pacific island nations only discuss Pacific Rainfall ClimateExperiment Mainland U.S. type of weather systems and (SPaRCE) is bringing together students from tend to ignore topics. Because the tropical around the Pacific (including Hawai'i), as atmosphere is so important, it is beneficial well as students in Oklahoma, to participate to students in Mainland U.S. schools and in the gathering of valuable scientific data well as from around the Pacific to have a while studying local and global climates and better understanding of this region of the thepotentialeffects of globalclimate globe.Monthly question/answer sessions change. are held over the PEACESAT (Pan-Pacific Education and Communications by Satellite) 2. DESCRIPTION OF PROGRAM radiocommunicationsnetwork,which allowsfordirectinteractionsbetween The goals of the SPaRCE program students and scientists. includebotheducationalandscience There are currently over 50 schools objectives. Participants in this program are andtechnicalcentersinvolvedinthe currently measuring rainfall, temperature, SPaRCE program. Participants range from dew point, and relative humidity, using elementary school to technicians at some of research-quality instruments, on a daily the Pacific meteorological services around basis. Not only is all data shared with all the Pacific. Both public and private schools participants,butthedataarealso participate in the program. incorporated into a larger data base being As the programexpandsitis widely distributed to scientists interested in anticipated that more instrumentation be climate studies. added.Presently, two of the participating In addition to being involved in a schools are using an experimental hand-held real research program, participants also radiometer which measures total column receive video-taped lectures, workbooks, ozone and total column water vapor. If this and newsletters, which help them understand instrument proves to be reliable, a network basic atmospheric principals, phenomena of schools across the Pacific making these such as El Nino, and a better understanding types of measurements would be invaluable of climate change on Earth. The focus of to scientists.

1Corresponding author address: Susan Postawko,School of Meteorology, Univ. of Oklahoma, 100 East Boyd, Norman, OK 73019

58 AMERICAN METEOROLOGICAL socIEre 7 2 P1.8 THE ARM EDUCATIoNAL OUTREACH MANUAL FOR OKLAHOMATEACHERS

Stephen J. Stadler* Ted Mills

Oklahoma State University Stillwater, Oklahoma Renee McPherson Kenneth Crawford Oklahoma Climatological Survey Norman, Oklahoma

1. INTRODUCTION Additionally, several extended facilities arelocated around The Department of Energy is the ARM CART region. in the midst of the Atmospheric The University of Oklahoma Radiation Measurement (ARM) and Oklahoma State University Program, a decade-long effort are cooperating on the to improve atmospheric models Educational Outreach for the through development and testing Southern Great Plains ARM CART. of parameterizations ofcloud This ongoing effort involves and radiative processes (Stokes faculty, graduate students, and and Schwartz 1994). The ARM support personnelat thetwo Program entails a major universities and includes a instrumentation effort at variety of thrusts. The several worldwide sites. Educational Outreach's purpose The ARM Program's Southern is to provicle ARM-related Great Plains Cloud and education to students ranging Radiation Test Bed (CART) from grade school through covers large portions of graduate school. One of the Oklahoma and Kansas. The focus key portions of 1994's work was of the ARM CART is the heavily the production of a Field instrumented Central Facility Manual for teachers of middle located near Lamont, Oklahoma. school through high school The CentralFacilityincludes students. such diverse devices as vertical profilers, balloon 2. BACKGROUND launch facilities, Bowen ratio devices, and pyranometer arrays Naturally-occurring scattered around a 66 ha site. electromagnetic energy occupies Several full-time personnel are an insignificant portion of the employed on site. public school science curricula in Oklahoma; this is * Corresponding author address: unfortunate given the Stephen J. Stadler, Oklahoma importance of electromagnetic State University, Department of energy in the context of the Geography, Stillwater, OK current concerns regarding 74078. climate change. Most Oklahoma

4TH SYMP. ON EDUCATION 59 , 0 %..1 science teachers lack extensive to work with a growing set of knowledge of such concepts teachers over several years and because it has not been the loose-lerf structure of the stressed in their professional Manual allows updates, training. additions, and deletions of The idea for an ARM Field material without re-publication Manual came from the of the entire work. experiences we have had at the The Manual is composed of Central Facility. The several sectio:4s which are Educational Outreach has the intended to act together to responsibility of hosting tours give the teacher an of the Central Facility. Such introduction to the ARM tours generally last a couple Program, an introduction to of hours. From the educator's electromagnetic energy, a set perspective, it is desirable to of pre-field-trip conduct tourswhich maximize electromagnetic experiments, an informational content and to do explanation of the Central this it is highly desirable to Facility, and specific speak to groups which have instructions as to how to basic familiarity with arrange and take a tour. We electromagnetic concepts. This are enthused about the is especially true considering materials because they provide the fact that many of the the teacher with materials to Central Facility's instruments teach basic science and then a are unfamiliar to most people wayfor students to directly and are measuring invisible observe the application of the components of electromagnetic science. energy or weather parameters A shortsynopsisofthe far above the surface. In Manual's major sections othei words, much of the follows: potential impact on the Oklahoma schools might be 3.1 Forward and Preface lessened because the ARM Program's work is outsideof The Manual starts with an common experience. introduction to the "big In this context, we picture" of climate change and conceived of the Field Manual a rationale of its importance. as pre-field-trip curriculum having the potentialto make 3.2 The ARM Program the field experience at the Central Facility more This section explains the meaningful. In addition,the intent of the ARM Program, its Manualcanpresentthe basic worldwide study sites, and its components of the ARM Program presence on the Southern Great to teachers whocannot bring Plains. their classesto the Central Facility. 3.3 The Nature of Electromagnetic Energy 3. FIELD MANUAL COMPONENTS One of our observations The Field Manual is a has been that, as a group, loose-leaf notebook with Oklahoma teachers do not have a several sections. The intent strong background in of the Educational Outreach is electromagnetic theory. This

60 AMERICAN METEOROLOGICAL SOCIETY 7 4 Trip to sectionis a non-mathematical 3.6 Preparations for a description ofthe natureof the Tallgrass Prairie Site electromagnetic energy. Several pages ofillustrations By design, the Central and the loose- Facility is many kilometers are included city. leafed Manual allows these from the nearest large readily It is several kilometersfrom illustrations to be As a converted to overhead the nearest paved road. transparencies. result, a field trip represents considerable travel time for The 3.4 The CentralFacility many school groups. Tallgrass Prairie Preserve The site near Lamont is (TPP), a bison rangeland presented as one of thebest- administered by the Nature only 70 km instrumented outdoor Conservancy, is laboratories on Earth.. In that northwest of Tulsa and more Facility exists proximal to the population of the Central the ofthe regional eastern Oklahoma thanis here because Moreover, agricultural background of Central Facility. grazing lands, a the TPP gives us analternative wheat and Facility when regional geography is tothe Central short grade school included. A map of the site's working with clusters is groups. The ARM Program and instrument Mesonet both presented and each type of the Oklahoma instrument is explained. The maintain instrumentation at the section contains two pages of TPP. With the help of Nature showing Conservancy personnel wehave captionedphotographs devised an ARM field trip to the instruments. Finally, there are 20 site slides the TPP and have included an inserted in a plastic sleeve. explanation parallel to that of the Central Facility. 3.5 Preparations for a Field Trip to the Lamont Site 3.7 Experiments The Central Facilityis a Besides the teacher's scientific site backgroundto electromagnetic working have also governed by Department of radiation, we Energy rules. Teachers are included a set of "experiments" given specific instructions of which can be performed by how to contact theEducational students before taking an ARM Outreach and a listing ofthe field trip. These experiments four lesson major rules which must be are in the form of observed before and duringsite plans with a short teacher's The section ends with background, explanation sheets visits. work mapped and written travel for the students, and lab instructions to the site. An sheets for the students. The appendix contains formswhich experiments highlight the electromagnetic energy tl_ough must be filled out prior to things such as field trip. use of diverse sunglasses, sunblock, and thermometers we have attempted to relate objectsand devices familiar to the

4TH SYMP. ON EDUCATION 61 students to the concepts of electromagnetic energy.

3.8 Bibliography

A short bibliography provides names of articles, brochures, and books which would be of use to the teacher wishing to learnmore or a student working on a term paper.

4. ACKNOWLEDGEMENTS

The authors acknowledge the kind assistanceofMike, Splitt and Jeanne Schneidarof the Southern Great Plains ARM/CART Site Scientist Team for reading and commentingupon drafts of the Field Manual. Ray Teske, the Site Manager and the rest of the personnelat the Central Facility have 1.-een gracious in their assistanceof the Educational Outreach. 5. REFERENCE

Stokes, G.M., and S.E. Schwartz 1994: The Atmospher c Radiation Measuremer. (ARM) Program Programmatic Background andDesignofthe Cloud andRadiationTest Bed. Bull.Amer.Meteor.Soc.,75,1 201-1221.

62 AMERICAN METEOROLOGICAL SOCIETY P1 .9 INTRODUCING THE MODERNIZED NATIONAL WEATHERSERVICE TO PRIMARY AND SECONDARY SCHOOLS

Michael A. Mach *

NOAA, National Weather Service Forecast Office Fort Worth, Texas

Jeni Johnson

Project Atmosphere, American MeteorologicalSociety Atmospheric Educational Resource Agent Irving, Texas

1. INTRODUCTION (NOAA) within the Department of Commerce where it remains today (Grice, 1992a). The future modernized National Weather Service Technological advancement and research in the will offer unprecedented advances in weatherservices science of meteorology and hydrology has increased to the Nation by the end of thisdecade. Highly dramatically over the last two decades.Improved trained meteorologists and hydrologistsutilizing warning and forecast services can only become a sophisticated processing and communications systems reality if obsolete and unreliable existing systems are will fashion a new approach for observing, analyzing, replaced. Therefore, the Department of Commerce and predicting the state of the atmosphere.This has set an ambitious goal to modernize the National article will illustrate for both primary andsecondary -Weather Service.The current modernization and school educators how the modernizedNational associated restructuring process will improve forecasts, Weather Service (NWS) will utilize recent advancesin provide more timely and precise severe weather and Doppler radar technology,satellites,superspeed flood warnings, and permit a more cost effective computers, and automated weather observing systems operating structure for the Nation by the turn of the to be the foundation for tomorrow'sforecasts and century. warnings. 3. WEATHER RADAR TECHNOLOGY 2. HISTORICAL PERSPECTIVE During the late 1940's and 1950's, the main The National Weather Service has a long historyof contribution to Weather Bureau operations was in the striving to balance new technology to observe and area of radar meteorology.Military surplus radars understand the atmosphere in order to achieve more were the first to be renovated todetect precipitation uniform weather services across the Nation. In 1870, echoes. the agency initially operated under the SignalService This is accomplished by transmitting a short pulse and became the Weather Bureau in 1891. Atthis of electromagnetic energy and measuring a small fraction of energy scattered back to the radar by a time,it was transferred to the Departmentof Agriculture. Increased responsibility of the Weather storm. This is similar to being in a dark roomand Bureau to provide weather services to civilianaviation shining a flashlight beam toward a wall mirror some later prompted the transfer of the WeatherBureau to distance away. The amount of reflected light received the Department of Commerce.In July 1970, the is analogous to the strength of the returned signal name of the Weather Bureau wasofficially changed to measured by the radar. This reflectivity data gives an the National Weather Service.It was placed under indication of the rainfallintensity and potential between when the National Oceanic and AtmosphericAdministration presence of hail. The time difference the energy pulse is transmitted and returned,tells the radar observer the distance to the precipitation echo. of * Conesponding author address..Michael A. Mach, The process of transmitting and receiving hundreds National Weather Service Forecast Office,Fort energy pulses each second provides adetailed map of Worth, TX 76137. the storms intensity.

4TH SYMP. ON EDUCATION 63 Information gained from these World War II The WSR-88D system will also provide precipitation vintage radars eventually led to the formation of amount estimatesthatarevitaltohydrologic today's network of surveillance radars.However, forecasting of potential flooding. Hydrologists will use these radars which are based upon nearly a half- this data to specify affected areas drained by a river at century old technology have become obsolete and its tributaries and to better define to the meteorologist difficult to service. the location of flash flood threat areas. Another valuable forecasting tool of the WSR-88D 4. DOPPLER RADAR system is its ability to operate in clear air.The Doppler radar has sufficient sensitivity to detect During the 1970's, Doppler radars were employed frontal systems and old thunderstorm boundaries instormresearchprogramstostudysevere between observation sites. This information will be thunderstorms. This latest tool in storm detection is usedbyforecasterstooutlineareaswhere like conventional radar in that it scans the sky from thunderstorm development may occur in the future. near the Earth's surface to the top of the atmosphere The added ability to plot wind velocities at different for precipitation targets. However, the Doppler elevations above ground level will be valuable in radars narrower beamwidth enables detection of determining the strength and turning of the wind with precipitation targets at much greater sensitivity levels height to support thunderstorm development. and distance than is possible with conventional radars The National Weather Service plans to operate 121 and their much wider beamwidth. This is comparable Doppler radar systems with an additional 40 radars to shining a flashlight versus a laser beam if each located at Federal Aviation Administration and could detect precipitation droplets. Department of Defense sites.This network of In addition, the Doppler radar has the added Doppler radars will provide significant improvements capability of detecting the speed of targets moving in uniform coverage over the present day radar either toward or away from the radar. This velocity network. data is useful to forecasters in detecting wind speed and movement within a thunderstorm. 5. SATELLITES It does this by measuring the frequency change in the transmitted pulse caused by the target's motion. The Weather Bureau entered the skdellite age in This change in frequency is similar to the sounds the 1960's where the importance of satellites to created by a train whistle or police car siren as it observe the world's weather soon became apparent. approaches and moves past a given location. These In the 1970's, geostationary weather satellites that frequency changes are called Doppler shifts, from werelaunchedprovidedmeteorologistswith where the Doppler radar gets its name (Ray, et al., conlinuous observations over much of the western 1979). hemisphere. The greatest value of Doppler radar will be to A new generation of Geostationary Operational identify mesocyclone development and strength during Environmental Satellite (GOES) will aid forecasters the early life cycle of a tornadic thunderstorm. A in detecting dangerous storms not easily recognized mesocyclone refers to a vertical column of rising with current satellite imagery. The new satellites will counterclockwise rotating air.It is often observed in provide a more detailed and refined image of clouds. the middle portion of severe thunderstorms and may The GOES system will be able to zoom in on descend to the lower portion of the cloud base with significant weather events as frequently as every six tornado formations. Nearly all significant tornadoes minutes while continuing to provide overall coverage are preceded by a strong mesocyclone in the middle of visible and temperature sensitive infrared imagery. levels where the largest hail and strongest rotation of Additional sensors will also be scanning and relaying wind occurs. Recognition of this rotating column of important weather information of cloud patterns, air will permit warnings to be issued a number of cloud-top measurements, and profiles of moisture in minutes prior to tornado touchdown. the atmosphere back to Earth. Dual-satellite coverage The Weather Surveillance Radar1988 Doppler will be assured throughout the remainder of this (WSR-88D) system will have the ability to display century with improved GOES satellites. both reflectivity and velocity data on high-detailed city map backgrounds. This will allow forecasters to issue 6. COM1 LITER TECHNOLOGY very specific warnings and statements than ever had been possible before.It will also be helpful in DuringtheSignal Serviceyearslittle evaluating observer's reports of rotating funnel clouds. meteorological science was used to make weather

64 AMERICAN METEOROLOGICAL SOCIETY 78 forecasts.Instead, weather which occurred at one 1930's, kites were becoming a hazard to airplanes in location was assumed to move into the next area flight and were replaced by airplane observations. downstream. Weather forecasts were simple in nature Prior to World War II,themeteorologists and usually only contained basic weather parameters understanding of the weather was greatly enhanced by like clouds and precipitation.One of the more thedevelopmentoftheradiosonde. These important advances for the Weather Bureau was the inexpensive meteorological instruments and radio advent of the teletype system. Use of the teletype transmitters were carried aloft by balloons and greatly spread rapidly and increased the Weather Bureau's increased the science of weather forecasting. Even ability to transmit warnings or critical observations. today, the most basic data source for any weather The development of computer technology in the forecasting system remains the radiosonde. Upper air 1950's paved the way for the formation of complex balloon launches of these radiosondes occurs twice mathematical weather models to aid meteorologists in daily, during the morning and evening. forecasting. The first operational use of these NOAA has defmed a program to investigate new computer models resulted in a significant increasein technologies for the development of a radiosonde forecast accuracy. system for the next century. The new radiosonde Warnings and forecasts prepared by National balloon system will use advanced navigational tracking Weather Service offices in the next decade will rely techniques and provide real-time digital upper air heavily on the basic analysis and guidance products sounding data of wind measurements. provided by the National Meteorological Center. Another step in supplementing the national These products result from numerical models of the radiosonde network is the utilization of wind profilers. atmosphere run on high-speed computers.This A vertical wind profile consists of a set of wind speeds increased demand will require the utilization of super and directions at various heights.Relatively, low computers capable of processing meteorological data power Doppler radars will measure the atmospheric an order of a magnitude greater thanthe current wind above a profile site and provide a plot of the computer capabilities. wind speed and direction at hourly intervals.This TodayNational Weather Service offices data can be used to augment upper air observations, communicate and process on site information with the identify jets or strong winds in the atmosphere, and Autom.Ation of Field Operations and Services (AFOS) determine the location of fronts, low pressure troughs system. However, AFOS does not have the capability and high pressure ridges. to process satellite information or theextensive observational network that will arrive with the newer 8. AUTOMATED SURFACE OBSERVM technology. SYSTEM The nerve center of communications for every Weather and River Forecast Office will become the During the earlyand mid1800's, weather Advanced Weather Interactive Processing System observation networks began to grow and expand (AWIPS). The AWTSS system will be a state-of-the- across the United States.With the advent of the art interactive workstation that will assemble, process, teletype, weather observations from distant points and display observational data and guidance from could be rapidly collected, plotted, and analyzed at National Centers with satellite imagery and local radar one location. coverage. Today, routine surface observations are collected AWIPS willaid forecasters in making rapid at nearly 250 locations. A joint effort of NOAA and decisions,prepare warningsandforecasts,and the Federal Aviation Administration will greatly disseminate these products to the users in a timely expand the observational network with the utilization manner. AWIPS will also assist hydrologists atRiver of nearly 1000 Automated Surface Observing Systems Forecast Centers in data collection and processing, (ASOS). Theseunitswillprovidesurface executionofhydrologicalmodels,and product observationaldata ofatmosphericpressure, formatting and dissemination. temperature, wind direction and speed, type, intensity and accumulation of precipitation, nmway visibility, 7. RADIOSONDE DATA and cloud height ceilings on a continuous basis 24 hours a day. During the early 1900's, the Weather Bureau This information will flow directly to NWS offices alert utilizedkitestomeasuretemperature,relative as well as to the local airport control towers to humidity, and winds in the atmosphere. By the early forecasters and pilots of significant weather changes.

4TH SYMP. ON EDUCATION 65 The national capability to observe and transmit critical will continue to increase during the 1990's. Thirteen changing weather condidons almost as they occur River Forecast Centers (RFC) will be collocated with represents an important enhancement of improving a WFO in order to enhance the collaboration between warning and forecast services. meteorologists and hydrologists. A Hydroloest-In- Charge (HIC) will have the responsibility for each 9. MODERNIZED STRUCTURE RFC including the Hydrometeorological Analysis and SupportGroup (HAS). Thisgroupof The first general weather forecasts originated at hydrometeorologists will facilitate the integration of Washington, D.C. and were issued twice daily and meteorological information into hydrologic products covered a 36 hour duration. During the early 1900's, and services.Additional research and technical five district offices were formed to receive telegraphed support will be provided by a Development and observations from across the country. Around 1900, Operations Hydrologist (DOH). the Weather Bureau continued to steadily increase the flistoricaliy, RFC's have operated on a one number of district offices and began issuing general forecast cycle per day. This was based upon manual weekly forecasts to help farmers plan agricultural observations taken in the morning. RFC's will begin activities. In 1940, these forecasts were replaced by a to operate an average of 16 hours-per-day and evand more detailed 5-day forecast.Today's 3-to-5- day to 24 hours during periods of flood threat and forecasts are as good as the 1-to-2 day forecasts of a seasonal peak work loads. Hydrologic forec.zsts will decade ago. be issued as frequently as every six hours to keep pace The present organization of a national network of with changing weather and soil moisture conditions. Weather ServiceForecastOfficesand smaller Weather Services Offices is about a quarter of a 10. CONCLUDING REMARKS century old. The future structure of the NWS will include a network of 115 modernized Weather The modernization and associated resiructuring of Forecast Offices (WFO) strategically located across the National Weather Service will feature improved the United States. These 24 hours-per-day offices will services through the effective use of new technology. provide a range of weather warnings, products, and Productivityandserviceimprovementswillbe services in an assigned area of responsibility. achieved by automatingobservationand A Meteorologist-In-Charge (MIC) will have the communications duties,and freeingtrained responsibility for each Weather Forecast Office. Each professionalstoconcentrate on analyimgand WO will have both a Scientific Operations Officer forecasting local atmospheric and hydrologic events. (S00) and a Warning Coordination Meteorologist As we enter the next century, the combination ef a (WCM). The SOO will play a vital role in assisting highly skilled professional workforce, new science, and forecasters with the new technology and will be a advanced technology will result in more timely and strong link between the research community and precise severe weather and flood forecasts and operational forecasting. The WCM will assume the warnings for the Nation. leadership role in storm spotter training, coordinate the stations warning program with local, state, and 11. ACKNOWLEDGEMENTS federal agencies, and will assist in the administration of the forecast office. The core staff of professional The authors express their gratitude to Gary K meteorologists will be assigned the task of evaluating Grice for his research in developing a comprehensive vast amounts of integrateddata,analyzing the history of the National Weather Service. processes and events that will affect an area of responsibility, and applyscientific and technical 12. REFERENCES expertise in a broad spectrum of immediate decisions. Thepublichydrologicwarning,forecast,and Burgess, Donald W., Kenneth E. Wilk, Joel D. information program will be managed by a Service Bonewitz, Kenneth M. Glover, David W. Holmes, Hydrologist strategically located at selected WFO's. and Jack Hinkelman, 1979: The joint doppler Meteorologist technicians will also require different operational project.Weathenvise,32, 72-75. skills determined by peak service demands and Grice, Gary K., 1992a: National Weather Service maximum weather activity. snapshots-portraits of a rich heritage. Government The Nation's need for improved management of Printing Office, 93 pp. water resources and more accurate flood forecasting

66 AMERICAN METEOROLOGICAL SOCIEW 0 , 1992b:The beginning of the National Weather Service: The signal service years (1870-1891) as viewed by early weather pioneers. Government Printing Office, 52 pp. National Weather Service Modernization Committee, 1989: Strategic plan for the modernization and associated restructuring of the National Weather Service. Government Printing Office, 24 pp. Ray, Peter S., Rodger A. Brown, and Conrad L. Ziegler, 1979: New tool for storm detection. Weathenvise,32, 68-71. Ruthi, Larry, 1991: WSR-88D shines during Norman, OK assessmentCritical Path, NWS-TPO-91-2, Silver Spring, M.D., 1-7.

7: 1 4TH SYMP. ON EDUCATION 67 L.)k P1.1 0 THE EXC11EMENT OF METEOROLOGY! AN INTERACTIVE STUDY IN THE GEOSCIENCES

Paul J. Croft* and Aaron Williams, Jr.

University of South Alabama Mobile, Alabama

1. INTRODUCTION 2.1 Goals and objectives During the period from 1966 to 1988 the percentage of first-year college students intending to major in The summer course is intended to help students make science or math fell by one-half (Green, 1989) and their own career decisions and to foster their interest continues to decline.Today, only 2.4 percent of in the sciences and meteorology.The goals and students plan to major in the physical sciences, and objectives of the course are to develop basic science only 0.1 percent in the atmospheric sciences (The skills, make students aware of the interdisciplinary Chronicle of Higher Education, January 13, 1993). nature of meteorology, provide students with the Although the weather has a tremendous and often opportunity to see and hear the meteorologist as a obvious impact on the nation's economy, the subject researcher, teacher, and communicator, provide the is either not taught or is given only a light treatment necessary information and incentive for students to as part of an earth science course and is partly choose a career in meteorology or the sciences, make responsible for the decline. students aware of thevarious employment opportunities in the field, and show the moral and Project Atmosphere (see Smith et al., 1994) has been ethical responsibilities and importance of atmospheric an important step towards amelioration of this science to society. problem. By focusing on improved education of K- 12 science tedchers, and by offering programs and 2.2 Course Design services through state representatives, it provides students with a more informed instructor.Project The course is designed to teach atmospheric concepts LEARN (Gellhorn and McLaren, 1994) provides a and weather analysis and research methodology. similar program for middle and junior high school Morning sessions will focus on building a foundation teachers. However, these and other programs do not of the basic meteorological principles that the student address the broader population of students who may will apply in laboratory sessions.These will be be interested in studying meteorology. complemented by a series of field trips designed to increase students' knowledge of the field,its 2. EXClIEMENT OF METEOROLOGY interdisciplinary nature, applications of research methodology in the work place, and guidance and A summer course entitled "The Excitement of incentive for career development. Meteorology for Young Scholars" has been proposed toofferthosestudentsa chancetostudy The structure of the course has been designed to focus meteorology. Through instructional sessions, on basic meteorological principles the first week, the laboratories, field trips, and peer contact students will practical application of meteorology during the second be exposed to the concepts of atmospheric motion, week (including the educational training required), the development of storms, and the practical special topics and student projects the third week, and application of meteorology during a one month student project presentations and evaluations the last period. week.

Corresponding author address: Paul J. Croft, The unifying mathematical, physical, and chemical University of South Alabama, Department of principles of weather will be discussed in lecture and Geology and Geography, Mobile, AL 36688-(()02. applied in laboratory assignments. The lab sessions willfocusonthetechniquesutilizedby email address: [email protected] meteorologistsfordataassimilationand interpretation, such as isopleth analysis.Field trips

68 AMERICAN METEOROLOGICAL SOCIETY will allow meteorologi ;Is and other scientists to A fourth questionnaire (#4), also given on the last day describe their research arA.1 practical applications of of the course, is intended to reveal students' desire to operational and forecast meteorology. pursue meteorology or science as a career and employment opportunity; and will ask them to Students will complete a group research project evaluate any changes in their level of intercst in which involves much of the methodology learned in science and college. Questions will focus on any pre- lecture and applied in the laboratory. A career in or mis-conceptions of science and the student's own meteorology will be strongly emphasized as well as evaluation of self-preparedness to study meteorology. an appreciation of the importance of science, and the Students will be asked to rate their chances of professionalism it must engender, and the role of pursuing meteorology and to rate their specific scientists in the public domain. interests in meteorology and science.

Students will also prepare a "weather perceptions" Science teachers and guidance counselors involved in questionnaire during their final week of the summer the students' course activities will be asked to prepare course.The questionnaire, designed by student a qualitative evaluation of the significance of the groups at the end of their summer session, will program with regard to individual student's career address issues of public weather knowledge and planning and the relevance and impact of materials perceptions. During the ensuing fall and spring, the brought into the classroom by the student before, students will administer the questionnaire to during, and after the student's summer participation. classmates, teachers, and the general public.The survey will allow each student to determine the level Dissemination of project results will be made through of "weather awareness" of the populace. local, regional, and national presentations and via electronic mail and educational bulletin boards (e.g., 3. EVALUATION AND DISSEMINATION the GEOG-ED listserver) as appropriate. The intent of these activities is to provide important information The success of the course will be evaluated based on and considerations on the nature of science instruction the caliber of student projects and several to K-12 teachers, undergraduate instructors, questionnaires to clearly identify strengths and administrators, and academic and educational weaknesses.An initial questionnaire (#1) will researchers. It is intended that the course will serve as provide information on each student's level of a national model which may be implemented at the preparation for the course and identify individual regional or local level by colleges and universities. characteristics and abilities which will be important in group dynamics. A questionnaire given on the 4. REFERENCES last day (#2) will be used to evaluate what students have learned and whether student interestin Gellhorn,J.G., and C. McLaren, 1994. Project meteorology, or in their overall perception of LEARN: A teacher enhancement program at the science, has changed.Basic meteorological and National Center for Atmospheric Research. Bulletin science skills will be tested, ^xamined according to of the American Meteorological Society, 75(4): 621- the before and after questionnaire responses (#1 and 625. #2), and evaluated subjectively from student reports and prestntations. Green, Kenneth C., 1989. A profile of undergraduates in the sciences. American Scientist, Volume 77: Questions on basic skills will focus on basic September-October knowledge, problem identification and solving, and analytical skills.Student understanding of the Smith, David R., I. W. Geer, R. S. Weinbeck,J.T. interdisciplinary nature of meteorology will be Snow, and W. H. Beasley, 1994. AMS project evaluated from their reports, prcsentations, laboratory ATMOSPHERE - University of Oklahoma 1993 work, and through their response to a separate workshop for atmospheric education resource questionnaire (#3) on their field trip experiences. agents.Bulletin of the American Meteorological This questionnaire will determine each student's Society,75(1): 95-100. understanding of the significance of the trips with regard to career exploration, ethical and moral considerations, and the role of scientistsas communicators and decision makers.

4TH SYMP ON EDUCATION 69 P1.11 ON-LINE CLIMATE RESOURCES FOR THE CLASSROOM

E. Hope Poteat

Southeast Regional Climate Center Columbia, South Carolina

1. INTRODUCTION CIRRUS offers regional coverage for Alabama, Florida, Georgia, North Carolina, South Carolina, The study of meteorology incorporatesvarious Tennessee, Virginia, Puerto Rico and the U.S. Virgin aspects of diverse scientific disciplines.It therefore Islands.Data and information originate from the provides a useful tool to educate students in many National Weather Service Weather Wire, the Climate fields including computer science, mathematics, and Analysis Center, the National Climatic Data Center, geography while simultaneously familiarizing them and state weather networks.Data from over one with the weather.The Southeast Regional Climate thousand stations are obtained on a daily basis and Center (SERCC) has developed an outreach program archived in an historical data base.CIRRUS also which emphasizes this multi-disciplinary approach to provides reliable real-time hourly data from statewide science education.The basis of this program is the agricultural and forestry networks (Alabama, Florida, use of SERCC's Climate Information Rapid Retrieval Georgia, and North Carolina) as well as from federal User System (CIRRUS) within the classroom. agenciesincluding theUnitedStatesGeological Survey, the National Weather Service, U.S. Fish and 2.CIRRUS CHARACTERISTICS Wildlife Service, National Park Service, and the U.S. Forest Service. CIRRUS is a computer-based information system which allows rapid access to a variety of climate 3.CLIMATE RESOURCES FOR THE relatedproducts. Thismenudrivenclimate CLASSROOM informationsystemisaccessiblebysubscribers through modem and Internet.An example of the 3.1 Educational Projects main menu is given in Figure 1. CIRRUS is an educational medium that provides CIRRUS Main Menu economically and environmentally important climatic Session No. 304 Southeast Regional Climate Center information in a timely and easily accessible manner. The system gives students the epportunity to observe Choices: and analyze the weather on a daily basis which enhances their understanding and awareness of their 0) Background Information environment. So often education lacks the interaction 1) Daily Climate Observations ( Temp, Precip ) between teacher and student, but with CIRRUS 2) Statistically Derived Variables students get to experience the excitement of retrieving 3) Climatic Summaries and displaying the weather data themselves. Once the 4) Short and Long Range Forecasts < = =New Travel Forecast data is obtained dirt teacher can also concentrate on 5) Palmer Drought Index using the data for specific lesson applications such as 6) Regional Data ( Maps and Tables ) 7) Hourly Obc,:-vations( Sky Cond, Temp, Precip, RH, etc. mapping, graphing, mathematics, statistics, even basic 8) Current Radar Summary computer communication skills.Students can learn about their local and regional weather patterns while f) File transporting( E-Mail, FTP ) utilizing diverse educational tools. u) Utilities Most of the data available on CIRRUS are in a h) Help z) Logout tabular form (Figure 2) that can be downloaded in a standard ASCII spreadsheet format.This gives the Enter Choice > 1 teacher the freedom to use the data for a variety of educational purposes including graphing, mapping, and mathematical computing.Students or teachers can FiE,..re 1. CIRRUS Main Menu download any of the data at their convenience for any given time interval from hourly to annually. Students

L70 AMERICAN METEOROLOGICAL SOCIETY .4 may then represent the data graphically and thereby university students and faculty around the region. improve their reasoning sldlls.Students may graph CIRRUS is offered on-line in one university library severalparametersforseveralstationsshowing with over 273 logins in eight months, so future plans specific trends for their region.Students can spatially are to expand this type use in other states. At North represent the data by plotting the values on a map Carolina State Universitythe Department of Soil which can teach them to differentiate geographical Science, the School of Agricultural and Life Science, weather patterns. and the Geography Departmentall use CIRRUS. Otheruniversitiesacrosstheregionareusing Station: (088758) TALJ .111-1ASSEE_WSO_AP CIRRUS in various departmentssuch as biology, Year=1994 Month=4. engineering, and geological science. year nun dd tobs prcp tmaxmintmean snow depth (in) (F) (F) (F) (in) (in) CIRRUS USERS 1994 04 0124 0.00 70 3t, 53 0.0 0 September 1993 - August 1994 1994 04 0224 0.00 77 33 55 0.0 0 1994 04 0324 0.65 80 37 59 0.0 0 1994 04 0424 0.08 77 55 66 0.0 0 1994 04 0524 0.00 79 51 65 0.0 0 2400 1994 04 0624 0.63 79 56 68 0.0 0 1994 04 0724 0.00 73 45 59 0.0 0 2100 1994 04 0824 0.00 80 45 63 0.0 0 1800 1994 04 0924 0.00 82 61 72 0.0 0 1994 04 1024 0.00 84 60 72 0.0 0 1500 1994 04 1124 0.00 85 58 72 0.0 0 0.70 75 67 71 0.0 0 1994 04 1224 1200 1994 04 1324 0.42 75 67 71 0.0 0 75 1994 04 1424 0.01 87 62 0.0 0 900 199 t 04 1524 0.00 85 71 78 0.0 0 1994 04 1614 0.22 81 66 74 0.0 0 800 1994 04 1724 0.00 81 51 66 0.0 0 1994 04 1824 0.00 86 47 67 0.0 0 300 1994 04 1924 0.00 85 55 70 0.0 0 1994 04 2024 0.00 89 59 74 0.0 0 0 GovernreenBusiness Media 1994 04 2124 0.72 83 63 73 0.0 0 University Grade K-12 USER CLASS 1994 04 2224 C.00 83 61 72 0.0 0 1994 04 2324 0.00 70 63 67 0.0 0 1994 04 2424 0.00 84 60 72 0.0 0 Figure 3. CIRRUS Logins: September 1993 1994 04 2524 0.00 86 66 76 0.0 0 August 1994 1994 04 2624 0.00 89 64 77 0.0 0 1994 04 2724 0.00 90 63 77 0.0 0 4. CONCLUSION 1994 04 2824 0.00 88 60 74 0.0 0 1994 04 2924 0.00 86 61 74 0.0 0 1994 04 3024 0.00 87 65 76 0.0 0 There is valuable educational benefits from using a climate data access system such as CIRRUS in the Avg/Sum 3.43 81.956.969.40.0 0 classroom.It is expected that the range and number Data values are for 24 hours ending at time of observation. of educational applications for this on-line resource will greatly expand as people learn of its existence and Figure 2.Sample Monthly Product availability. Because ofthewiderangeofusefor 3.2 CIRRUS Users climatological and meteorological data SERCC has kept the data somewhat standard.In the future CIRRUS users include academic institutions, a SERCC hopes to encourage and expanduse for variety of businesses, and researchersin both the primary and secondary education by improving the public and private sector.The educationalusers visual appearance of the data. range from elementaryschoolsto theuniversity environment. Figure 3 displays the number of logins during the past twelve months for each primary user group. Currently, the realm of use by the university community is greater than any other level of the educational system.It is widely used in research by r t) 4TH SYMP. ON EDUCATION 71 P1.12 Sharing Waather wRh CMidron: A Guide for Meteorologist, Engineers,and Other Scientists. by Steve Carlson, AERA-ProjectAtmosphere

The Job:

In the rapidly changing world of science andtechnology, the meteorologic community faces the challenge of aiding in theeducation of our nation's children. Many of you have already joinedforces with the education world in attempting to meet that challenge. Wemust support weather education by providing resources, tools, materials, time, andbuilding community support for teachers.

Your help is needed! One of the bestways to impact education is to become involved at the local level with the classroom.Teachers will welcome someone who has an in depth knowledge and understanding ofmeteorology. By sharing your expertise at the local level,you can help the students:

*Understand the positive and vital role weatherplays in today'sworld, gain an understanding of the work meteorologistdo, *see meteorologis*, as real people, *create interest in careers in meteorology, and 'help them tc enjoy the natural world aroundthem.

A few hours of your time canpay huge benefits. The purpose of this guide is to provide a few suggestions to makeyour visits more productive. Hopefully, by following these suggestions,you and the children will have a positive experience.

72 AMERICAN METEOROLOGICAL SOCIETY 86 8u1v0wmil VITA

Before you go into the classroom: Decide on the strategy you willuse. Relate your presentation to the curriculum.Personalize the presentation with examples of what you do. Chose activitiesrelevant to the chiidren's needs and abilities. Check with the teacher to see what students already know.

Prepare forvarious kindsofreactions. -Not all children will love you. Nor will all teachers have conservative discipline standards.Discuss what the plan of action w be if there is problem.If you are presenting something on safety, or something of a sensitive nature, check with the teacher first. You don't want to be talking about how foolish a group of people were in a flood or hurricane, if someone in the class just had a relative die in such an occurrence. Organize your notes and materials in advance. Make sure you have enough copies A any handouts or materials for everyone. Do a test run on any activity, game or experiment. Demonstrations should be done when safety is a concern, but hands on activities with the kids are much more effective. Don't talk over their heads. Check over your lesson and substitute any words which can be simplified. Should you have difficulty finding an appropriate synonym, supply the teacher with the words in advance so the students have a chance to learn them.

Arriveearly. Meet the teacher, aides and children in a more relaxed setting. Welcome them to the room whenever possible.It may also take you more time than you planned to set up, and to find the room. A major thought to keep in mind is to be prepared for the unexpected.

Look foradditionalresources. -Find out where students and teachers can follow-up your visit in the local area. Are there places they can visit, procure resources, organizations to join! What is svailable? Shareyourself. Let the children know that you are a real person. Personalize the lesson by starting with how you became interested in meteorology. What you find fascinating about your work.If you have children, talk about what you do with them at home. You might share what an average day is like in your business.

8 7 4TH SYMP. ON EDUCATION 73 'Students must do. Let the students take part in .the lesson. Instrumentsyou might consider common will be fascinating to children. Let them handle, question,and see how the instrument works whenever possible. Let them takemeasurements, analyze data, and draw conclusions. Being an oracle of wisdom ina classroom may leave you with an actual audience of only one. *Let them do science. The process of science is enjoyable. Let them experienceit. Teachers with limited knowledge usually stick close to the book,so anyone guiding the student through the process is a hero.

*Ask questions instead of givinganswers. Just giving information instead of causing the studentto think lead to the poor retention of information. The most students will remember in thelong term is about twenty per cent of what was presented.If students have to do it, say it, and figure it out themselves, the retention gainscan be incredible. Think about the things you really know! How did you learn them? 'Make your topic relevant to the student'slives. Bring in examples of how meteorology effectsus all. Show how it effects how we dress, live, and work. Believe me, ifyou are in snow country the students will want to know what signs to look for to have school closed. This isalso a good time to discuss issues of safety. *Don'tsurprise them. If something unusual is part of your activity, tell themwhat to look for.If they are surprised or frightened, they won't observeor learn a thing. They may think it's great, but the only thing they will remember is theevent, not the lesson. 'More than a memory. Let the students take something home. Give theman assignment that will stimulate their own research and record keeping.If you build simple instruments, give them your address, phone, etc. so they can report back.

'Critiqueyourlesson. Bring closure to the activity before timeruns out. See what they liked and learned. Ask the teacher for feedback. This feedback will bevery valuable when you make another presentation. There is no better feeling ofsatisfaction than that of touching a kids life for the better. 'More than one. A series of visits over a short time frame allows followup and provides better activities.Don't try to cover too many concepts inone session. The lower the grade level, the simpler it should be. At the primary gradelevels, just messing around and enjoying clouds, water, and the likemay be the best.

88 74 AMERICAN METEOROLOGICAL SOC'M lf

vEn,©glomaVOPS

Eye contact isImportant! It makes the lesson personal. Consciously work from one side of the room to the other. The tendency of most is to work with the right side of the room or pay attention to the most extroverted. Smile! The students need to know you are friendly. An appropriate joke can spark their attention.If you have questions about the level of humor, let the teacher giv,z) you some examples. Never a dull moment. Be prepared. The quickest way to destroy a lesson is to have the student wait. Dead time is dangerous time! Use the teacher and volunteer students to distribute handouts. Know how you are going to do it in advance.

Hands please. Many times everyone wants to talk at once. Don't let one student dominate. Bring out the best in everyone. Provide opportunities for everyone to demonstrate knowledge and you will have them in the palm of your hand. Don't call on someone and then ask the question. The only one thinking about what you are asking will probably be the one you called.

Be safe! The students need to see good role models. Almost any experiment needs safety glasses. Be sure the safety glasses you wear are the same kind the kids wear! You'd never forgive yourself if a student lost an eye, or appendage under your care, regardless of any litigation.

Cleardirections. Make sure everyone understands the directions "before the task".After you start it is almost useless to try and get them to stop and listen.It takes a little bit of time, but it is time well spent. Attentionsignal. If you are doing hands on activities, prearrange a signal-a clap, toot, or light blink- when you want their attention.It may be critical to the lesson!

Pause. Don't be an accordion style teacher where the last student off the bus or the one furthest away has no chance to learn !If their attention or communication distance to you is not close enough to receive the information, you have diminished their chance of learning. Starting to teach before everyone is attentive may waste most of your effort. This is especially true when you are outside. How may times have you be on a tour, or with a group, where the trailing participants never caught up before the lesson was started?

4TH SYMP. ON EDUCATION 75 Handouts. If you hand something out, provide time for them to lookat it first before you proceed. They will automatically be distracted by thecommotion and will not be ready to learn.

Walttime. As adults, we tend to dislike dead time ina lesson. It is necessary to give the student's time to think or you'll end up answering the questionyourself.If you call on the first person raising their hand, learning will be hindered.

Bepositive. This is especially true when there is an incorrectresponse. Guide the student to a better guess by questioning! A flat no willcause the :lore timid student to abstain from even the slightest guess.If you make even one child feel foolish, it will permeate the lesson. Discipline. Know the class discipline procedures in advance andlet the teacher handle problems whenever possible.

Enjoyyourself. Above all have a good time. Life is too shortto volunteer you time and be miserable. It doesn't mean you have to leave laughing.It just means you need to feel you've made a difference in the student's lives.

9.rppl@t11 VIGtalh 'GT 'Lf@pli@t aTE.o8G. Lvi9h.t (examples)

Kindergarten First/ Second Third/Fourth Fifth/Sixth

Home stuff school stuff simple experiments data collection Days kinds of seasons climate global process Clothes cycles cause/effect change simple processes seasons airtemperature precipitation water states of matter heating/cooling forecasting hot cold simple instruments instrumentation record keeping play Day/night agriculture effects civilization sky Changes matter/energy evaporation observation water cycle condensation physical properties pollution equilibrium model/theory

76 AMERICAN METEOROLOGICAL SOCIETY VhOnkting andLawntingChmtraMeltClatal Ch0Ocluan

Early Elementary Intermediate middle school K-2 3-5 6-8 thinking-- - *manipulates objects 'concepts & objects *hypothesizes *believes everything *can classify can conceptualize event oriented can induce can relate causes *sees parts, not whole *begins to generalize *relates principles *problem solves *systematic *fact oriented *relates probability sorts/multiplies *evaluates Learning---- Is adventurous understands rules *is emotional *curious groups well *easily bored *energetic *social *challenges authority *likes to please *fairness important *interested in 'avoids opposite sex opposite sex *impulsive *self motivated *likes small group "me" centered 'independent learner vulnerable ego *loves praise *perfectionist *self conscious *attention span-10-15 min. 20-30 min. *30-40 min.

The idea for this publication came from an NSF project developed by the North Carolina Museum of Life and Science. I gratefully acknowledge their earlier work.In addition, I would like to acknowledge the AMS's Project Atmosphere for their support and encouragement in fostering weather education.I would also like to thank Ms. Faye McCollum for her editorial assistance.

41H SYMP. ON EDUCATION 77 P1.13 WEATHER An Interdisciplinary Approach

Rene' T. Carson*

Little Rock School District Little Rock, Arkansas

1. INTRODUCTION 2.THE WEATHER MODULE

Reading, 'riting, 'rithemetic - these were once 2.1 The Calendar thought to be the only subject matter necessary for a successful elementary classroom. The focus in today's Since weather is an ongoing process that classroom is no longer just the three R's, but three R's should be observed every day, a weather calendar can and a S.Is this heresy? What is the "S"? Science is and should become a focus of data collection for the the obvious choice for an important addition to the students each day in class.This type of calendar can elementary classroom.Even though the traditional be made on rolled white butcher paper and placed in a textbook and a small amount of hands-on science has very strategic position for the students to record been in the schools for a long period of time, the focus observation and data as they enter the classroom. A on an integrated approach to teaching science along group or pair of students may be given the assignment with reading, math, and language arts is becoming an of recording the information about the events on the important part of curriculum revision on the elementary calendar. This could be a projectcarried on level. throughout the year. The calendar might contain the A grantthroughtheNationalScience following data: Foundation to the Arkangas Systemic Initiative has * Date allowed the Department of Higher Education to address * Morning and afternoon temperature, inside the needs of the science teachers in our state.The and outside grant addresses the issues of curriculum reform, lack * Morning and afternoon wind speed and of suitable equipment, and the insecurities about direction content in the areas of reading, math, and science. * Cloud shapes and types The Arkansas K-4 Crusade is the title of the * Precipitation in centimeters and iuches initiative that began last spring in the classrooms of * Total precipitation for the year severaluniversities around ourstate. Reading * Moon phases strategies,the use of manipulatives in mathematics, and * Some extra scientific observation the use of hands-on science activities were stressed in * Some classroom or school activity for the the thirty modules developed for the Crusade. Modules day included topics as follows: Assignments for acquiring this data may be done in * Conceptual overview of literacy development various ways. A group of students may be responsible * Reading, writing, mathemuics comprehension for collecting this data each day and delivering the data * Thematic planning/curriculum integration to other class members for recording in their journals, * Assessment strategies/portfolios and then this responsibility be rotated among student * Number sense groups throughout the year. Students can also sign in * Measurement and Shapes on the calendar each day by answering a question, * Fwperties of objects/classifying, sorting recognizingaweathersymbol,ormaking an * Ecology, Environmental Science, Space observation about a particular weather phenomena. * Electricity This type of calendar does not have to be reserved just * Light and sound for a weather unit but can be used throughout theyear * Solar system for several different types of data collection activities. * Simple machines Learning to read charts in the newspaper can become * G eology a very important skill to complete the information for * Weather the daily classroom weather calendar. Corresponding author address: Rene' Carson, 600 S. Any weather event which takes place during Ringo, IRC, Little Rock, AR 72201

78 AMERICAN METEOROLOGICAL SOCIETY 9 2 theyearshould be recorded on thecalendar. to realize what part the water cycle plays in the Newspaper articles could be the springboard for any development of clouds. Even though they know that otherwritingactivitiesdoneaboutweather. cloud types and precipitation are related there seems to Comparison of weather events around the country be a link missing when these same students try to could be noted on the calendar since most newspapers explain the water cycle. A non-traditional way to have have weather data from around the country. a student to demonstrate his understanding of the water (The weather calendar can be rolled up and stored each cycle would be to have the student write a story from month, and other activities can be done with the data the point of view of a drop of water, creating a during the year.) "waterdrop adventure." Students can also make a cloud in a bottle. 2.2 Weather instruments This activity can be done in various ways, but the "Cloud in a Bottle* in the Project Atmosphere Cloud One of thefirstandmostimportant module is an easy way to produce a cloud. instruments for a students to learn about is the Other writing exercises such ss pyramid thermometer. A simple thermometer with the stories, circle stories, poetry, and lniku can be used as Fahrenheit scale on one side and the Celsius on the alternate assessment strategies for a weather unit. other can be made with index weight paper and a red Younger children can construct a cloud book and write strip to simulate the liquid. The strip can be moved up sentences to explain cloud types and location. and down the scale and readings practiced and recorded. Taking data from an instrument and 2.4 Seasons organizing it in a way that the students can study the information can become a very importantskill. The study of seasons during a weather unit Younger children can learn how to dress "Weather provides an opportunity to correlate seasonal change Bear* with the appropriate clothing as the temperature withweatherchanges. Studentsstillhave begins to drop. misconceptions regarding the position of the sun and Another simple instrument which can be built earth during the summer and winter solstices and the to make classroom observations is a wind vane. spring and fall equinox. Compass directions become a very important fact when determining wind direction.Students are not often 3. LITERATURE aware of cardinal directions in their environment. A change in wind direction during the day often means Literature for all grade levels with references that a front has passed through the area, and that the to weather is easy to locate.References to seasonal weather may be changing. Predictions can be made by change, storms,hurricanes,differentweather the students, and comparisons from previous weather phenomena, and precipitation can be found in most any observations can be made. book. Informational type books can also be found on A simple anemometer can be built, and the various reading levels.Big books as well as pre- wind speed can be determined by thestudents. This is primers can be found and used in classrooms ranging a little more difficult to do and may onlybe done by from kindergarten to sixth grade.Weather can be a the older students.This also applies tomaking a basis for many different types of writing activities. barometer, and observing the changes which takes Everyone can enjoy the mysteries and wonders of place on the gauge built for this type of data collection. weather. Students need to understand how high and low pressure readings are effected by frontal passage and affect the 4. MATHEMATICS development of storms. Data from an anemometer and barometer may be difficult for the younger students to Weatheristhe perfectsubject for data calculate and correlate to other weather changes. collection. Students can organize temperature data into various types of graphs and charts.Comparing and 2.3 The Water Cycle analyzing data are very important skills for math and science. Using these types of skills in reallife Onderlyingmostallweatherconcepts, situations can showstudentshowbeneficial especially precipitation and clouds, is the water cycle. understanding can be for them in the future. This is usually one of the most difficult, yet most frequently taught, science concepts. Students often fail

9i 4TH SYMP. ON EDUCATION 79 P1.14

ILLINOIS CLIMATE NETWORK EDUCATIONAL OUTREACHACTIVITIES

Beth C. Reinke' and Randy A. Peppler

Office of Applied Climate and Office of the Chief Illinois State Water Survey Champaign, Illinois

I. INTRODUCTION 10 meter weather tower, instruments, data logger that records the hourly and daily measurements, and computer Automation of the Illinois Climate Network (ICN)was that downloads and processes ICN data are readily initiatedin 1988, with the last of nineteen stations added to accessible for a close-up, hands-on look at how the ICN the network in September of 1991.Hourly and daily works. Workshops have provided an overview of the ICN summary data elements measured at the IC11 stations and involved attendees in hands-on use of the data include air temperature, relative humidity, solar radiation, collected. We presented a workshop during the Illinois wind speed and direction, barometric pressure, rainfall and Geographical Society (IGS) Annual Meeting at tIn Illinois soil temperatures at 10 and 20 centimeter depths. ICN staff State Water Survey in April 1994. The IGS includesa mix are contimally looking for new ways to use and distribute of teaching and non-teaching geographers at all levels in ICN data. Data are distributed on a regular basis to the education, government and the private sector. We have agricultural community throughout the state of Illinois, also staffed booths at the University of Illinois College of particularly during the growing season (April-October). Agriculture Open House and National Chemistry Week The University of Illinois Cooperative Extension Service Open House that are held each year to promote agriculture and School of Agriculture use ICN data for their various and science to students. newsletters, field days and research studies. Farmers and agribusinesses utilize ICN data to help schedule irrigation, 2.2 Classroom exercises field work and pesticide applications. Field agents from the Illinois Department of Agriculture have also made Several instructors from university, high school and extensive use of ICN wind data to help document pesticide grade school classrooms have requested ICN data for drift complaints. ICN data have also been used byour staff special classroom exercises. One teacher used several forpresentationsatAgronomyfielddaysand years of daily maximum and minimum temperature data to teleconference weather briefings.Another potentially introduce his students to basicstatisticalprinciples significant use for ICN data is in education andwe have (computation of means, medians, standard deviations, etc.). begun efforts during the past several years to encourage this Another use of temperature data is in degree day analyses. use.This paper describes the educational outreach Degree days are used to determine the accumulated effev activities we have been involved in and are planning for the of temperature on some quantity, such as fuel consumptic,i future. (heating and cooling degree days) or plant growth (growing degree days). Degree days are calculated by determining 2. EDUCATIONAL OUTREACH ACTIVITIES the departure of the average daily temperature (maximum plus minimum divided by .2) from a given standard 2.1Site tours and workshops (typically 65°F for heating and cooling degree days and 50°F for growing degree days). We have prepared several One form of educational outreach we have employed is degree day exercises for use at workshops and in the conducting ICN site tours and workshops. Several local classroom. school groups have visited the Illinois State Water Survey In the spring of 1993 the ICN was used as a backdrop Research Center and toured the Champaign ICN site. The for what became known as the Illinois School Children's

Corresponding author address:Beth C. Reinke. Illinois State Water Survey, 2204 Griffith Drive. Champaign, IL 61820-7495.

80 AMERICAN METEOROLOGICAL SOCIETY 94 Atmospheric Network (ISCAN) (Schmalbeck and Peppier, funding for the development of a computerized atlas of 1994; Schmalbeck et al., 1994). A curriculum supplement ICN data and curriculum development to accompany it. focusing on water in the environment was tested in two Further automation of ICN data retrieval and processing middle school classrooms in Urbana-Champaign, Illinois. will speed up data turnaround and improve the timeliness It was taught by University of Illinois student teachers who of data delivery. As funding becomes available, we would received assistance from University professors and ICN also like to develop our own dial-up system which will staff.The ICN was used as a model for how a data make hourly ICN data available in real-time. Further, we collection system can be designed, including all of the would like to actively initiate contact with local and pitfalls one can encounter during such an endeavor. The regional schools and let them know that we are willing to curriculum included hands-on demonstrations, computer help conduct workshops and tours and to assist in materials simulations, simple lab techniques and data collection development to enhance their classroom explorations of through a small network of middle school volunteers. One weather topics. of the main byproducts of this work was the establishment of a well-defmed role for scientists in science education. 4. SUMMARY

2.3 Computerized data access The potential educational benefits from ICN data and informational products are many.The ICN database For ICN data to be useful for educational outreach, they extends back to the late 1980's, is readily accessible and need to be easily and affordably accessible.With the should be used. We will continue to look for new and proliferation of personal computers, computerized access innovative ways to improve and enhance the quality of our to data is becoming the preferred access method. A information products and educational outreach. personal computer, modem and communications software are generally all that are needed to access most computer 5. REFERENCES databases. Since 1990, ICN data have been available on the Midwestern Climate Center's subscription-based dial- Kunkel, K.E., S.A. Changnon, C.G. Lonnquist and J.R. up computer system, MICIS (Kunkel et al.,1990). Angel, 199th A real-time climate information Beginning sometime during the fall of 1994 we will also system for the midwestern United States. Bull. upload processed data to the University of Illinois' Amer. Meteor. Soc.,71,1601-1609. Department of Atmospheric Sciences "Ul Weather Machine" computer. This weather database can be Schmalbeck, L.M. and R.A. Peppier, 1994: First steps accessed over the Internet using the "Gopher"' software toward the Illinois School Children's Atmospheric communications protocol. ICN analyses are then available Network (ISCAN) - A role for scientists in science for access by anyone in Illinois or the world who has direct education. Bull. Amer. Meteor. Soc.,75, or phone/modem access to the Internet and Gopher 631-635. software.Athird type of computer access to ICN data that we have explored is Prairienet, a community-oriented Schmalbeck, L.M., R.A. Peppier and B.C. Reinke, 1994: computing system implemented by a group of volunteers in Educational outreach acti-ities at the Illinois State east central Illinois. It is part of a national organization of Water Survey - The Illinois School Children's community networks known as "Free-nets". The primary Network (ISCAN). Prep,s, Third Symposium purpose of Prairienetisto provide computing and on Education, January 23-28, 1994, Nashville, TN. communications facilitiesto those segments of the American Meteorological Society, Boston, MA, population who currently lack them but may have much to 89-92. gain from their use, including K-12 students and teachers.

3. FUTURE PLANS

We are working on a preproposal to the National Science Foundation's Program for Instructional Material Development and Dissemination that would include

1 Gopher is a public domain information delivery system developed at the University of Minnesota.

4TH SYMP. ON EDUCATION 81 P1.15 THE FLORIDA STATEWIDE WEATHER NETWORK Paul Ruscher and Kevin Kloesel Steve Graham Dept. of Meteorology Dept. of Curriculum & Instruction Florida State Universit! Florida State University Tallahassee FL Tallahassee FL and Bill Jordan Len Mazarowski

Office of Science Education Improvement National Weather Service Florida Department of Education Melbourne, FL Tallahassee, FL 1. Introduction conditions,etc.)andtemperature and The National Weather Service (NWS) precipitation, for example, the relationship Office at Melbourne, Florida (MLB) has for some between diurnal temperature range and time collected "cooperative observer" reports for precipitation.Seasonal and annual patterns the state of Florida and reported a summary of are establishedinthose schools which these observations on a daily basis. The Florida participate year-roand. Statewide Weather Network (FSWN) is now supplementing this observation network with Students compare their observations with volunteers from schools throughout the state. Data the nearest cooperative observer locations and reporting is via a toll-free touch-tone phone system try to explain the differences in terms of human and daily reports are sent to teachers via the error,instrument error, and/or froma Florida Information Resource Network (FIRN). meteorological basis. Many teachers report the Teachers and students have daily access to the creation of bulletin boards centering on weather cooperative observer data and FSWN data in the information which are updated every day, in form that it appears for use by the general public spite of the fact that weather may be a unit and news media, and aiso receive the data in a rprm covered in only a six or eight week session. We that is usable in spreadsheets for graphical and do not advocate heretheteachingof statistical applications (forthcoming in Fall 1994). meteorology to the exclusion of other earth sciences in a traditional middle or high school By fall of 1994, over 75 schools will be equipped earth science course. However, meteorological with inexpensivemaximum/minimum data such as is available from the FSWN thermometers and wedge-type rain gauges. These provides information to schools to use in any observations are typically taken by sixth graders type of data analysis course during the course of at schools across the state. Among the many types theentireacaaemicyear. National educational objecti% es are increasingly stressing of uses for these data a -e in daily weather briefings an individual students' ability to understand conducted by the schaols over their public address simple to complex interrelationships between systems, and for cli.ta analysis work in their various data as an important life skill.This mathematics and scicrice classes.Teachers and network of data, z.vailable free to over 3,000 students have received detailed instructions for teachers in Florida by electronic messaging and siting of weather instruments, use of topographic group conferencing on FIRN, and to other users charts to understand and report their geographic on the NOAA/NWS Family of Services (FOS), location to the network, analysis of time series and will ultimately provide a useful framework for spatial data, and comparitive studies using other the useofmeteorologi,aldata,widely forms of meteorological information available on available free of charge to educator,o meet television weathercasts, the newspaper, and such objectives. weather information servers, where hourly reports 2. FSWN Data Access Path from official observing stations and satellite and radar images are available.They also begin to Students collect their data in the inorning gain an appreciation for the relationship between and log them onto record sheets according to their own observations (sky conditions, weather

82 AMERICAN METEOROLOGICAL SOCIETY 9 6 instructions given to them by their teacher. By 10 Florida Geography AM each day, NWS MLB has completed its job of NWS Reporting Stations collating the observations from the Florida FSWN Reporting Stations cooperative observers, and the toll-free telephone data logger becomes available for use by FSWN Universal Coordinated Time participants.The data are called in by the students using a simple instruction sheet provided Instrument Shelters by the project staff. The window of opportunity for Color; Soil types; Instruments dial-in is from 10 AM to 1:30 PM each day. Sites can easily correct their mistakes. At1:30 each day, Temperature Scales the MLB col ,ter shuts down new data entry, and Fahrenheit; Celsius; Kelvin processes the data for formattingof the public message. Graphs Temperature The typical NWS collective reportfor Rainfall cooperative observer stations is shown in Table 1 and an example of FSWN data is shown in Table 2, Isotherm Analysis in the formats received by the teachers in their Isoplething techniques electronic mail boxes.On FOS, the header is SRUE10 KMLB, the same as is -sed for the Rain Gauges cooperative observer data collective which comes Mounting and reading a rain gauge; out earlier in the day. At FSU Meteorology, asthe Correlation of rainfall to satellite message comes into our data ingestor,the entire picture; Causes of precipitation report is automatically forwarded to allthe teachers and their classroom FIRN accounts; receipt Meteorograms and Time Series is usually by 2:30 PM each day. This timetable is Construction and interpretation not necessarily optimum for same-day use,but works well for classroom or special project use. 4. Goals Using cooperative data from Alabama and During 1994/95, !Participants will gain Georgia, we also objectively analyze data each more familiarity with theirinstruments and week to track shifts in wet/dry patterns and we are many will build weather instrumentshelters to working to establish ways in 1.,.,}11ch this product improved the representativeness of their data. can be placed on the PSUMeteorology gopher and We will provide an alternative to the product World-Wide Web home page for use by teachers. listing shown in Table 2tofacilitate the inclusion of cooperative observer and FSWN Products originate weekly in FOS messages from data into spreadsheets so that teachers can the National Weather Service office at Auburn, of Alabama.Using GEMPAK (Bruehl 1994), these create statistical and graphical summaries data are converted 'to parameters including weekly, their data. 30 day, 60 day, and year-to-date precipiation totals and departures from normal. An example of a FSU has recently begun mirroring the plot from this type of product is shown in Figure 1. University of Michigan Weather Underground and their Blue Skies package (Samson etal. 1994). We willincorpoiateasimilar 3. Curricula interactive weather map in the future to The test for the project was conducted in 1992/93 facilitate the data entry and data display using 25 sites. The typical response rate was 20- capabilities of FSWN. 30% due to a variety of factors. In order to improve the response rate for this year, not only have we ThroughtheFloridaEXPLORES! increased the amount of our training materials program (Ruscher et al. 1993;Ruscher et al. (through distribution lists on electronic mail and 1995; Kloesel et al. 1995), we have begun to mail-outs to the teachers), we have also developed establishawide variety of educational resources and materialstoteachersin a set of curriculum materialsand "modules" wb.icn An can be used to develep FSWNdata usage in the elementary, middle, and high schools. classroom. These cunicula will be published by the annotated bibliography has also been prepared 1994/95 (Ruscher and Moose] 1994) which has been Florida Department of Education during distributed to all FSWN schools. and include the following topics:

4TH SYMP. ON EDUCATION 83 9 ';" Acknowledgements This work would not have been possible Ruscher, P. H. and K. A. Kloesel, 1994:An without the support of Dan Smith, Scientific annotated bibliography for the teaching of Services Director of the National Weather Service meteorology in primary and secondary schools. SouthernRegion,andBartHagemeyer, Submitted to ERIC for publication. Available Meteorologist-in-ChargeatMLB. Niko le by email at [email protected]. Winstead, Faith Lans, Anil Rao, and Jeff Orrock have allassisted in various aspects of the Ruscher, P., K. Klocsel, S. Graham, F. Lans, and developing phase of this project. The teachers and S. Hutchins, 1995: Exploring earth and space students who have participated are ultimately science information on the internet with responsible for the success of this project and they Florida EXPLORES! Preprints,71 th UPS are the ones who deserve the most thanks! Conference, Boston, American Meteorological Society, in press. References Ruscher, P.K. Kloesel, S. Graham, and S. Bruehl, M., 1994: Unidata Support of GEMPAK as Hutchins, 1993:Florida EXPLORES!. Bull. an Education and Research Tool. Preprints, Tenth Amer. Meteorol. Soc., 74, 849-852. Intl.Conf. on Inter.Infor. and Proc. Sys. for Meteorol., Hydrol., and Ocean., Boston, American Samson, P. J., A. Steremberg, J. Ferguson, M. Meteorological Society, 297-302. Kamprath, J.Masters, M. Monan, and T. Mullen, 1994:Blue Skies: A new interactive Kloesel, K., P. Ruscher, S. Graham, F. Lans, and S. teaching tool for K-12 education.Preprints, Hutchins, 1995:Exploring the use of weather ThirdSymposiumonEducation,Boston, satellites in the K-12 classroom. Preprints, American Meteorological Society, J9114. Fourth Education Symposium, Boston, American Meteorological Society, in press.

Figure 1. Analysis of precipitation (year-to-date, in inches) through 20 April 1994, using cooperat;ve NWS station data from Alabama, Georgia, and Florida. Plotted are year-to-date rainfall (upper left) and departure from normal (upper right) for each station. Some data are not plotted to avoid ove! Analysis produced using GEMPAK. 98 84 AMERICAN METEOROLOGICAL SOCIETY Table 1. Sample Cooperative Observer Report from NWS MLB

SRUE10 KMLB 011432 RRKMLB FLORIDA SUPPLEMENTAL PRECIPITATION SUMMARY NATIONAL WEATHER SERVICE MELBOURNE FL 1032 AM EDT THU SEP 1 1994

24 HOUR PRECIPITATION ENDING AT 8 AM EDT TEMPERATURES ARE DAYTIME HIGHS AND NIGHTTIME LO13

STATION ID PCPN HI LO STATION ID PCPN

NORTH FLORIDA... 9569 BAXTER BAXFI 0.00 HASTINGS HTGEI 0.10 BENTON-TAYLOR BNTF1 0.22 HAVANA HVNE2 BLOXHAM BLXFI 0.42 JACKSONVILLE JAX CHIPLEY CHPF1 0.00 93 69 JAY (MILTON) MILVI CRESTVIEW CEW 0.00 92 68 LAKE CITY LCTE: DE FUNIAK SPR DEFFI 0.00 92 70 LIVE OAK LIVEI DOWLING PARK DOWFI 0.00 MARIANNA MARFI f-4 ELLAVILLE ELLFI 0.22 MONTICELLO MTCF1 69 ELLAVILLE-NOBLE ELAF1 0.00 PENSACOLA PNS 0.CC 8,3 GAINESVILLE GNV 0.00 89 70 QUINCY QCYF1 GAINESVILLE AG GNSF' 0.00 95 66 TALLAHASSEE TLH GLEN ST. MARY GSM! 0.00 92 15 WOODRUFF WDRF:

CENTRAL FLORIDA...dna SOUTH FLORIDA omicced For [Alesage :;!tfcy

Table 2. Sample FSWN Observer Report from NWS M LB

SRUE10 KMLB 041835 FLORIDA SUPPLEMENTAL PRECIPITATION SUMMARY FLORIDA STATE UNIVERSITY METEOROLOGY DEPARTMENT TALLAHASSEF., 23C PM EST THU MAR 4 1993

FLORIDA SCHOOLS PRECIPITATION AND TEMPERATURE SUMMARY 24 HOUR RAINFALL AND TEMPERATURE DATA ENDING AT 10AM THISN'C'RN:%:- TEMPERATURES ARE DAYTIME HIGHS AND NIGHTTIME LOWS

SCHOOL ID PRECIP HIGH LOW

HAVANA 5N HAVAN 2.08 65 46 BRKSVL POWELL MIDDLBROOK 0.90 87 38 KILLEARN LAKES K:LLK 2.08 ti M LARGO SOUTHERN OAK 1.RGSP 1.50 19 59 HOLLY NAVARRE SCL NAVAR 0.30 63 50 NEW PT RICHY BAYONTRICHY 0.59 80 58 PALATKA JENKINS MDLPrKA 0.80 82 59 SATELLITE BEACH SCLSATE1 0.22 '6 59 TALAHASEE GILCHRISTTIMSF 0.50 82 44 VERO BCH MIDDL SEVNVEROB 0.10 19 43 WAKULLA MIDDLE SC:. WAKC1 1.30 /8 48 END TEST DATA/MLB

9 4TH SYMP. ON EDUCATION

BEST COPY AVAILABLE P1.16 TECHNOLOGY AND RESEARCH PARTNERSHIP: THE NEXT STEP IN METEOROLOGICAL INTERNSHIP PROGRAMS FOR HIGH SCHOOL STUDENTS

William R. Krayer

Gaithersburg High School Gaithersburg, Maryland

1.INTRODUCTION 2. GENERAL DESCRIPTION OF THE TARP PROGRAM Pre-college science education is in the midst of unprecedented change in the United States. A TARP is a designed to give high school wide variety of evaluative reports have been seniors and exceptional juniors an opportunity to published that are critical of the traditional ap- work on a team using current organizational and proaches to delivering science content, and that technology skills to solve an authentic problem in offer alternatives that emphasize the processes of partnership with a community-based business, science rather than rote memorization and corporation, or agency.It is scheduled as a double- cookbook experiments. A new approach being period class each day, with each participant implemented at all levels is "authentic learning." In earning one credit in advancec; technology and authentic learning, students learn science content one honors credit in science.The goal of this most effectively in the context of solving real authentic problem-solving approach is to give problems that pique their interest or may have an s:udents a vision of the applicability of academic impact on their lives. The delivery of content is learning, as well as giving them a chance to learn to driven by a "need to know," as students unravel work as a team and to solve both technical and the many aspects of a real task. interpersonal problems likely to be found in an authentic work situation. High school teachers have long recognized that many students, even the best ones, lose their At the coreofthe program are the initiative during their senior year. At a time when developmentofthefollowingspecific young men and women could be synthesizing competencies: their knowledge in various subject areas to address real concerns, very little is offered them in a. use of statistics in experimental analysis; the average curriculum.In an effort to bring b.reading and writing technical articles; authentic learning to the last year of a student's c.using on-line data-bases and electronic pre-college life, the Office for Instruction and libraries to do research; and Program Development of Montgomery County d.team planning, problem analysis, and quality Public Schools, under the leadership ofDr. performance. Joseph Villani (1994), is working with five high schools during the 1994-1995 school year to pilot Two new technologicaldevelopmentsat the Technology and Research Partnership (TARP) Gaithersburg High School enhance the learning of program. Each school has autonomy to configure these competencies.Access to the Internet is its TARP program independently, within broad now a reality, bringing availability of electronic mail guidelines, to meet its local community needs and and menu-driven database searching of host iap the expertise of its faculty. Gaithersburg High corr.puters all over the world. And Gaithersburg School has elected to emphasize meteorological High School has been chosen as a recipient of problern-solving. Global Access technology, which will greatly increase the number of computers in the building Corresponding Author Address: William R. Krayer, to do Internet searches. These computers are to Gaithersburg High School, 314 South Frederick be networked throughout the building, providing Avenue, Gaithersburg, Maryland, 20877-2392. access to CD-ROM databases in the media center Internet: [email protected] at any time.

1 u1) 86 AMERICAN METEOROLOGICAL SOCIETY The expected outcomes of the TARP Program the first time fo the writing of research proposals include the following: and final reports.Specifically, small groups of students a.demonstrated competencyinusing a computer to search for information, a. select a general area of research interest (e.g. analyze data, make predictions, and solve a weather pattern or event, satellite image problems; processing, instrument design and b. demonstrated competency in interpersonal testing); skills necessary for effective membership b.respond to a "mini-RFP" with a proposal on a working team; and stating the problem they intend to solve, c.production of a formal cooperative research their research methods, software and/or paper, to be presented to the community data services they plan to use, how they partner on at another suitable site. plan to incorporate statistics, and the form of their final presentation; 3. THE TARP PROGRAM AS CONFIGURED AT c. conduct a background literature search using GAITHERSBURG HIGH SCHOOL electronic databases; d.proceed with the research, learning how to The concept of cooperative research on use equipment and software as the need authentic problemsisnot entirely new to arises; Gaithersburg High School (GHS). Since 1989 an e.write a report of their investigations, using in-house internship program has been in place proper technical writing skills; and with an emphasis on meteorology and the f. present their research to their peers and processing and analysis of weather satellite images interested faculty. (Krayer, 1993). Since its inception, the in-house internship program has involved more than 25 Throughout the process a faculty advisory team students, some of whom have gone on to consisting of the TARP coordinator, technology continuetheireducationinscience and education coordinator, and media specialist are engineering. availabletostudents who need specific instruction.Additionally, several professionals The TARP Program is the next step in the from community businesses answer technical ongoing internship program at GHS. A partnership questions either during visits to the school or by has been established with the National Weather electronic mail. Service Forecast Office (NWSFO) in Sterling, Virginia, to conduct research which is of value to After the small-group presentations are the meteorologists on duty there.This year the completed, the Sterling forecast office and TARP primary topic of investigation is the detailed advisory team collaborate to issue the principal structure of the urban heat ic mid created by the RFP announcement. The following outline details Washington, DC, metropolitan area. The TARP the expectationssetbefore the students student team is planning to use data from several (Montgomery County Public Schools, 1994): networks of school-based weather stations associated with local television stations, as well as a. Preliminary Proposal observations f rom cooperative observers, to 1) a short abstract that briefly describes the search for patterns in overnight low temperatures problem to be solved; and their relationship to synoptic conditions over 2)the plan for solving the problem; and the area, topography, and local land use. In 3)a time line with anticipated checkpoints. addition to National Weather Service involvement, several local corporations are lending support to b.Full Proposal help the students in areas such as statistical 1)project narrative, including a specific analysis, quality assurance, time management, and problemdescription,goals and team building skills. objectives, and project characteristics; 2) listofresourceneeds,including During the first nine weeks the students are information, equipment, and supplies; introduced to the use of technology to carry on 3)anticipated products resulting from the cooperative research. They are also exposed for research;

4TH SYMP. ON EDUCATION 87 4)project calendar, an expanded time fine b.laboratory administrator - keeps the wort< area showing logical sequencing of events organized, and develops a logical system and major milestones; to archive hard copy and floppy disks; 5)project staff descriptions and C. student media specialist - works with the staff responsibilities; media specialist on the advisory team, and 6)description of past research in the field, keeps a video and photographic record of and how past results are reflected in TARP st,;ue.it work; the project design; and d.public relations coordinator - keeps student 7)an evaluationplanassessingthe and community newspapers informed, effectiveness of the research. and looks for ways to promote the program. The preparation, review, and revision of the preliminary and full proposal documents is The coordinator is also assisted by two other scheduled to be completed at the end of the faculty members, the technology education second grading period, in mid-January. resource teacher and a media specialist, to form the advisory team. They provide invaluable insight The data collection and analysis moves forward into the progress of students in the program, and at the beginning of the second semester. are able to assist in specialized areas such as Additional background research accompanies the engineeringofexperimental hardwareor experimental phase.The team completes the accessing on-line databases. work sometime during the month of April, at which time the students prepare their final presentation 5. STUDENT AND PROGRAM EVALUATION to an audience including meteorologists at NWSFO Sterling. The presenters are encouraged Three methods have been established for to use presentation graphics or a multimedia student assessment in the TARP program. Every approach. other week all students fill out an evaluation form, on which they list the number of hours they At the end of the school year all research worked. Students also evaluate their own papers are compiled into an Operations Report, a performance in areas such as punctuality, technical journal of the accomplishments of the efficiency, learning growth, and human relations TARP student researchers (Krayer, et al, 1994). skills, and are encouraged to provide feedback to Copies of the report are given to each student and the advisory team concerning problems in need of filed in the school's media center for future attention.Second, all participants must keer a reference. daily journal of their activities.Finally, students establish files, or portfolios, which they fill with 4. PROGRAM MANAGEMENT CONCERNS evidence of their learning. Portfolios may contain printouts from on-line databases, computer A new initiative with the scope of the TARP programs, processed satellite images or any other program presents challenges to the coordinator. documentthat demonstratespersonal Since many students work simultaneously on a achievement. At the end of each grading period variety of subtasks, the coordinator's availability is each student is scheduled for a formal conferc ice often divided among severai problems in need of with the TARP coordinator, where all performance solution.In addition, attention must be given to assessment criteria are reviewed. Weight is also such concerns as organizing materials and data, given to the performance of research groups. raising money and purchasing equipment, and public relations.In keeping with the general The advisory team plans frequent meetings to objectives of the program, students are asked to address student concerns and evaluate the assume the following responsibilities: progress of the TARP program. The team also considers input from professionals who partner a.business manager - assists in keeping financial with the students. records, and helps to manage proposals for grant funding;

88 AMERICAN METEOROLOGICAL SOCIETY 102 6. ASSURING PROGRAM CONTINUITY processes of research, experimentation, technical reading and writing, and group cooperation will be The TARP program differs from an authentic of immense value to the students as they move on research establishment in one important way: it to higher education. loses most of its employees every year.The recruitment of qualified, motivated young men and REFERENCES women for the following school year is critical to the continued success ofthe program. The Krayer, W. R., 1994: A Remote Sensing In-House coordinator plans to begin recruiting students in Internship Program for High School Seniors January, about a month before registration. Later andJuniors. Preprint volume, Third in the spring, transition meetings are scheduled so International Conference on School and that present participants can introduce their Popular Meteorological and Oceanographic successors to the overali TARP plan. Even Education, Toronto, Ontario, Canada, pp. 99- though the main research topics may be very 102. different in the 1995-1996 school year, the basic principles of TARP remain constant. ,S. Fisher, J. A. Griffeth, K. Hague, C. L. Marth, G. Santilla, J. Scigliano, Jr., and D. 7. CONCLUSION Shukla, 1994: Operations Report of The Gaithersburg High School Internship Team, The Technology and Research Partnership 1993-1994. Unpublished document, 60 pp. Program is an ambitious attempt to bring authentic learning to older high school students who are Montgomery County Public Schools, 1994: making important career decisions.This pilot Technology and Research Partnership project is not yet through its first year, but the Proposal Guidelines. Draft document, Office. preliminary evaluation seems promising. Through for Instruction and Program Development, collaboration with the local National Weather Montgomery County Public Schools, 3 pp. Service Forecast Office, a complex research r-nblem is being addressed. The results of this Villani, Joseph, 1994: Technology and Research projecthopefullywillbe ofvaluetothe Partnership A Plan for A Field Test, 1994-95. meteorologists who may use them.However Draft document, Office tor Instruction and valuable these results may prove to be, the Program Development, Montgomery County Public Schools, 3 pp.

4TH SYMP. ON EDUCATION 89 P1.17 ESTABLISHING PARTNERSHIPS BETWEEN BUSINESSES AND SCHOOLS

Hector Ibarra

West Branch Middle School West Branch, Iowa

Education is at the crossroads in many regards. In the coming years parents, the community, and businesses may be major components of the cornerstones in education. I have found that promising ideas and enthusiasm open the door for businesses to get involved in supporting school projects which meet their philosophies and guidelines. Small ideas can blossom into larger ideas that can be significant in bringing together parents, students, businesses, and teachers. My presentation is about partnerships that I have found to be successful and are available toyou. The easiest place to begin is by establishing a partnership with a local television studio. A phone call to the meteorologist is all it takes. Studios are willing to give tours or better yet, followup a tour with the opportunity to sit in on a live news telecast. What a thrill this was for the parents, the students, and myself. We were able to talk to the newscasters when videotaped segmentswere used. When the telecast was over, the students were allowed to see how the projection of the weathermaps was done. They were allowed to role play being meteorologists using the "green screen" and monitors. If possible, I recommend you learn the color of the screen in advance of the tour. Have studentswear clothing that matches that color. They will be amazed to find they are nearly invisibleon the screen. None of this would have been possible if I didn't have the nerve to ask if sitting in on a live telecast was possible. The studio won't offer to have 20 people sit in on a live telecast, unlessyou ask. And we were invited back. This service is a great public relations for the meteorologist, the studio, and perhaps most importantly the ratings. The meteorologist comes to our school to do presentations and provides my class with data sheets stating last year's highs and lows, normal highs and lows, year of record highs and lows, precipitation, sunrise and sunset times, and many other weather related data. Invite your meteorologist to your school and establish a partnership with the TV sta ,.; 3n. Partnerships with funding sources may also be available in your state. In Iowa, the Iowa Energy Center and the Iowa Science Foundation provide funds for projects involving energy and science education. High Efficiency Lighting Systems for Schools is a project with a component quantifying the amount of toxic pollutants prevented from being released into the atmosphere. These pollutants include carbon dioxide, sulfur dioxide, and nitric oxides. This material providesan excellent lead in to the study of global warming, acid rain, and smog. Partnerships with businesses require more energy but the results arevery rewarding. Partnerships with olectric utility companies can easily be established. Creative ideas and enthusiasm meeting the businesses' philosophies and guidelines are important elements for a successful partnership. Maintaining open lines of communication will enhance the success of your project. I can't stress enough the importance of getting the partners involved and working together as a team to develop your project. In Iowa 97% of the dollars needed for energy production goes out ofour state. To help det rease this amount, in 1990 the Iowa legislature passed a state law which required utility companies to promote energy efficient programs. Iowa utility companies are required to provide certain benefits to their customers. Many Iowa utilities provide their customers with efficient shower heads, sink aerators, fluorescent lamps, water heater blankets, pipe insulation, and several other devices. In addition,our utilities pay a technician to install the devices. Why not get the utilities to giveyour class all the devices and have your class do a research project on the savings of water andenergy between the

90 AMERICAN METEOROLOGICAL SOCIETY 1_04 devices presently in their homes and the efficient devicesthat will be provided? Your students can devc 'op their own testing methods between the plumbingfixtures in their homes and the energy efficient devices. Let your students immerse themselves inthe scientific method of discovery by doing field based research that is inquiry driven. But first who do you contact? In my case it was the marketinganalyst for Iowa-Illinois Gas and Electric, the senior marketing engineer for Iowa Eiectric Southern,and the member seivices sum-visor for Linn County REC. These people were very willing to help. Theyprovided our school with "check meters" to measure the energy used by large appliances and "low wattagemeters" to measure the energy used by light bulbs, fluorescentlamps, and engine block heaters. A demand site service company provided many of the water and energyefficient devices at cost. This enabled the middle school students to be involved in our project entitled "StudentResearch: An Investment in Our Future". Again, I can't overemphasize the importance of having anidea that meets the guidelines and philosophies of utilities and businesses. In this case their goals were to savethe customer money, to save the utility company money by decreasingpeak loads, to keep the utility company rates clown by not having to make additions to the power plant and toinstall gas lines, to save our fossil fuels, and, perhaps most important, to help our environment by decreasingpollution emissions. I have found these business partnerships to be very rewarding.Students learned 1) about energy and water conservation; 2) pollutants that can be decreased; and3) content terminology by doing field based research that was process oriented. Parents weredirectly involved by assisting th&r children in measurements and in verifying the data that wascollected. The students learned and came to appreciate the wonders of computers for developing spreadsheetsand a database. The community was involved by having students makepresentations about our project to the City Counch, the School Board, and the EPA in Washington, D.C. The school was involvedthrough the first middle school wide interdisciplinary unit that cut across the curricula.Publicity about our project was provided by area newspapers and local TV stations.This involvement resulted in the utilities, the demand site service company, and West Branch Middle School science classesreceiving numerous awards including the President's Environmental Youth Award and BuschGarden Sea World A Pledge and A Promise Environmental Award. Many Iowa utility companies also provide an assortmentof Energy Education Resource Programs. A catalog detailing the services is available. Tours are givenand guest apeakers visit the schools. The kits include activities and literature. Computer software, tapes,films, and filmstrips are on loan.I strongly recommend establishing a partnership with yourlocal utility. The last partnership I will discuss involved the federal government.Putting together a successful partnership involved many people throughout the UnitedStates. In the end, the partnership was very rewarding because of the greatexperiences that were provided to the teachers. Again, a small idea grew to become reality. The keys to ensuring success are:asking people for help, informing them about your Liea, and getting information of where to gofor additional help. We all need assurances that our ideas will be successful. In my case, Dr. Ira Geer andMs. Ellie Snyder provided the assistance I needed. Because of their involvement, an 8hour short course was presented at the NSTA National Science Convention in Kansas City. Twenty-fourteachers were able to use the National Severe Storms Forecasting Center and the National WeatherService training Center to learn more about how weather forecasting is done. Dr. Joe Schaefer,Mr. Rich McNulty, Mr. Pete Chaston, Mr. Joel Wertman, Mr. Jerry Griffith, and Mr. John Jerboe wentbeyond what was asked. The participants were involved in a hands-on radarsimulation and downloaded and printed current weather maps from their states using AFOS. There was no charge for usingthe facilities. The teaching of the radar and AFOS was done by the staff at the National WeatherService Training Center. Two Project Atmosphere presentations were done by AtmosphericEducation Resource Agents, Ms. Pat Warthan and Ms. Kathy Murphy. Dr. Schaefer, director of NationalWeather Service Training Center (NWSTC) commented, "This type of cooperative venturebetween the local schools and the federal government (NWSTC) is a classic example of a win-winsituation." The ultiinate compliment was made when Dr. Schaefer asked me to set-up thisworkshop again. Dr. Schaefer, the National Weather Service Training Center staff, and the ProjectAtmosphere AERA agents all worked together to form a successful partnership.

4TH SYMP. ON EDUCATION 91 Unfortunately, facilities such as the National Weather Service Training Centerare limited to teachers in that area. Facilities such as training center exist throughout theUnited States. The directors are willing to have teachers use their resources. Search and findout what is nearby, then develop a creative idea which meets their philosophies and guidelines. Weather Service Forecast Offices are also located inmany states. Many of these centers are replacing their old weather stations with computerized systems. Weatherstations complete with psychrometers, barometers, hygrometers, and a raingauge can be obtained on loan from them. Your students will be more involved in doing real life weather observations. As volunteerweather observers they will become a part of the Cooperative Observers Program. These are some examples of how small ideas can becomea reality. Area businesses want to be more involved with the community and the school. Look around and explore thepossibility of establishing partnerships with your school.

92 AMERICAN METEOROLOGICAL SOCIETY 1 06 P1.18 Project Atmosphere Gives Teachers a New Look at theWater Cycle

Jerri Johnson* Atmospheric. Educational Resource Agent Barton Elementary School Irving, Texas

In most grade levels the topic of weather Itisexciting to see the "light come on" starts with -in introduction of the water cycle. when you tell teachers, as they look at the In this introduction the teacher proceeds to satellite images, that they are looking at the illustrate or point outchart models of the water cycle in motion. The break from the water cycle. A problem arises with this traditional flat paper model to the real fife presentationinthatthestudentsoon image is rewarding. The presentation of this attaches little value to the concept because module includes a video tapeentitled, itis only something that exists on a flat Water Vapor The Unseen Weather. In this pieceof paper warrantinglittletono tape, an explanation is given in the use and importance to the daily life of anyone. At meaning of satellite water vapor imagery. this stage Project Atmosphere is helping to The video compares this weather observing improve thepresentationofthistopic product to more familiar infrared images through its module entitledWater Vapor seen daily on TV. and the Water Cycle. Examplesofwater vapor imageryof historical importance are highlighted in the In the module teachers are provided basic video which brings a high human interest understandings of the substance of water, level in focus.These significant weather the water cycle, water vapor, water vapor events include the following:The Blizzard observation,saturation and precipitation. of '93 which brought widespread winter Water vapor observation is a new tool for conditions to the East Coast resulting in 250 the classroom teacher with the availability of deaths; the flash flooding in Texas during current satellite imagery.Because of the September 13-16, 1991, which was the newness of this tool, Project Atmosphere is resultoffloodproducingthunderstorm; explainingtoteacherswhattheyare flash flooding in Kentucky during July 24-26, observing and why, so they would be better 1992, as presented in both full-disc and able to teach their students. You see these North American sectrx loops of water vapor students see the current satellite imagery circulation, flooding and tornadoes in the whether on TV or in newspapers with little to southern plains during May 8-9, 1993 which no explanation to what they areseeing and includes the disastrous floods near why. Oklahoma City, Oklahoma, and the deadly tornado damage near Dallas, Texas which resulted from serve thunderstorms. Hurricane Hugo during September 21-22, 1989, and Hurricane Andrew during August 23-27, 1992, are also shown.

*Corresponding author addreLI Jern Johnson, The weather cycle is usually presented in a AMS, AREA Irving, Texas, 75060 very calm cycle of events, yet in the examples above one can quickly conclude that usuallyitcan be just the opposite. Students' attention and interestlevelis

4713 SYMP. ON EDUCATION 93 0 P1.19 PROJECT WEATHERWATCH: A COOPERATIVE METEOROLOGICAL EFFORT BETWEEN PROJECT ATMOSPHERE AND THE GREATER NEWARK CONSERVANCY

Richard L Lees *

NJ A REA Lyndhurst High School Lyndhurst, New Jersey

1. INTRODUCTION 3. THE PROBLEM

Project Weatherwatdiisa developmental "Report on Newark system reveals disturbing program between teachers of one of New Jersey's facts."The Sunday Star Ledgec July 31, 1994, "Newark largest cities and Lyndhurst, a nearby suburban/urban Schools ay out for improvement," *The Sunday Star school district. At the inception of Project Weatherwatch, Ledger, August 21, 1994, °Target: Newark: Sate set for five Newark schools were sokaled bythe Greater Newark takeover of failing school district," -Tuohy, 1994, Conservancy a non-profit, private group whose sole'Newark schools facing theirfinalwarning notice," purpose is to bring enrichment activities associated with *Braun, 1994, are a few of the recent headlines that weather and environmental issues to Newark teachers. reveal that the Newark School District is not meeting the Priortothe weatherprogram, the Conservancyneeds of its students. pioneered a garden project throughout the city Richard A State Department Education report identifies Lees, a Project Atmosphere A ERA located near Newark,numerous deficiencies throughout the educational effort NJ, was contacted to provide insight, resources and of the city. Although many serious problems are stated training for the original Newark participants, theseas administrative, critical issues found in the classroom teachers wer from both public and private schools. were most stunning. *-----, The Sunday Star Ledger August 213, 1994. The majority of pupils who remain in Newark's schools are in danger of leaving high school 2. BACKGROUND wkhout a diploma because of the inability of those students to pass the state-mandated graduation test known as the HSPT11. The Newark, New Jersey School District, with approxknately 48,000 students in 1993-94, is the largest One aspect revealed in the visits of state in the state.Its average per pupil expenditure is nowofficials was that Instruction was and is unchakengkig. greater than $10,700 per pupil. This is well above theChildren were not being encouraged to generate their state average. "--The Sunday Star Ledger, July 31, own ideas, to collaborate in problem solving activities, to 1994. write in class, to read widely, or to use skills and facts in The Newark School System is also the largest of context. Where science teaching does occur, students the state identified 'special needs" districts, which is theare rarely given tands-on" experience.* , The descriptive term for a district that has an overwhelming Sunday Star Ledger July 31, 1994. numberofstudentsfrom low-incomefamilies. Additionally, these students represent racial and ethnic minorities with nine percent white and one percent 4. THE GREATER NEWARK CONSERVANCY Asian. The Sunday Star Ledger July 31, 1994. AND PROJECT ATMOSPHERE

The Greater Newark Conservancy works to Corresponding mirror address:Richard L Lees, improve the quality of life in the greater NOWA* area.It Lynchurst SchoolDistrictScience/Mathttechnology has established a Youth Education Program to promote Supervisor, Lyndhurst High School, Wean Avenue, environmental awareness and action. The GNC applied Lyndhurst, New Jersey 07071 for and gained funding for "Project Weatherwatch", a

94 AMERICAN METEOROLOGICAL SOCIETY 1 0 program for both public and pnvate school staff to gain pp.43-44. personalhands-onexperiencewithmeteorologic ,August 21, 1994: Newark schools cry out for phenomena Hopefully teachers will gain strategies for improvement. The Sunday Star Ledger, improving their students' critical thinking , problem- pp. 51-52 solving and decision-making skies. ---, August al, 1994: Newark: atextbook case of A letter form the Greater Newark Conservancy scholastic inadeqtacy The Sunday Star was received by Lees, a NJ AERA. The communication Ledger, pp. 47-4a stated 1 would lice to enlist your help in the GNC effoit to Tuohy, Cyril, July 23, 1994: Target: Newark - State set make things better in the Newark schools... ." *Hadie for takeover of failing school district. The North 1993.Thus, Project Atmosphere became an integral Jersey Herald &News, pp. Al, A4. part of Me movementThrough mutual cooperation between the GNC and Project Atmosphere , the Newark teachers were provided with much-needed sdencx) (weather' equipment and were exposed to teacher training that introduced effecrive teaching and learning methods. Project Atmosphere modules such as Clouds Hazardous Weather, and Water Vapor: The Unseen Weatheralong with Look Uol wrap-arounds were used to provide the basis tor training workshops. These wortshops were held in one of New Jersey's premier environmental centers locatedinthe Hackensack Meadowlands.Here ono also finds the world's first garbage museum! 'By day's end, teachers were discussing fronts and dew points, highs and lows, and even making clouds

appear in soda bottles.* ' ,City Bloom, Spring, 1994.

5. PLANS

Workshops, visits and training will take place during the 1994-95 school term.Expansion to five additional Newark Schools is planned. Furthermore, the nearby suburban/urban school district of Lyndhurst is adopting a similar program with sister schools between communities as a result. Project Atmosphere materials will again serve as catalysts foraction.

REFERENCES

Braun, Robert J., June 26, 1994: Newark schools facing their final warning notice. The Sunday Star Ledger, pp. 1,8.

,Spring, 1994... First full-day workshop for Weatherwatch. City Bloom: Newsletter of the GreaterNeww*Conservancy, p.2. Hadley, Deborah: letter dated October 21, 1993.

,July 31. 1994: Report on Newark system reveals disturbing facts. The Sunday Star Ledger,

'd 4TH SYMP. ON EDUCATION 95 P1 .20

LIGHTNING HAZARD EDUCATION

Ronald L. Holle, RaUl E. Lopez, Kenneth W. Howard National Severe Storms Laboratory, NOAA Norman, Oklahoma 73069 R. James Vavrek A.L. Spohn School, Hammond, IN 46320 Jim Allsopp National Weather Service, NOAA, Romeoville, IL 60441

1. INTRODUCTION This paper assesses misconceptiow, that "Why be on a golf course or riding a bike during a students, science teachers, and the general public significant lightning threat in the first place?" have of the lightning hazard.While most of the available information in school texts and When the discussion starts this way, there is pamphlets is correct, it is not clearly prsented an opportunity to explain a proactive approach and the hazard remains confusing to most people. to lightning safety that emphasizes advance A person's perception of the lightning hazard planning. A complete explanation involves a appears to be derived from what was learned sequence of decisions on a time scale from days to during school years. seconds.For an all-day hike, consider the following actions according to time sequence: 2. PROACTIVE PLANNING 4,Days before activity Not enough emphasis has been placed on the 1. Be aware of the possibility of storms that proactive ability to recognize a lightning may form M the area and at the time of an hazard.Instead, most literature and training activity.Listen to weather broadcasts by materials treat the reactive mode. This the media and NOAA Weather Radio for approach emphasizes the posture to take whena general outlooks. person is caught by surprise in the open (i.e., it is 2. Decide on rules to stop the activity, and too late for precautions) by a thunderstorm when where to take shelter. the lightning threat is at its greatest. Day of activity 1. Have a plan at all times during the hike Questions from the public or media often for where to take shelter if lightning moves start with issues similar to the following ideas: toward your location. "Is it better to wear rubber-soled shoes than 2. For a group activity, use a designated metal cleats on the golf course?" spotter who watches for lightning.Follow "Should I move away from my metal bicycle the rules that were decided in advance. because it's more likely to be hit?" When thunderstorms develop 1. Estimate distance to lightning using the We delay answering these types of questions flash-to-bang method (section 3, next page). at the start of a question and answer period. 2. Know how long it will take to reach Rather, we concentrate on the primary issue: shelter from where you are. 3. Determine whether the storm is approaching your position. Correspondingauthoraddress:Ronald Hone, National Severe Storms Laboratory, NOAA, 1313 4. Take action in ample time to avoid the Halley Circle, Norman, OK 73069. lightning.

96 AMERICAN METEOROLOGICAL SOCIETY 1 '; Lightning nearby 3. FLASH TO BANG 1. Go inside a vehicle with a solid metal top. The distance to lightning from a location can Safe vehicles include a car, bus, van, or the be found using the fact that light travels cab of a truck. Don't contact any metal. enormously faster than sound. The distance to 2. Gu inside a building normally occupied by lightning using the "flash-to-bang" method of 5 the public or used as a residence by people. In seconds per mile has been taught for a long time. general, all-metal buildings are safe if a Yet it appears to be known correctly by roughly person stays low in the middle and keeps half of trained science teachers, much less than both feet together; a metal-topped building half of science students, and an equally small with stone or other non-conducting walls is portion of the general public.In the metric not safe. Don't touch anything connected to system, the distance is 3 seconds per kilometer. the power, phone, television cable, or plumbing entering a building from the The "flash-to-bang" method is described in outside. Vavrek et al. (1993a,b; 1994a,b) as: 3. Don't stand under or near a tree; stay away When you see the Lula from poles, antennas, and towers. Count the seconds to the bang of its thunder. Last minute Divide the number of seconds by five for the If precautions have been ignored, crouch on distance in miles from you to the lightning. the balls of your feet with the head down. Don't touch the ground with your hands. The result of such timing is that a flash five miles away takes 25 seconds for its thunder to Other concepts are also explained in response reach the obser.ver. In demonstrating this to the two questions above.The following interval during a talk, the audience quickly answers avoid the reactive mode: realizes the length of this tiwe period. Lightning currents coming up from the ground The other aspect of the flash-to-bang are so strong that shoe type does not matter. method is to determine a safe distance. A A lightning flash originating in a cloud 6 km Florida study by Krider (1988) found the average (20,000 ft) overhead is more likely to hit the distance between successive ground strikes in the tallest object. same storm was two to three miles. This distance Since the average distance that a flash corresponds to 10 to 15 seconds from flash to bang. searches to strike ground is on the order of 50 Other types of storms in other locations and yards (meters), where you are located rel- other seasons have not been examined for this ative to other tall objects is very important. distance. This flow of discussion sometimes results in For safety purposes, then, we always dissatisfaction from the questioner because it was recommend a longer flash-to-bang time than 10 to hoped that a quick, easy approach to lightning 15 seconds when shelter should have been safety would be given. reached. When these concepts are explained, less time In contrast, there is a false alarm problem. is spent on the don'ts of lightning safety.For Thunder can often be heard up to 10 miles (16 example, when hiking in the Colorado mountains km), corresponding to 50 seconds flash-to-bang; on a July afternoon in a forest far from vehicles or sometimes it is audible as far as 20 miles away buildings, there may be no better action than to (32 km). Should all precautions be taken immed- seek a thick grove of small trees surrounded by iately on the first sound of thunder?Our tall trees, away from individual trees.At that experience has shown that most people who are point a listener realizes that safety here is more frequently involved in outdoor activities will not statistical than absolute. follow an overly restrictive policy such as this. Despite the need for proactive planning, Instead, thunder is identified as the wakeup call some literature on lightning safety shows people to the threat of lightning.The distance, in outdoor sports who are crouching in an open direction, extent, motion, and growth stage of the area.That message is reactive and not the storm producing the lightning should be assessed complete plan; the message should also include immediately. Actually, the situation should be planning ahead and avoiding the situation. monitored earlier to be aware of the first flash

4TH SYMP. ON EDUCATION 97 ; from a storm.If a thunderstorm is far to the For most people in daily situations, however, north and moving northeast, the threat is less there is not likely to be a product from the than when lightning is three miles away and National Weather Service or other agency that seems to be coming closer. When people know the will pinpoint the exact place and time of a flash-to-bang method and follow the storm person's vulnerability to lightning.Instead, situation, common sense starts to be used. They each person must take responsibility for their are more aware of the situation and are taking own situation.This is the main reason why personal responsibility for their exposure to education is being emphasized for lightning lightningthis is the main goal. safety. Some relevant results from a study by Ho Ile In the case of team sports, a designated et al. (1993) in central Florida were: spotter on site should watch the sky for the storm situation. Experience shows that many coaches The end of the storm is very important. As and officials are so involved in the games that many lightning casualties occurred after as they are unwilling or unable to monitor the before the peak lightning activity.So the development of the storm situation at the same flash-to-bang method must be applied until time. thunder has receded completely. Low flash-rate storms had more casualties 6. EDUCATION ACTIVITIES than high-rate storms. The conclusion is that relatively few people The authors have undertaken a number of are casualties of lightning during heavy rain projects for lightning awareness and action.It and high flash rates in the middle of a should be mentioned that an excellent paperback storm.Instead, low flash rates before and book on many aspects of lightning is Urnan (1986). after the strongest portion of the storm are Activities include: very important. Low flash rates also occur on Flash to Bang article the edges of thunderstorms as they pass a The same article with slight variations has location. been published in several science teacher magazines at the state and national levels 4. POSTURE RELATIVE TO GROUND (Vavrek et al. 1993a,b; 1994a,b).It was in- The posture of laying flat on the ground tended as an instructional and resource tool continues to be mentioned in some materials. for science teachers and their students, More recent research shows that ground contact is coaches, officiators, bus drivers, and school an important source of casualties from nearby administrators who are responsible for the lightning strikes to ground (Andrews et al. 1992). safety of students and others outdoors. While it is good to be as low as possible, it Poster appears that lightning more often enters the A 16 x 20-inch poster was developed by victim through the ground compared to a direct Howard and Ho lle (1994) on avoiding trees strike from overhead. The person, then, should during thunderstorms.A flash fills the crouch on the balls of the feet, with the head poster as it strikes and illuminates a tree; down. Don't touch the ground with the hands. the same photo is in Uman (1991).The vicinity of trees is the single most common 5. EDUCATION VERSUS WARNINGS location across the country and around the Some of the public expects that automatic world where people are victims of lightning. measurement equipment being monitored by The initial audience is for school children by someone else will take care of their respons- having the poster placed as a reminder near ibility for tracking the lightning threat. In large school doors and entryways. A first printing installations such as the Kennedy Space Center of 3000 copies was made and sent to science and some outdoor recreation andutility teachers in many organizations across the operations, such systems are in place and have country, as well as to interested members of been tested for usable thresholds. the public and media.

98 AMERICAN METEOROLOGICAL SOCIETY Underreporting of lightning casualties 8. ACKNOWLEDGMENTS A more complete measure of the lightning Recognition is due to CMSgt. P. Kummerfeldt and threat ranks lightning nearly as h*.gh as SSgt. J. Myers of the U.S. Air Force Academy in most other types of severe weather in the Colorado Springs, who have taken these ideas as average year. In some states lightning is the guidelines. Discussions with D. Rust of NSSL in greatest threat from thunderstorms during Norman, E. P. Krider of the University of most years. Lopez et al. (1993) and Mogil et Arizona, K. Cummins of Geo Met Data Services in al. (1977) used regional datasets to show Tucson, and K. Langford in Golden, Colorado are that lightning casualties. are underreported, appreciated. especially in the case of injuries. Scenarios of lightning casualties 9. REFERENCES In-depth analyses of activities and locations Andrews, C.J., M.A. Cooper, M. Darveniza, and D. of past lightning victims were made for Mackerras, 1992: Lightning injuries: Electrical, Colorado (Lopez et al. 1994) and central Medical, and Legal Aspects.CRC Press, Boca Florida (Ho Ileetal.1993). Verbal Raton, FL, 195 pp. narratives in Storm Data were used to extract Ho Ile, R.L., R.E. Lopez, R. Ortiz, C.H. Paxton, D.M. more detail than in the past for these states. Decker, and D.L.Smith,1993: The local Discussions with the public, media, teachers, meteorologicalenvironmentoflightning casualties in central Florida. Preprints, 17th Conf. and personnel in the National Weather on SevereLocalStormsandConf.on Servicehave benefittedfrombetter Atmospheric Electricity, Oct. 4-8, St. Louis, Amer. identification of scenarios that have lead to Meteor. Soc., 779-784 lightning casualties in their areas. Howard, K.W., and R.L. Ho lle, 1994: Lightning danger. Poster, National Severe Storms Laboratory, 7. SUMMARY NOAA, Norman, OK, 1 pp. Krider, E.P., 1988: Spatial distribution of lightning It is suggested that lightning education needs strikes to ground during small thunderstorms in the following: Florida.Proc., Intl. Conf. Lightning and Static A major reemphasis toward proactive Electricity, April 19-22, Oklahoma City, 318-322. Lopez, R.E., and R.L. Ho Ile, and T.A. Heitkamp, 1994: planning. Lightning casualties and property damage in More emphasis on properlightning- Colorado from 1950 to 1991 based on Storm Data. avoidance activities must be transmitted to Wea. Forecasting, 9 [in press]. students through the education system, R.L. Holle,T. Heitkamp, M. Boyson, M. especially in schools, as part of science Cherington, and K.Langford,1993: The courses. underreporting of lightning injuries and deaths in Better knowledge about proper behavior to Colorado. Bull. Amer. Meteor. Soc., 74, 2171-2178. avoid lightning must be transmitted to the Mogil, H.M., M. Rush, and M. Kutka, 1977: Lightning adult public through a broad range of better- ---An update.Preprints, 10th Conf. on Severe prepared literature and other media. Local Storms, Oct. 18-21, Omaha, Amer. Meteor. Soc., 226-230. A useful approach is to reach segments of the Uman, M.A., 1986: All About Lightning.Dover population that spends a substantial amount of Publications, Inc., Mineola, New York, 167 pp. timeoutdoorsthroughmagazines and , 1991: The best lightning photo I've ever seen. publications targeted for such activities as Weatherwise,44, 8-9. fishing, climbing, and bicycling. Vavrek, J., R.L. Holle, and J. Allsopp, 1993a: Flash to bang. The Earth Scientist, National Earth Science In summary, the suggested approach for Teachers Assoc., 10, 3-8. lightning safety is to follow these steps: , and , 1993b: Flash to bang. Spectrum, Illinois Science Teachers Assoc., 19, 21-26. 1.Plan ahead , and , 1994a: Flash to bang. Reading 10 in 2.Avoid dangerous lightning situations ProjectEarth Science: Meteorology, P.S. Smith 3 Don't be, or be connected to, the highest and B.A. Ford, Eds., National Earth Science objects. Teachers Assoc., Arlington, VA, 210-219. , and , 1994b: Flash to bang=5 seconds per mile.The Hoosier Science Teacher, Hoosier Assoc. of Science Teachers, 19, 101-110.

1tt.) 4TH SYMP. ON EDUCATION 99 P1.22

HOW Li THE WEATifiEK UP TilLML ...DOWN THERE ? ... OVER THERE ?

Kathleen A. Murphy

St. Anthony's School 3005 High Ridge Blvd. High Ridge, Missouri 63049

INTRODUCTION IN THE UNITED STATES

In July of 1993, the Fall of 1993 bcg.an with a Third International Conference series of meteorological on School and Populal disasters. Hurricane )z.milv was Meteorological and threatening the East Coast. Oceanographic Education took My students wondered what place in Toronto, Canada. being in a hurricane was like. People from all around the So wrote letters to two of world gathered to discuss what our Atmospheric Fedu....atiou is happening and what can Resource Agents (AFRA'fi:). happen in the realm aking what the weather was

Education. As an educator, I. like In addition to learning was inspired by the dedicati,:lu what: the East Coast of these people to spread t.he experi.encing, my ::tudepte, w,!- news that the weather was iu able to sympathize wLth excellent medium whic ccolld For many ni7 my call young people througbo.11: had cKprt:rienced the Flood of the world to study Mathematic:; .7/3. Then, in Orrol.. (-rric. and cience. I was atsc. ve,r letter frorc, if.A n r.;ouv-pu much awaie of the (41(A,It concern foi educ6.tion. flei very :mal.] An.no wi WI. 1 .!

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100 AMERICAN METEOROLOGICAL soCIErr 114 BEST COPY AVAILABLE separating us from the river IN JAPAN never left myhouse because I was afraid The International (that) I would not have a Conference providedme with house when I came back...We many contacts throughout the are praying for you. We will world. I was most fortunate keep you in our thoughts. when I met Dr.Tsuneya Takahashi from the Hokkaido Anthony " University of Education. Through our facsimile As you can see, weather machines, we corresponded with events have brought students an English class at the local together in a muchdeeper way junior high school. than I ever thought was Unfortunately, the mail is possible. quite slow andwe have found that the faxesare muchmore IN CANADA effective. We exchanged "slang" saying and discussed The Conference was held earthquakes. We discussed in Toronto, where I met our different cultures. My another enthusiastic students were amazed that the colleague, Yvonne Bilan- Japanese students did not Wallace, from the Atmospheric celebrate Christmas! We did Environment Service. She was learn that they celebrate New working with students from the Years. So, we mailed "care Arctic Circle as well as from packages" at the end of year Edmonton, Alberta, her own (December). Three months community. With Yvonne's help later, the Japanese students I was able to contact Karen had their first Christmas Eastlake and Linda Manson, Party. The students enjoyed teachers from the Gold Bar Christmas cards, stories, a Elementary School. Students miniature tree and tear-jerker from my classes adopted their gum. My students enjoyed New Jtudents and friendships Year Cards and Omoochi. We flourished. My students were are still not too sure of how amazed that the Canadian La eat ic, though. children couldplay in the snow at recess! The Canadian iN NEW ZEALAND childten wondered why we would get a day off fromschool' We were very anxious to just because it snowed a have a pen pal from the eouple of inches! We talked SouthernHemisphere. It Was about how the different hard for my students to countries measured thu comprehend a place where aLl 'temperature. One Canadian uf the seasons were tbc a.c.udent asked," Why don't you u-pposite of what they h_el. use metrics? Do you know what experienced. Thanks Lu th acy are?". Both schools ihternational Cunierenc, exchangedvideos of what a again,I. met Ms. Jenny Fogyo ,ypical day is like at their ur the Correspondence Schou', We found it very in Wellington, Now Zealand, interesting that the climate ehe put me lu contaet with Mr. of eaeh community affected how Jock McPherson at the Sacred z.hey lived. heart '..;chuol. We learned Liget

4TH SYMP. ON EDUCATION 101 BEST COPY AVAILABLE 115 away that: things wer2 CONCLUSION different "down undei". We received their first letters The Third Enternati,)nal in May of 1994. WHY? Because Conference has opened up a the students in New Zealand whole ncw world to my were onlybeginning their students. I can only assHme school year. Unfortunately, that our pen pals have made we start our summer vacation jusr an many excit when they start their nchool discoveries. With the help r)c year. 'f.,rhaps the seasons u.,-e my colleagues, mY m-rugerts t;.la opnnsite of each othef have learned a treisufe chet We arc looking forward to full of new knowledge about discussing environmental other peonle who ar.- nor-. issus. The students are different from themselves. We espccially concerned with began by talking about. ti1.7, (.)Z011c. depletion. Who better. weather and have beccire tu as than our new friends? friends. Wa have le:ned through books 3..:111 IN AUSTRALIA Luovel edge, friendship we Our Austral.:Hn AEA, underst.anding Russell Legg, has r.ritru-.7.cd us to a collegue of BLisbanc, Mr. Graham nc E-ent a copy of thc .v.veriThez pagef rem hi.s local newspar This inspired oHr p,:sje-t For months, school will nave Ihe weath,-/ pages from their local. 5 day period mort)- (I'Lom the tOth to he trW,' Then eerclschool will stu.,d a '-. )p i :he map to th :.;chor)1 Each montl- s'iare .4.a.'11:r: data aa,1 f f in Lhoa

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102AMERICAN METEOROLOGICAL SOCIETY iR P1 .23 A POLAR EXPRESS - NEW YORK TO TEXAS

Rose Marie Camarda

Syracuse City Schools Syracuse, New York

It all began with a simple phone call from an land of sunshine some idea of what it was like here in AERA from Texas. There was a teacher in McKinney, the winter.They began to chart daily temperatures, Texas who wanted to pair up with a teacher from barometric pressure and humidity. Daily observations of another part of the country and exchange Biome boxes. the sky were made and recorded. One group measured It sounded like a great idea, especially since we the snow each dayand beganto make a snowfall strip. were studying the Earth's biomes and what better way They would measure the snowfall each day, cut a strip to help students truly understand the differences than to of paper equal to this amount and tape them together. have the real things there to touch and hold. Each piece was dated and the amount of snow listed on We agreed to work on the boxes with our students it. They now had a visual representation of the. months for the next month or so and then mail them to each snowfall. Since this was a very snowy winter, they also other at the same time. However, as most of us know, decided to make a snow strip to depict our snowfall when you work with children, nothing is predictable from November to February. The total before the box and many plans are changed from minute to minute. was mailed was 170+ inches. The boxes we never simultaneously sent. The students were still a little frustrated.They When the idea was presented to my students, wanted to send something real to their new friends in everyone was excited. Our problem was -- how to get Texas. Thus came the idea of sending a box of snow to all 125 students involved at the same time. We decided them. Everyone was very excited. Now they had a real that the best way would be to do this project in our challenge. Could they really send snow and have it get Academic Excellence Period at the end of the day. there before it melted. Each teacher on the team chose a topic, such as, The rust problem was how to pack it?Some plants and animals, industry, geography, etc.Each students called a local meat packer and found that things class brain stormed what they thought would be could be shipped if packed in dry ice.The packer appropriate to enclose in a Biome box of our area. The explained a way to pack it in a styrofoam cooler with students had several ideas but were forced to be limited dry ice at the bottom and layers of plastic for insulation. by the constraints of box size and ability to be mailed. It seemed simple in theory. Finding a styrofoam cooler They soon realized that live specimens were not a good in Syracuse in February was no easy task. Rounding up idea. the rest of the packaging was a relatively easy task, we An even bigger challenge came when the students had plenty of snow and plastic bags to wrap it in. realizedit was February - where would they get Just when they thought they were all set, someone flowers, leaves or even soil samples to include. We remembered DRY ICE. After some searching a student were under snow and everyone knows nothing grows in learned that there was a company in Syracuse that makes Syracuse at this time of year, or do they? dry ice and we could buy some from them. They were not happy about their options.They It was now the end of February and the students felt decided they could video tape and photograph what it we better get the snow out before we ended up getting looked like here this time of year and draw pictures of an early thaw and there wouldn't be any "good" snow to what they wanted to share about the rest of the year. send.After a little more discussion, they decided that So research began and students began to develop we would have to send it next day air to be sure it collages and other collections of what they wanted to didn't melt. share. One group even developed a board game to go A student checked with UPS to see if we could send along with some of the information they were sending. the snow and how much it would cost. The results of Another class decided they would chart the winter the call were overwhelming to them.It seems that Dry weather we were having and give the students in the Ice is considered hazardous substance and had to be

4TH SYMP. ON EDUCATION 103 117 dealt with in a specific way.They were really disappointed. To thun it seemed an impossible task since UPS had tried to discourage them from mailing the snow. After making a few calls that evening,I had everything we needed including the fees to send the package. I did not say anything to the students all day. I tried to let them come up with solutions on their own. During AEP that afternoon, we solved all of the problems, packaged the snow and at 2:05 it was on its way to UPS for quick trip to Texas. Waiting to find out if it made its journey safely was almost as hard for them as getting the package maiiedinthefirstplace. The suspense was unbelievable.Finally the call carne through.The package had arrived and it was still snow. The students there were making a video of its arrival and there reactions and it would be sent to us soon. Sending the remainderofourBiomeboxseemedalmost anticlimactic to the students after sending the snow. This was a great experience for my students.It provided them with a real life situation that had to be problem solved and the satisfaction of knowing THEY had really done it.

104AMERICAN METEOROLOGICAL SOCIETY P 1.24 OKLAHOMA SCHOOLS VIEW THE 10 MAY 1994 ECLIPSE

Renee A. McPherson

Oklahoma Climatological Survey University of Oklahoma Norman, Oklahoma

1.INTRODUCTION 2.ANNULAR ECLIPSE OF 10 MAY 1994

Over 60 Oklahoma K-12 classrooms participated in The annular eclipse of 10 May 1994 was visible a unique learning opportunity during the 10 May 1994 within a large swat through the United States, from annular eclipse. Teachers aad their students observed southern Arizona to southern Maine. The center of this clouds at predetermined times from 9:30 AM to 1:30 path was aligned from north of Sayre, OK, on the PM and recorded their observations. The observations Texas/Oklahoma border, through Ponca City, in north- were returned to the Oklahoma Climatological Survey central Oklahoma. Locations within about 120 km to be used as validation of cloudiness near many of the northwest and southeast of theline,including 111 automated weather stations of the Oklahoma Oklahoma City and Tulsa, also fell within the path of Mesonet.The Mesonet, which typically records annularity (Fig. 1). measurements at five-minute intervals, was modified to The peak of annvlarity began at 11:27 AM CDT in measure air temperature, wind speed and direction, western Oklahoma and at 11:41 AM in the far northeast pressure, and solar radiation atone-minute intervals. corner of the state. The duration of the Moon's anti- The student observations were found to be useful to umbral shadow lasted from a couple minutes at verify convective activity during the eclipse. locations on the edge of the shadow to six minutes for Observations and Mesonet-measured solar radiation those along thecenterpath.For more information indicated that while convection initiated in many areas regarding this eclipse, see NASA Reference Publication by 9:30 to 10:30 AM, there was a significant decrease 1301 (Espenak and Anderson, 1993). in convective activity during and just following the time of maximum annular eclipse. 3.DATA SOURCES In return for Helping with ground observations, the teachers were sent an :tformation packet that contained The Oklahoma Mesonetwork (abbreviated the following items:a general description of the "Mesonet") is a network of 111 automated observing Oklahoma Mesonet; a map of Mesonet site locations; stations that continuously monitor a number of graphs of temperature, wind, and solar radiation data for important air and soil parameters (Crawford,et al., both the closest site to their school :nd the Mesonet 1992). Parameters measured at each Mesonct station site which best denoted parameter changes during the include temperature, relative humidity, wind speed and eclipse; and suggested questions that could be used with direction, solar radiation, pressure, rainfall, and several the data, including comparisons with their own soil temperatures. observations. Every 15 minutes, data observed at 5-minutc The response of the teachers and their students was intervals are relayed from each of the remote stations to very positive. Several teachers wrote notes stating that a central processing site at the University ofOklahoma. they would enjoy participating in future activities. This The network is specially designed with two-way article will describe the experiment and some of its communications that allow project staff to conduct results. uncommon experiments, if necessary.The first operational test of this capability occurred on the day of the eclipse, when the data transfer routines were modified to transmii air ten perature, solar radiation, wind speed and directit.9, and pressure at one-minute intervals. Corresponding author address: ReneeA. McPherson, Oklahoma Climatological Survey, WO E. Boyd St., Verification of general kloud Nwerage was conducted by Over 60 K-12 school.; statewide. Suite 1210, Norman, OK 73019-0628

4TH SYMP. ON EDUCATION 105 Tul OKC

limit 9 0 % annular eclipse

Observations were taken at 9:30 AM, Figure 1.Moon's umbral path during the 10 May 1994 annular 10:00 AM, 10:30 AM, 11:00 AM, eclipse. Derived from Espenak and Anderson (1993). 11:15 AM, 11:30 AM, 11:45 AM, 12:00 PM, 12:30 PM, 1:00 PM, and 1:30 PM CDT.Figures 2 and 3 show the locations of the Mesonet sites and the school observers, respectively.

4.THE EXPERIMENT

The experiment was conducted as an extension of the Oklahoma Climatological Survey's Project EARTHSTORM. EARTHSTORM is a National Science Foundation- funded educational outreach pi oject that educates teachers to use data Figure 2. Location of the 111 Oklahoma Mesonet sites. (preferably in near-real time) from the Oklahoma Mesonet. Discussions of the EARTI1STORM Project and its software can be found in Crawford, et al.,1993 and McPherson and McPherson, 1994. There were five main steps to conduct this experiment: (1) mailout of inquiries for interested teachers, (2) receipt of names and addresses from theteachers,(3)mailoutof data/lesson package, (4) receipt of school observations, and (5) data analysis. Themailoutofinquiries containedfourparts: (a) the Figure 3.Approximate location of the 62 school observing sites, registration form for teachers to representing 50 towns. completeandreturn,(b)the instructions on how to take the observations, (c) the data form to

106 AMERICAN METEOROLOGICAL SOCIETY record each time's observations, and Cumulus Cloud Observations (d) a guide for safely observing the 10 May 1994 eclipse.The dominant problem 100 that was encountered was how to get this mailout into the hands of interested teachers (i.e., step 1 from 80 above). This proved to be the most 0 unsatisfactorypartofthe o experience. Because no list of state EA 60 science teachers was available, we .0 sent our information directly to 0 8 elementary and middle school 40 offices, with a large note marked 0* "Science Teachers!". Out of about g 900 invitations sent, we received 0 20 over 120 replies, a reasonable C.) success (i.e., step 2 from above). However, only 62 of these schools returned their cloud observation 9:00 10:00 11:00 12:00 13:00 14 01 forms (i.e., step 4 from above). Time (CDT) Thedata/lessonpackage included: (a) a small, colorFigure 4. Cumulus cloud observations in Oklahoma during the 10May 1994 Mesonet brochure describing theannular eclipse. The line represents the percentage of locations thatreported Oklahoma Mesonet, (b) a map ofcumulus clouds. the Mesonet locationsacross Oklahoma, (c) a number of graphs of data, including measured parameters (e.g., temperature and solar solar radiation, air temperature (at 1.5 meters above the radiation). A number of questions were included to ground), and wind speed and stimulate deductive reasoning, direction (at 10 meters above the Number of especiallyfor cause-and-effect ground), graphed at 5 minute Time (CDT)observations events. A vocabulary se-:.tion was intervals, and (d) a set of questions added at the end of the activity to provide scientific definitions for the and answers that could be modified 0930 41 for the particular classroom. Data teachers to use. from two Mesonet sites were 1000 59 One of the most essential assets of the eclipse lesson was the enclosed in each packet; one site 1030 59 was the nearest site to the school's inclusion of suggested answers. location and one site was that 1100 57 Our experience has shown that teachers are more likely to use which best showed the eclipse 1115 55 effects (i.e., near the center of the previously unfamiliar materials or path under mostly clear skies). 1130 60 data if answers are provided. , Because elementary through 1145 56 high schools participated in the 5.RESULTS experiment, the questions were 1200 54 This experiment was conducted directed at an intermediate level, 1215 49 allowing the teacher to adapt them primarily to encourage students to to his or her grade level.All 1230 55 observe and analyze environmental conditions, to provide teachers with comments we received about the 1300 53 questions were positive. a unique data source for an event of The 12 questions relied on both 1330 48 high interest, and to determine if the student observations and the .. these school observations may be Mesonet graphs.Students were Table 1.Total number of cloud useful to scientists in the future. asked to describe their experiences observations reported at the given Results of these goals, while not and relate them to the graphs of observation time. dramatic, were encouraging.

1 .1 i 4TH SYMP. ON EDUCATION 107 ,L On the morning of 10 May 1994, about Time °C Start:5/10/94 09:00 AM W/m^2 two-thirds of Oklahoma End: 5/10/9403:00 PM was covered with anvil 25.0-Interval:0:05 1000.0 cirrusfromlarge 24.5Plots 900.0 thunderstorm complexes SRAD, HUGO(W/m^2) in the Texas Panhandle 24.0 TAIR, HUGO (°C) 800.0 and westernTexas. Many towns not covered 23.5 700.0 in cirrus were enveloped in early morning fog 23.0 300.0 that gave way to hazy mid-morningskies. 22.5 500.0 Hence, conditions were 22.0 400.0 notfavorablefor viewing the eclipse over 21. 300.0 most ofthestate. Althow?:h we anudpated 21.0 -200.0 that these corulitions would encourav more 20.5 -100.0 schools to take cloud ... -I-1 observations(asan 9:009:40 10:20 11:00 11:40 12:20 1:001:402.?0 alternativetotheir AM AM AM AM AM PM PM PM PM previously scheduled activities), iL seemed to Figure 5. Mesonet observations of solar radiation (SRAD, thick line) in Watts per keepmoreclasses square meter and air temperature at 1.5 m (TAIR, thin line) in degrees Celsius on indoors,exceptfor 10 May 1994 at Hugo, OK. Note the jagged curves before 11:00 AM and afer during the peak of the 12:30 PM. The graph indicates possible convective activity at these Claes. eclipse. School observations confirmed the thickness of values which occur irregaisly during mid-morning both the upper and lower level cloud cover in most areas hours may indicate cumulus development. This latter of the state.However, the most notable cloud correlation between solar radiation and cloud cover observation was the significant decline in cumulus suggests cumulus activity between 9:00 and 10:30 AM development during the time of peak eclipse. Figure 4 and after 12:30 PM at Hugo, OK on 10 May 1994 (see illustrates the percentage of school sites that recorded Fig. 5). cumulus development during the observation times. Human observations at Hugo (Table 2) confirm the Note the decrease in cumulus observations beginning cumulus activity.In particular, although cumulus around 11:00 AM and continuing until about 12:30 clouds were present on the morning of 10 May, they PM. Table 1 lists the number of observers for each dissipated during the hour before and after peak observation time. annularity, after which cumulus clouds redeveloped. An example of how Mesonet measurements and school observations coincide is shown in Figure 5 and 6.SUMMARY Table 2.Figure 5 depicts the solar radiation and air temperature fields at the Hugo Mesonet site in far The described educational activity was the first of southeastern Oklahoma. The decrease in solar radiation itskind attempted bystaffatthe Oklahoma during the eclipse is evident between 10:30 AM and ClimatologicalSurvey. Althoughitisnot 12:30 PM, with the peak occurring at 11:35 AM. monumental in either scope or substance, the activity Although cloud cover is not directly measured at offered schools information and support not provided any Mesonet site, a number of inferences can be made typically by a state university. The experiment also using solar radiation data.First, solar radiation values educated K-12 teachers about the I isic operation and lower than the anticipated value at a given time of day measurements of the Oklahoma Mesonet, which and day of the year typically can bc attributed to cloud uniquely operating in their state. cover. Second, significant changes in solar radiation

108 AMERICANMHTEOROLOGICAL SOCIETY The school observations were valuableto 7. ACKNOWLEDGEMENTS scientists, even with the ambiguous nature ofselecting the use of Funding for EARTHSTORM is provided by the participants by general mailout. However, TPE- observations by scientists should not be theoverriding National Science Foundation through grant factor that determines whether this typeof activity is 9155306. Mesonet worthwhile. More importantly, were the studentsable I congratulate the staff of the Oklahoma environment that they Project for their superior performance transmittingand to learn something about their I appreciate would not have learned or been able tounderstand as archiving one-minute data at all 111 sites. and Paul Gray well without the activity?Unfortunately, proper the work by Ray Hardy III, Karen Bivins, evaluation of the impact of this experiment was to disseminate and analyze thevolumes of information excluded because of lack of time andfinances. we sent and received.Sue Weygandt and Mike NASA Nonetheless, we were encouraged by the interestof the Wolfinbarger assisted with the figures. The help and schools and hope to arrange furtheractivities for Space Grant Consortium is thanked for their their financial assistance. Finally, I offerspecial thanks teachers. to the teachers and students whoparticipated in this experiment. Observation Site: Hugo MiddleSchool, Hugo, OK Teacher: Hoyt Thompson

Observation Time (CDT) Cumuluslow and to the south and south-southeastapproximately 2 0930 miles away. Cirrus directly above and inall directions. Low cumulus to north and east 2-3 miles away.Cirrus directly 1000 above to south, west, and north. Several small cumulus directly above,slightly to north, west, south; 1030 a large one to east, 1-3 miles away.High cirrus northwest to northeast Low cumulus to north about 2 milesand to southwest about 1 1 1 00 mile. High cirrus above.

1115 High cirrus only covering most of sky.

1130 High cirrus only covering most of sky.

1145 Cirrostratus covering sky.

1200 Cirrostratus covering sky.

1215 Cirrostratus covering sky. Low cumulus stretching across south'from cast to west about 5 1230 miles away.

1300 Cumulus clouds covering sky.

1330 Cumulus clouds covering sky. _ Table 2. School observations of cloudactivity on 10 May 1994 at Hugo Middle School inlugo, OK. Note how the observationsof cumulus development coincide with the solar radiation curve inFigure 5.

1 2 3 4111SYMP.ON EDUCATION 109 8. REFERENCES

Crawford, K., F. Brock, R. Elliott, G. Cuperus, S. Stadler, H. Johnson, and C. Doswell HI, 1992: The Oklahoma Mesonet: A 21st century project. Eighth International Conference on Interactive Information and ProcessingSystemsfor Meteorology, Oceanography, and Hydrology, January 5-10, 1992, Atlanta, GA; Amer. Meteor. Soc.

Crawford, K., R. McPherson, A. Cavallo, S.V. Duca, G. Sacket, and B. McMillan, 1993: The EARTHSTORM project:Using real-time data from the Oklahoma Mesonetwork. Third International Conference on School and Popular Meteorological and Oceanographic Education, July 14-18, 1993, Toronto, Ont., Canada; Amer. Meteor. Soc.

Espenak, F. and J. Anderson, 1993:Annular Solar Eclipse of 10 May 1994.NASA Reference Publication 1301, National Aeronautics and Space Administration.

McPherson, R., and W. McPherson, Jr.,1994: Dissemination and display of real-time mesonet data in K-12 classrooms.Preprints of the Third Symposium on Education and the Tenth International Conference on Interactive Information and Processing Systems for Meteorology, Oceanography and Hydrology, Nashville, TN, January 23-28, 1994.

110 AMERICAN METEOROLOGICALSOCIErt 124 P1 .25 A GUIDE TO TORNADO PREPAREDNESS PLANNING IN SCHOOLS

Michael A. Mach *

NOAA, National Weather Service Forecast Office Fort Worth, Texas

1. INTRODUCTION moved students from temporary classrooms into the hall of the main building moments before a tornado If a tornado were to threaten your school hit the school. campus this year, would you be prepared? The Not only is the tornado nature's most violent importance of developing a school preparedness storm, it is perhaps the most unpredictable. The plan and routinely practicing tornado drills has been current state-of-the-art technology only provides well demonstrated. Hundreds of lives have been potential warning times on the order of seconds and saved in the United States during recent years as minutes.Important advances in the science of tornado safety plans were activated by school meteorology and new technological capabilities for officials prior to the onslaught of a devastating observing and analy-itng the atmosphere, will likely tornado. provideunprecedentedweatherservice One of the most effective means to reduce the improvements in the next decade. However, potential for tornado deaths and injuries in schools warning lead time will still usually be on the order is to promote school tornado safety drills. Planning of minutes. In fact, severe thunderstorms can and before the storm is vital to insure prompt and often do produce tornadoes with little or no proper action during the storm. Administrators of advance warning. schools should be familiar as to which portions of The average number of tornadoes per year for their buildings offer the best shelter if a tornado the entire United States in the period 1961-1993 was strikes. just over 800 with an annual average of 82 fatalities Information in this article will guide you through and nearly 1700 injuries.The spring semester steps in developing a preparedness plan for your months of April through June hold the highest school and in conducting tornado drills to cope occurrence of tornadoes on a seasonal basis, with nature's most violent storm. It will familiarize although tornadoes have been documented in every you with the proper actions necessary to safeguard month of the year. students during an actual tornado threat. Hopefully, Many tornadoes strike during the middle to late the time spent reviewing these guidelines will afternoon.Unfortunately, there is a coincidence provide the necessary preparation to implement a between school dismissal times and the occurrence disaster plan in the future. Seconds can truly save of potentially dangerous thunderstorms. All schools lives! are encouraged to keep informed of developing thunderstormsintheirarea,sinceadvanced 2. TORNADO PREPAREDNESS PLANNING planning before the storm isvitalto schools dismissing for the day. Several studies have indicated conclusively that tornado preparedness planning before the storm 3.DEVELOPING A TORNADO PLAN and prompt action upon recognizing storm signs reduce the potential for loss of life and injuries. There are several elements to developing a good Preparedness plans and routine drills insure that tornado plan. School officials and faculty members both students and faculty react effectively when should be alert to the warning signs of severe severe weather occurs.It has been documented weather and tornadoes. All school systems should that on numerous occasions many lives have been have access to National Weather Service statements saved when a school official sounded the alarm that and have a method for internal dissemination of this severe weather information. An understanding of severe weather terminology, especially knowing the difference between a Watch and a Warning, is of * Corresponding author address: Michael A. Mach, vital importance. National Weather Service Forecast Office, Fort Each individual school should be inspected to Worth, TX 76137. select and mark the safest areas for protection from

4TH SYMP. ON EDUCATION 111 a tornado or severe thunderstorm. Periodic tornado A special alarm system should be designated at drills should be held at all facilities to insure that the school to indicate a tornado has been sighted bothfaculty and studentswillrespond ina and is approaching. A backup alarm system should predetermined manner when an actual tornado or be planned for use if electrical power fails. Perhapl severe thunderstorm approaches the school. a battery-operated bullhorn, an inexpensive hand- -cranked siren, or even an old-fashioned hand-swung 4. SOURCES OF WEATHER INFORMATION bell would be beneficial. The resources and capabilities of each school Perhaps the quickest way a school can receive a system vary weatly, and each plan must be severe weather watch or warning is by listening to developed with this fact in mind. Childrenare our theNational Oceanic and Atmospheric greatest resource, and everything possible must be Administration (NOAA) Weather Radio. Reception done to assure their safety. is generally confined to within a forty mile radius of each transmittersite. This serviceprovides 6.SEVERE WEATHER WARNING SIGNS continuous broadcast of weather information on VHF-FM frequencies between 162. 400 and 162. 550 There are a number of severe weather warning MHz. signs that each school principal, administrator, and Although normal programming can be useful to faculty member needs to become familiar with. In a school system in its daily operations, it is during fact, any one of these persons might be the firstone severe weather that the NOAA Weather Radio to observe a potentially dangerous storm or make proves to be invaluable. All watches and warnings the critical decision to act.In many cases, there which affect the area within radio range are may be no official warning of impending danger. broadcast immediately on the NOAA Weather Each school official should not hesitate to calla Radio. An advantage of the system is that it is not drill when the weather is threatening. necessary for the receiver to be continuously Tornadoes, by definition, are violent, rotating monitored to receive a warning. A special tone is columns of air in contact with the ground. The transmitted just prior to the watch or warning which main distinction between a tornado anda funnel activates special 'Tone-Activated" receivers and cloud is that a funnel cloud remains aloft and does turns them on. If possible, each school within radio not produce damage. Special attention should be range should have such a receiver. They may be given to very dark, turbulent clouds that exhibit purchased at most electronic outlet stores. swirling motions.When a tornado touches the School systems outside of the range of NOAA ground, there usually is a swirl of dust and debris Weather Radio must rely upon other sources of even when the visible cloud portion is missing or information such as local radio, television, Civil fails to reach ground level.You can generally Defense, or Emergency Management agencies to assume when viewing a funnel cloud at a distance relay National Weather Service bulletins. and it extends halfway from the cloud base to the Arrangements should be made with one or more of surface, that it is probably a tornado. those information sources to pass reports of severe Hail of any size generally indicates the potential weather to the school system. If a tornado develops for more severe types of weather.Often, large suddenly, this may be the only warning received. damaging hail will fall nearby or to the immediate north and northeast of where tornadoesoccur 5. INTERNAL DISSEMINATION within a severe thunderstorm. If giant hail falls at your location, you are in or very near the most It is imperative that each school system develop dangerous portion of the storm. In addition, strong a plan for rapid internal dissemination of severe winds, dangerous lightning, and frequent thunder weather information especially Tornado Watches couldbeearlywarningsignsofasevere and Warnings. Each school should have a complete thunderstorm.These are nature's warning signs list of emergency phone numbers suchas fire, that the thunderstorm is in its most violent stage. police, Civil Defense, and Emergency Management. A thunderstorm does not have to producea Since every school in the system needs to be tornado to pose a danger to schools and students. notified, one possible method of distribution is Damagingstraight-linewinds,referredtoas through the use of a pyramid notification systen. downbursts, can produce strong localized winds that This can be accomplished either by radio or can be as great as those of strong tornadoes. telephone. Lightning may pose a threat well before strong winds or rain affect the area. Generally, if you're

112AMERICAN METEOROLOGICAL. SOCIETY

4) 6 close enough to hear thunder, then you are close Since a tornado or funnel cloud could be obscured enough to be struck by lightning. A continuous by precipitation or darkness, faculty members rumble or roaring sound has been known to should keep an eye on the sky for dark, swirling accompanytornadicthundeistormsalthough clouds, dangerous lightning, large hail, driving rain, engineering studies indicate that debris flying with and any sudden increase in wind speed. the wind could produce these sounds. School distrie administrators should insure that While watching for tornadoes, special attention the Watch information is received by each school should be given to the skies in the west and through a predetermined dissemination system. All southwest since most tornadoes form adjacent to school bus drivers should be alerted to the threat and usually on the southwest side of the heavy and should know beforehand what actions to take. precipitation. In the event of a disaster, administrators should be prepared to utilize school resources to aid in the 7. SEVERE WEATHER TERMINOLOGY relief process. Individual school principals need to notify all An understanding of severe weather terminology faculty members of the Watch and caution them to is vital. All school personnel should understand the be alert for a possible drill.When threatening distinction between severe weather Watches and weather approaches, post teachers, administrative Warnings. When the National Severe Storms and maintenance personnel about theschool Forecast Center in Kansas City, Missouri, issues a grounds to watch for potential severe storms. Severe Thunderstorm or Tornado Watch, it means Finally, make sure that telephone lines remain open that severe thunderstorms or tornadoes are likely to and available to receive any additional information. develop. This is a time to keep a watchful eye on the sky for threatening weather, and stay tuned to 9.ACTIONS DURING A WARNING local radio, television or NOAA Weather Radio for the latest weather information. Once a Tornado Warning has been issued, it is All warnings are issued by local National Weather imperative that the communication of the warning Service offices. A Severe Thunderstorm Warning occurs as fast as possible and a tornado drill is means that severe thunderstorms capableof initiated immediately thereafter. Each school producing damaging winds and/or hail equal to or district must relay the warning to individual schools greater than 3/ 4 inch in diameter are in the without delay, monitor all available communications immediate area. A Tornado Warning means a for additional reports and information, and suspend tornado has been sighted or indicated by weather operations of school buses if possible. radar. persons in the path of the storm should seek Individual school administrators need to initiate shelter immediately, preferably on the lowest floor a tornado drill at the school campus immediately. A of a substantial building. special alarm signal should be sounded to indicate Remember, in some cases there may not be time a tornado drill and a backup alarm should be for a tornado warning to be issued before, a twister available for use if electrical failure occurs.It is strikes. Tornadoes do form suddenly! Teachers and highly recommended thata battery operated students should know the difference between a bullhorn, a hand-cranked siren, or even a hand Watch and Warning and must be able to take swung bell be available. appropriate action whether or not a warning is Students in classrooms should be moved to issued during a threatening weather situation. designated shelters. Those students who are located in temporary buildings or schoolrooms of weak 8. ACTIONS DURING A WATCH construction should move to shelter areas in a permanent structure. If school buses are still at the There are a number of occasions in which a school, students should be unloaded quickly or severe weather Watch will be issued when skies are prevented from boardingand be moved to clear and appear to pose no immediate threat. designated shelters.Specific teachers should be However, severe weather can develop rapidly and assigned to round up children on playgrounds, the Watch may be the only precursor of a threat athleticfields,orotheroutdoorfacilities. before the storm develops. Otherwise, they might be overlooked. Since During a Watch, school administrators must weather conditions can change rapidly, school monitor local radio, television, or NOAA Weather officials should continue to monitor radio or Radio for the latest available weather information. television to determine when the threat has ended.

I O.) 4TH SYMP. ON EDUCATION 113

BEST COPY AVAILABLE 10. SAFEST PLACES IN SCHOOLS 11. POTENTIAL AREAS TO AVOID

Quite obviously there are numerous variations in Every school building contains vulnerable areas building construction.However, most buildings that cannot be relied upon to withstand tornadic offer a significant amount of protection for normal winds effectively.Large roof span areas such as occupancy of the facility.It is essential that all auditoriums, gymnasiums, cafeterias, or libraries schools be inspected and that the safest areas for should be avoided.These rooms almost always protection from a tornado be selected and marked. have high ceilings and walls and excessive glass There is no single disaster plan that can meet windows and doors.Often these large spaces the needs of every school system. Normally, an on- receive maximum damage and if large groups of site inspection of a school by a trained wind people are present, major loss of life and numerous engineer, architect, or Civil Defense official can injuries could result. determine those portions of a building which will Avoid upper floors, especially the top floor. offer the greatest protection if a tornado strikes. Load-bearing walls are the sole support for floors There are a number of places in most schools and the roof above.If winds cause the supporting that offer safe refuge during a threatening weather walls to fail, part or all of the roof or floors will event.In schools without basements, the interior collapse. Rooms that have exterior windward walls hallway on the lowest or ground floor offers the many times receive the full strength of the winds. best protection. Since it has been documented that Windows on the windward side will likely be most tornadoes approach fromthewest or shattered and blown into the rooms. southwest, you should choose a hallway that will not Students in school rooms of weak construction, be parallel to the tornado's path. If possible move such as portable or temporary classrooms, should be to a hallway thatisatrightangles to the evacuated. Escort these students to sturdier approaching tornado's path. It is also preferable to buildings or to predetermined ditches, culverts, or utilize an interior corridor that opens to the east ravines, and instruct them to lie face down, hands and north where the wind force will usually be least. over heads. These hallways offer the best protection from strong winds and dangerous missiles. 12. PROTECTIVE POSTURE DURING A There are a number of objects that can serve as DRILL potential projectiles and need to be avoided. Students must be able to move swiftly to interior Periodic tornado drills should be held at all corridors that do not have glass windows or glass facilities to ensure that staff and students will all doors. respond properly when an actual tornado orsevere If a tornado is approaching, should students or thunderstorm approaches a school.Each school faculty members open the windows of classrooms? administrator should call a drill anytime weather Latest engineering studies indicate opening windows conditions appear threatening.Severe weather is not desirable.In fact, opening windows might usually lasts for only a short time and little time will allow wind blown debris to enter the building be lost from classroom activities. resulting in structural damage to walls, windows, or When studentsareassembledinschool the roof of the school.It is desirable, though, to basements or interior hallways during a tornado close the classroom doors leading to a designated drill or Warning, they should be instructed to hallway shelter area to reduce the potential for respond to a specific command to assume protective harm. postures.If danger is imminent, have students lie In addition to hallways and interior corridors, face down toward an interior wall within the inner rooms with short roof spans are desirable. A good portion of the school.Have students draw their rule of thumb is to choose a small room with no knees up under them, and cover the back of their load-hearing walls.In fact, spaces where the roof heads with their hands.Protecting your head is system is supported by columns, rather than walls, important since most fatalities in tornadoes result will usually be safer. from head injuries due to flying debris. If your school has a basement or underground One example of a command that school officials space, use these as designated shelters. In general, might use is: "Everybody down! Crouch on elbows when selecting locations for designated shelter areas and knees! Hands over the back of your head!" It in your school building, choose areas that can be isessentialthatthiscommand beinstantly reached from all portions of the buileing in less understood and obeyed.Illustrations showing the than two minutes.

114AMERICAN METEOROLOGICAL SOCIETY 1 2 b protective posture should be posted on bulletin Figure 1 is an illustration that shows a floor plan boards for emphasis. foraone-stoxyelementaryschoolwith an enrollment of 508 students plus 32 staff, with 3,240 13. SCHOOL BUS CONCERNS square feet of 'best-available shelter locations" shaded in black. Researchers indicate that if a Policies governing the use or non-use of school largetornadohitthisschool, some persons buses during tornado Watches and Warnings need occupying some of the locations would be injured, to be established before the threat. Whenever a but most likely there would be few if any lives lost. Tornado Watch is issued, alert school bus drivers of the threat and insure they know what actions to 15. REFERENCES take.Buses should normally continue operations during a Watch. If a warning is issued or a tornado Abernethy, James J.,1975: The safest places in is observed, school administrators should delay schools. Government Printing Office, 14 pp. operations of school buses if possible.If students have already boarded a school bus, but are still at the school, then they should be moved inside. If a school bus is trapped in the open county, students should be removed from the bus and escorted to any available reinforced structure or seek shelter in a nearby ditch, ravine, or low lying area. Students should be instructed to lie face down with hands over head.Extreme care should be exercised that students seek refuge a safe distance from the bus.School buses are easily rolled by tornadie winds! In the event a tornado strikes suddenly without time for evacuation, bus drivers should be instructed to evade the tornadic path by driving at right angles to the storm. School bus drivers should be regularly drilled in tornado procedures.

14. DE. rhRMINING THE BEST AVAILABLE TORNADO SHELTER Every school is vulnerable to the potential Figure 1. Best available tornado shelter. From The ravages of tornadoes. School officials planning to .Safest Places In Schools, James J. Abernethy, 1975. build new school buildings or additions should keep tornadoesin mind when settingconstruction standards. For optimum planning purposes, both school board members and engineers should participate in the design of new buildings and develop an emergency plan for protection during threatening weather situations. Numerous inspections of schools damaged or destroyed by tornadoes indicate that ihe worst effect of a tornado on a school building is an intense blast of wind from the combination of the tornado's rotationalvelocitywithitsforwardspeed. Approximately 90 percent of all major U. S. tornadoes come from a direction somewhere between southwest and west-southwest. With this in mind, schooladministrators can determine, in advance, those portions of their buildings that are likely to be safest or most dangerous if a large tornado directly impacts their building.

1 9 9 4TH SYMP. ON EDUCATION 115 P1 .26 ATMOSPHERIC CLASSROOMS: THE FUTURE IS NOW

Faye McCollum

Atmospheric Education Resource Agent AMS--Project Atmosphere Columbus, Georgia

1. INTRODUCTION 2. DATASTREME

Only a few years ago computers, Obtaining real weather data while still interactive television, bulletin boards, and ham current is beyond the technical and financial radios were looked upon as future dreams and resources of most schools. Project Atmosphere's possibilities. Those dreams are now reality. The DataStreme Project is an inexpensive system that future is here. supplies the data teachers and students want. America's precollege classrooms are The first year of the feasibility study was notably undergoing an exciting technological successful. Figure 1 shows the location of transformation. Most teachers and students no Agents participating during the 1993-94 school longer "read the text and answer the questions year. at the end of the chapter." Computers, television, and media have become the focus of instruction. Atmospheric Education Resource Agents (AERA's), in adapting to this change, have embarked on several programs to initiate change and inform personnel of the latest innovations involving meteorological data acquisition. Project Atmosphere's Resource Agents serve as links between the American Meteorological Society, and the precollege educational community at all grade levels across the United States. "AERA Actions" have included workshops and share-a-thons with numerous professional organizations. Some of the organizations involved in these interactive programs are: Fire and Forest Meteorologists, The DataStreme Project is a cooperative The Weather Channel, National and State effort with cable television's The Weather Science Teachers, Federal Emergency Channel, the National Science Foundation and Preparedness Directors, Broadcast the American Meteorological Society participat- Meteorologists, Civic Clubs, and The American ing. The WSI Corporation is assisting by deliver- Red Cross. Resource personnel play an ing weather data to The Weather Channel for the important role in the exciting changes occurring study. in meteorology and atmospheric subject matter. Serving as a Science Consultant and AERA Partnerships between professional personnel in Columbus, GA, I was able to work with teachers and educators are the key to the successful and students at Dimon Elementary School and at transition from textbook methodology to active, the nearby Fort Benning Department of Defense motivational studies in all areas of science. Wilson School. The media specialist and lead Highlighting a successful year in teacher at Dimon Elementary set up the meteorological technology were the "Kids as computer, television, and receiver in the library Global Scientist Project," the "DataStreme enabling students and teachers in other grades Feasibility Study" and the "Weather Kids to access data needed for specific projects.Fifth Project." Students, teachers and professional and sixth graders utilized DataStreme to study atmospheric experts worked closely with AERA's climate by comparing weather data from around in implementing programs that brought a new the country. Higher grade students mentored meaning to education arid knowledge primary students and provided assistanceas they acquisition. used current data in math and language arts.

116AMERICAN METEOROLOGICAL SOCiETY 1 "Wilson fifth-graders become weather- Colorado professor, Dr. Nancy Songer. Working wise" was the headline on the front page of The through AERA's and various other educational Bayonet, a newspaper published on the military organizations, Dr. Songer organized groups of base at nearby Fort Benning, Georgia. Complete Middle School students and teachers in with colored photographs, the article featured exchanging atmospheric data and information the students, school and teacher involved in using computers, modems, and bulletin board DataStreme. Highlights of Jerrie MacIntire's communication. The program also involved report during a school board review of the project extensive interaction with appointed atmoneric provided the following observations concerning specialists who volunteered to work with students the success of the program: and teachers. Dr. Paul Ruscher at Florida State "Fifth-grade students at Wilson School University in Tallahassee, Florida, served as the have become efficient amateur meteorologists "resident expert and advisor" for a large number and are producing regular weather forecasts of schools in the southeast. while honing other academic skills through a pilot Eighth grade students at Richards Middle study program. Students obtain daily School, along with their teacher, Mrs. Margie atmospheric data from a computer link. By Curtis, and the Principal, Mr. Bill Arrington, factoring such components as temperature, wind communicated with students at 10 international speed and direction, humidity, precipitation, and sites and 40 sites in the United States. cloud cover, the students forecast the weather The project involved over 1200 students for one or for several days. and was conducted through Internet linkages. Atmospheric studies are turned into cross- Each school identified an area of local expertise curricular lessons. Students learn geography and interest to share along with current and when predicting the weather for grandpare historical meteorological data. Examples of some who may live anywhere in the world. group titles were "Mountain Meteorologists, Various weather charts present Environmental Patrols, Climatology Experts, and challenging but interesting math and scier ce Weather Phenomena Detectives." The lessons, while observation of weather patterns in correspondence often blended humorous other geographic regions contribute to social comments along with exchanges of scientific data studies lessons." and expressions of creative insight. An added bonus: the program she.pens oral expression and communication skills as 4.1 Weather Kids children learn to present their forecasts in a professional manner. Students not only make Local Broadcast Meteorologists Kurt predictions but are becoming proficient in Schmidtz--ABC-TV, John Elliott--CBS-TV, and making presentations in the style of broadcasts Dan Brennan- -WGSY/Sunny 100 Radio have meteorologists. Plans for the second year included students and teachers in their daily include a weekly news show with weather routine of informing the public about local forecast and the establishment of a atmospheric conditions in Columbus, Georgia and telecommunications link with other schools that surrounding areas.Mr. Schmidtz initiated the have the program. An electronic pen pal Weather School in the elementary schools, and connection can enhance opportunities for Mr. Brennan works with elementary and middle learning at both ends. It can, for instance, level students in providing on-air weather reports provide additional lessons in social studies and during his three-hour morning broadcast. Each geography while sharpening language arts skills morning students call him on the phone from their through on-line communications. respective schools. Dan assists them in As a result of the DataStreme/Project composing the information for the report, tapes Atmosphere program students enthusiastically the information, and rebroadcasts the weather participate in daily lessons. The weather has report every 20 minutes. Several students become a passion with Wilson student Sarah requested an opportunity to do a live forecast, McClelland. Sarah eagerly awaits the evening and Josh, one of the elementary second-graders. news so that she can compare her own weather became a local celebrity during his visits to the prediction to that of the local forecasters. Sunny 100 studios. John Elliott, the CBS-TV broadcast meteor- 3. KIDS AS GLOBAL SCIENTISTS ologist, spent many hours visiting students in classrooms talking about weather. He also invited Bringing the outside world into the groups of teachers to the studio to learn what he classroom was a major goal of the University of does in preparation for an evening report.

4TH SYMP. ON EDUCATION 117 BEST COPY AVAILABLE 3 Teachers and students looked forward to interacting with John and to seeing themselves on the evening news.

4.2 Summary

Technology has a new role in classrooms across America. Students and teachers acquire current atmospheric data, interpret, analyze, and synthesize the information for use in many creative and unique ways. Resource personnel facilitate the acquisition of data and interact frequently with K-12 pre-college personnel. They help to bridge the gap between the community, the classroom, and the world. Interactive global communications through technological advances have become a part of the daily activities in the lives of young people. Project Atmosphere/AMS partnerships proVided the essential stimulus for this successful, pioneering venture.

118AMERICAN METEOROLOGICAL SOCIETY 13 P1.27 PREPARING FOR THE FUTURE OF ATMOSPHERIC SCIENCES BY LEARNING ABOUT THE PAST

Natalija Jam*

1. INTRODUCTION the invention of thermometer, barometer, and other meteorological instruments, opened the gateway to the For better understanding of a specific natural science scientific research of the atmosphere instead of the mere it is necessary to have an basic knowledge about its his- astrological predictions of weather that were widely ac- torical development, to have an insight into the degree cepted during the Middle Ages. Aristotle's Meteorologica of the achievements of that science in specific historical from the fourth century B.C., which was a standard text- periods, or even encompass its continuity over a few book on the medieval universities, renounced its place centuries. to such treatises as Descartes' Meteorology from 1637 that Most school curricula contain a subject called His- greatly encouraged the establishing of meteorology as a tory, but in most cases priority is absolutely given to branch of physics. This fact readily illustrates the fact the political history, whereas the history of sciences is that in meteorology for almost twenty centuries there in some cases only relatively and in other even abso- were no major or influential discoveries. lutely ignored. As a good example can serve Columbus' As with many other sciences, the advancement of passage across the Atlantic. Most people know the date meteorology was to a great extent determined by the America was discovered, names of the ships that took invention of appropriate instruments for measuring and part in the venture, as well as names of many per- registering the atmospheric phenomena. The most im- sonalities involved, but the fact that the discovery was portant among them are undoubtedly thermometer and made possible by Columbus' knowledge of the prevail- barometer. ing wind directions and ocean streams, and that exactly Invention of the first thermometer is associated with those details enabled the success, is not widely known. the famous Italian scientist Galileo Ga lilei, who used it Undoubtedly, the Vikings had a similar "marine meteo- in his lectures at the beginning of the seventeenth cen- rology" knowledge centuries before Columbus. tury. At that time, the scientist experimented with various kinds of thermometric fluids as air, alcohol, and, of course, mercury. A big disadvantage of these thermome- 2. PURPOSE ters were their different scales, so that the temperatures measured could not be compared. With respect to this, Meteorology is a relatively young science and it is an important step forward was done by Fahrenheit at almost not present at all in the high-school curricula. the beginning of the eighteenth century who introduced Many high-school and even college students think that his type ot thermometer and his scale, still in preva- meteorology originated in the nineteenth century, and lent use in English-speaking countries. Later, about the that some fields as weather forecasting and anti-hail mid-century, Celsius and Reaumur gave their also very protection are as recent as the middle of our cen- successful constructions of thermometers. tury. Because of that it would be important to give Barometer is an instrument for measuring the atmo- the students an introductory lecture aiming at giving spheric pressure. Its first construction was given in the an short historical overview of the meteorological sci- first half of the seventeenth century by Galileo's disci- ence. It would be advisable to start from the sixteenth ple Torricelli. It consisted of an glass tube about six feet centurythe period when started a continuous and un- long sealed on the one end and then immersed into an interrupted development of atmospheric sciences until open vessel with mercury. Torricelli supposed that the present. An excellent opportunity would be a visit to a column of mercury in the tube balanced the pressure science museum exhibition where the development of of the atmosphere on the free surface of mercury in meteorological instruments and the science as a whole the vessel. Later modifications of his original idea were is systematically presented. aimed at constructing a more compact and portable de- vice, and also more precisebeing corrected for some effects that Torricelli did not take into account. 3. FIRST STEPS The first constructions of hygroscope, instrument for It should be underlined that the development of measuring the humidity of the air, were done at the physics and mechanics sixteenth and the seventeenth beginning of the fifteenth century in Europe. As a basis century led to a radical transformation of meteorology. for most constructions, the property of some bodies The introduction of individual methods in the descrip- to change their shape with the increasing humidity tion and research of natural phenomena, as well as was used. Some other constructions were based on the changes of weight of the bodies absorbing the moisture. The English scientist Hooke in the seventeenth cen- 'Corresponding author address:Natalija Janc, M.Sc., tury intensively worked on the construction of meteo- 613 Waterwheel Lane, Apt. 34, Millersville, MD 21108-2335, rological instruments. Among them was also the wind

3 3 4TH SYMP. ON EDUCATION 119 1

Figure 1.a) Galilei's air-thermoscope; b) Florentine thermometer with three hundred divisions; c) Torricelli's barometer; d) Hygroscope filled with ice. e) Hooke's wind-gauge; 0 Hooke's rain-gauge. gauge, used for measuring the direction and intensity cians and astronomers. Among them was Descartes, of the wind. Its principles are very similar to those of its French philosopher and mathematician, who gave a modern counterparts. A small plate was freely swinging theoretical explanation of the rainbow. His theory about around a bar that was moving over a graduated scale. the rainbow is probably the first example of utilizing a With stronger wind the plate would be farther blown physical law to explain a phenomenon done in a correct away, showing the intensity of the wind. way and final. The English astronomer Halley gave a Records of precipitation also have a long history from barometric formula for the altitude; the French mathe- India about 400 B.C. and Korea from the 15th century. matician and philosopher D'Alembert gave a theory of But the major developments again occurred in seven- wind origins; the American printer, publisher, inventor, teenth century in Europe. The fundamentals of rain scientist, and diplomat Benjamin Franklin contributed gauge construction were correctly posed from the very to science with his experiments with electricity showing beginning, so that even the early attempts show a big that cumulonimbus clouds possess electricity and that similarity to the modern instruments. the lightning is in fac: an electric spark.

5. CONCLUSION 4. METEOROLOGICAL OBSERVATIONS AND THEORETICAL FOUNDATIONS Generally speaking, the history of natural sciences and technology is an important part of basic education A series of continuous meteorological observations contents contributing to a better understanding of the came from the seventeenth century. At that time the development of human civilization. In this article we importance of simultaneous and independent observa- intended to give only some remarks about facts that tions was recognized. Among elements measured was would be beneficial to include into curriculum. The also the atmospheric pressure with intention to estimate quantity and depth of information depends of the age of the possibility of a weather forecast based on variations students, time available, as well as other circumstances. of the pressure. A specially designed form for registra- Because the weather and climate are such an im- tion of meteorological data was published and prepared as a model for meteorological reports. portant part od our everyday life, some elemen; ry knowledge about meteorological instruments and their The construction of meteorological instruments en- use should be incorporated in everybody's education. abled the beginning of regular meteorological measurements. Simultaneous discoveries in physics of the laws in the dynamics of fluids, as well as other laws about gases and liquids, was the cornerstone for further de- 6. REFERENCES velopment of meteorology. Boyle's formulation of the 1. A. Wolf, A History of Science, Technology and Philoso- law relating the pressure, volume and temperature of phy in the 16th and 17th Centuries, Volume I, second a gas, gave rise series of attempts to find the height edition, Harper Torchbooks, Harper, New York, 1959. of the atmosphere and to establish the relation between 2. H. H. Frisinger, The History of Meteorology: to 1800, altitude and atmospheric pressure. Second Printing, American Meteorological Society, At that time, meteorology was not being developed Boston, 1983. as an independent science. Some theoretical articles 3.Encyclopaedia Britannica, Volume 12, 15th edition, were written by philosophers, physicists, mathemati- Chicago, 1982.

120AMERICAN METEOROLOGICAL SOCIETY 13 4 P1 .28 A New Look to the Sky

Jonet Anderson EarthWatch Communications Minnetonka, Minnesota

Jerri Johnson* Irving Independent School District Irving, Texas

EarthWatch Communications and other 3-D Children are excited to see the likeness of technical products have stormed into many the clouds they experience on the ground homes, in the Dallas Ft. Worth area, taking and rotate to the top and all sides of them. many viewers on a hydrological field trip Their world is multi dimensional. The 3-D equal only to the high tech special effects products are going beyond their original on the current movie screens.Traveling expectations in just presenting the weather. through the atmosphere at speeds equal or Children watch the clock fortheir surpassing the speed of the space shuttle opportunity to interact with the products. viewers at interact firsthand with current They are looking up outside to see if they weather systems from their neighborhood to can "make a match" with their observation theirneighboringstates. Usuallythe and the product's observation. Most viewers of the local weather broadcasts arc importantly these children are bringing in adults: however, many children are tuned the adults in their life to the screen and they into the broadcast to experience a ride are talking to each other.This common unequal to the last as the rotate in and bond of our atmosphereistruly going around severe thunderstorms and beyond just a showy product. developing storm systems. The educational community has been given No weather text in school today offers the 3- an awareness, by students of a wide age D phenomenon which opens the door to an range, to a new look to the sky. When understanding of cloud development, students come toschool, they have a temperature location variation and weather personal data base of stored information to system movement. People remember and bring higher order thinking skills to science. understand when given the opportunity to They are helping to bring an awareness to experience a concept firsthand. Past and the adult population that did not have the present educational background traditionally benefit of the technological advancements presents weather educeon as a "flat and that are being experienced today. Teachers stationary model." Something is lost in the areaddressingquestionsfrom a 3-D divorce of nature's fluid characteristics. perspective.Students want to make a model rather than just draw a picture.

It is exciting to experience an unpredicted avenue that new technology has traveled without having made an intentional turn. Educatorsinvite and appreciatefree resources and the opportunity tobridge Corresponding author address Jern Johnson, school, home, and community together. AMS, AERA, Irving, Texas, 75060 Besides, we are all on theone planet we share together.

4T SYMP. ON EDUCATION 121 1 3'a" accelerated in presenting the water cycle in its sometimes overwhelming ability to be out of balance of its traditional presentation. Observing the world around us,inthis constantcycle,willgive ameaningful understanding toteachers andstudents alike.

122AMERICAN METEOROLOGICAL SOCIETY 3 b P1.29 From the Ground to the Sky

Matthew Gilmore Texas A & M University Department of Meteorology Bryan, Texas

Jerri Johnson* Atmospheric Educational Resource Agent Project Atmosphere Irving Independent School District Irving, Texas

The themeofthisyear'sconference, have set out together to make a change. It "Opening the Door to the Future: Education is even more fitting to promote this change in the Classroom and Beyond," is very fitting withtheadvancementoftechnology tooureffortstoenhance atmospheric availableforclassroomuseandthe education. In fact to open the door, that modernizationof the National Weather door must be established. Reflecting on our Service. own educational experiences as children, little to no time was ever spent on our Combining our own special interests of the atmosphere other than the study of the atmosphere, we are organizingmaterial seasons. Our own personal interest and whichincludethetopics offloods, curiosity of the atmosphere has been our thunderstorms, and tornadoes. Both of us challengeforfurtherinformation and being native to Tornado Alley, we can relate understanding of the atmosphere. Children to the youngest of children in a natural have a natural curiosity about the world curiosityoftheseatmosphericevents. around them, especially the world above Although there arelarge differencesin theirhead. Priorknowledge is a learning capabilities between elementary springboardtocontinuedinvestigations grade levels, the material will be presented whichouratmosphereprovidesona in the following divisions: that suitable for constant basis. kindergalen and first graders, and that suitable for second and third grades. The There is a defined need forthe text will appeal to the listening level of enhancement of atmospheric education as kindergartners and the reading levels first the American Meteorological Society has through thini grades. Also included will be recognized. The study of science of any easy to organize and manipulate hands on kind does not start in the seventh grade but activities to enhance the concept of these that first day of kindergarten at the average significant weather events. Hazardous age of five. As classroom teachers and weather was chosen because it is one of the scientists we have come toa mutual most importantsubdivisionsinweather agreement in recognizingthelimited studies. Also, It is important for students to changes in the content of the science learn safety rules associated with tornadoes, cirriculum and its delivery.In the average lightning, and flash flooding, especially as classroom in the United States, one will find children do not always have an adult around desks, chalkboard, bulletin boards and a for help. Safety rules will undoubtedly get traditional cirriculum which in most cases taken home so that adults in the family can reflect the classroom of the 1800's. We also be informed. Even with the most reluctantofclassroomteacherswho 'Corresponding author address: Jerri ..1,thnson, hesitates to address science past a token AMS, AERA, Irving, Texas 75060 representation, this material will help him or

4TH SYMP. ON EDUCATION 123 1 her develop an understanding of these events through a language arts approach. This effort will allow the early introduction of scientifically based weather phenomena in an age appropriate fashion. Teacher will be able to use this material which on a veiy primarylevelwillclear up common misconceptions about weather events and possible stumbling blocks in the subject so the teaching can be accurate and current technologyaddressed.Lessonsinthe classroom can be aided in the use of the materials. The science process skills will be seen overlapped in the several academic areas.

The contentofthematerialswillbe reviewed through a panel of atmospheric scientists in the field as well as on the universitylevel. This partnership of the scientific community and the classroom will provide students the knowledge of the research and findings of the current state of the art technology, it availability, and its on goingobservationandinvestigationof significant atmospheric events.

124 AMERICAN METEOROLOGICAL SOCIETY 138 P 1.30 USING SCIENTIFIC THEORY AS METAPHOR TO ENHANCE EQUITY IN URBAN PRIMARY SCHOOLS John P. Byrne, The Rainbow Connection

Jamaica Plain Community Centers at the Agassiz School Boston, Massachusetts, U.S.A.

1. INTRODUCTION law of gravitation in which space and time became integrated within the universal gravitational field to The evolution of human consciousness hence the form a geometric four-dimensional space-time organization and assimilation of information manifold. The quantum theory transformed the age regarding our surrounding environment hitherto has old Democritin paradigm for the atom from a been dominated by an anthropocentric i.e. "self mechanical model which emulated the solar system to centered" field of reference. This phenomenon in part a paradigm that decomposes the atom into a complex is the biproduct of stereoscopic vision which is and dynamic field in which waves and particles directed radially outward from a central vantage point interact thus yielding packets of energy, or "quanta". resulting in a three dimensional perception of space. In fact, the "field paradigm" can be extended to the This linear perception of space in turn has permeated area of psychology in which Carl Jungdeveloped a the entire field of human thought thus affecting every paradigm for a "collective consciousness", or field of facet of consciousness from social structure and human behavior which in turn can be broken down dynamics to a constellation of scientific paradigms, into "archetypes". (Although Mr. Jung proclaimed which in turn influences morals, values, and the way himself anti-mathematical, this concept nevertheless in which the human species perceives its place within has a distinct mathematical signature and can easily the cosmos in general. For instance, the system of be compared to the chaos theory pioneered by Edward Newtonian mechanics developed during the 17th Lorenz in which spontaneous organization, or century (which still prevails as a significant edifice in "attractors" are analogous to the concept of archetypes modern physics) is a classic example of the linear which arise within the field of human consciousness geography which had dominated the human mind as described by Jung.) Biology in fact is not exempt especially during that particular period in history. from interpretations of the field paradigm. Rupert However the development of the quantum and Sheldrake's theory of "Morphogenetic Fields and relativity theories, which represent a cornerstone of Formative Causation" which describes the scientific thought during the 20th century marks a organizational forcing of matter through a system of critical threshold of transition in consciousness templates, or "morphic fields", as well as J. whereby the previous constellation of scientific Lovelock's Gaia Hypothesis which defined the paradigms, which were primarily three dimensional terrestrial biosphere as a single self-regulating and "clockwork" oriented underwent substantial homeostatic living system, both represent innovative modification and rearrangement thus emerging as a manifestations of the field paradigm. Perhaps the more four dimensional, hence "field oriented" system most profound example of the field paradigm is the of thought. Thus the perception of space, time and Grand Unification Theory in physics which attempts matter had evolved from a spacial and fragmented to integrate the four component forces in the universe view toward a perception in which these respective into one unified force, or "superforce" during the first entities became integrated to form a continuum, or explosive picoseconds at the beginning of time. field-like organization in which the element of time Thus there has been a distinct drift within the assumes a more interconnected rolewithin the "collective human consciousness" (as described by dynamics space and matter (which defmes the "fourth Jung) toward a unified perception of nature which has dimension" of this respective system). For instance, commenced especially during the 20th century. In Einstein's classic work "The Electrodynamics Of fact the recent shift in the global political state and Moving Bodies" (which was the title of the original the depolarization of the "superpower" structure may thesis written by Einstein that first introduced the be the very first permeation of this unified, or field special theory of relativity) represents but an perception within the realm of socio-political integration of John Clerk Maxwell's paradigm for organization. Although the subsequent political state electromagnetism and the aforementioned paradigms is at present volatile, this could represent but a for Newtonian mechanics. Additionally, Einstein's temporary transitional phase toward a more unified theory of general relativity is but a paradigm political and social state (analogous to the catastrophe rearrangement and modification of Newton's universal theory in mathematics in which an entire system

4TH SYMP. ON EDUCATION 125 i 3 becomes radically transformed from one state to out there in the world" etc., but the student'ssense of another, with the latter state assuminga markedly unity with the Earth and the universe different organization as compared to the original becomes enhanced.Also, this sense of unity will tendto state). In addition, modern technolou andthe "feed- diminish social, racial and cultural barriers back loop" hence proliferation of satellite which can imagery of sometimes arise in areas of high populationdensity the Earth as a whole planet (withoutt h e and diversity such as in urban environments. superimposition of geopolitial boundaries etc.)has served to reinforce, albeit on a subconscious level,the 3.2 The Duality Principle idea of socio-political unification,or in more cootemporary terms the "New World Order." The yin and yang symbol derived fromthe Eastern ideology of Taoismcan be a graphic 2. THE "RAINBOW CONNECTION": metaphor in representing an importantorganizational BASIC CONCEPT template in nature. In the now classic book"The Tao Of Physics", Fritjorf Capra relates thedualities of space and time, waves and particles etc. to the The Rainbow Connection isan educational principle of the yin and concept designed to reconcile this recent evolution yang.The Rainbow in Connection is also based on this principle of human consciousness in whicha field oriented, or duality in that the left-right hemispheric learning(of the unified view of nature forms the central thesisaround which the cuxiculum is not only structured brain) becomes, as a function of theyin and yang, a but in dynamic, interactive circle whereone component fact is the product of unification initself.For enhances the other. instance, the aforementioned examples of Also, this principle can bea unification powerful metaphorical tool which in in science have obvious conceptual meaningwhich in addition to teaching concepts in science, can also beimplemented turn can be interconnected between their respective on the social level to represent unified dualities disciplines.In addition, the learning modules between various races and culturesetc. themselves become unified througha multi-integrated curriculum design i.e. cross-linking ttetweenleft hemispheric (logical) and right hemispheric (intuitive) 3.3 ratmlifath regions of the brain whereby curriculumareas that have been traditionally fragmented become A metaphor borrowed from the popularnew integrated computer technology "Virtual Reality." such as math and art, science and dramaetc. Thus In the science evolves from a textbook and Rainbow Connection "Virtual Math" isan attempt to routine two restore the linguistic element to math. dimensional "lesson plan" and becomes full,sensory In fact and stimulating learning experience which language itself is in essence a symbolicrepresentation integrates of ideas which are manifested in the the mind, body and spirit intoone active and dynamic arrangement of medium. characters specific to the cultural and ethnic orientation of the respective language. Thuswhen characters within the given language become 3.BASIC LEARNING MODULES: assembled to form a word, the word then becomesan SAMPLES "enfolded reality" whichupon materialization of the word then "unfolds" within both the mind ofthe user 3.1 The World Horizon Principle of the word and its recipient(s).(This concept is based on the theory of "Implicate Order"popularized by the renowned physicist David Bohm.) A metaphor borrowed from the theory of This special unfolded reality can either represent thetotal relativity, the "world horizon' form theboundaries at experience of the user as reiated to the word, which a student's world concept terminates, and/or especially the collective experience of both theuser and its within urban environments where thestudent's recipient(s).For instance the word "Mountain" physical world view is literally constrainedby many represents the user/recipients total experience tall man-made structures and buildingsetc.This regarding mountains. sense of constraint can in turn become superimposed In "Virtual Math" this concept translatesto the hence enmeshed within the student's generalpsyche idea that equations can also represent enfoldedrealities thus limiting the potential psychological growthand which can range from simple arithmetic the way in which they relate to the to the more environment. complex equations of the calculus: Considerthe However, through expanding the student's world following examples: horizon to include not only the Earthas a planet but the universe as a single dynamic interactiveobject, Cthim 201 not only does the student's basic concept of space, a + bc g rd2 Rs C2 time and matter increase expotentially i.e. of "what's I) 2) 3)

126AMERICAN METEOROLOGICAL SOCIETY 1 4 0 Equation I could represent the classic arithmetical time) world of the imagination thereby forging a problem typically presented to early primary school cross-linking between the left hemisphere (logical) children e.g. "If John had five apples and Jane had and the right hemisphere (imagination). This concept four apples, how many apples would they both can be effective in dissipating the spectrum of have?" Thus the enfolded reality that surrounds the dysfunctions which have traditionally plagued math student's concept of apples, the characters in the learning from "math block" to the general apathy problem i.e. John and Jane, unfolds in the student's students feel toward math because they will "never mind which can then assume a variety of forms that have use for it in the real world" etc.Also it can also include the environment which surrounds the somewhat ameliorates the feeling of constraint and problem e.g. space, time, ambient conditions: Were frustration many students feel as a result of having to the apples large or small? Were John and Jane in a conform to the rules and rigor of math concepts as supermarket or in an apple orchard? Was the weather well as giving the student a direct psychological sunny or rainy? etc.Equation 2, Newton's law of interface with the phenomena described by equations universal gravitation can obviously compose a vast in which they can have some creative input i n enfolded reality in that gravity is a common everyday solving math problems. experience. Thus "M" which represents the mass of the Earth can be multiplied by "m", which in turn can enfold just about any object or event imaginable from 4.SAMPLE OF ACTIVITIES a rocket to the baseball hit by Roger Maristhat marked his 61st home run. The product of M x m is 4.1 Imumv Playhouse then multiplied by the universal gravitational constant and then divided by the square of the radial One of the more popular activities at the distance between the object and the center of the Rainbow Connection, this learning medium provides Earth. Equation 3 also involves gravity and mass but a dynamic and creative environment inwhich topics enfolded in a very peculiar way. This equation, (after in science quite literally become a "moving a few months of mathematical rigor) was developed experience!" Thus concepts ranging from the spin of by physicist Karl Schwartzchild to describe the quantum particles (the quark with its whimsical gravitational collapse of a given mass (usually a hierarchy of' component symmetries e.g. "top, decaying star) to a "black hole" (where G is again the bottom, up, down, charmed and strange" are ready- universal gravitational constant, M represents the made for the student's active imagination) to the mass of the object undergoing the collapse, divided by motions of weather systems across a weather map, to "C", the speed of light squared). In other words, the the orbits of the planets are explored through drama equation describes the limit the radius of a given mass and creative movement. must compress beyond before undergoing a runaway mutual collapse toward its center of mass 4.2 Mind Games commensurate with an expotential increase in its gravitational field. The black hole concept can be Math and science concepts are both introduced immensely stimulating to young students because of and/or reinforced through this active learning medium. the many bizarre phenomena, or enfolded realities that Some of the games developed at the Rainbow can take place especially beneath the "eventhorizon" Connection are "Hyper-ball-a" (which integrates the i.e. the gravitational boundary beneath which light spelling bee with baseball), "Einstein Hangman" cannot escape, space and time become distorted, and (similar to the traditional game of "Hangman" only the laws of nature decompose. Therefore the students the focus is on the use of science and math words, and imagination, temporarily freed from th t. constraints additional features are added to the "hang-man" which imposed by the logical, can run rampant through a give him the signature look of that most famous veritable wonderland of possibilities from time travel, scientist of the modern era!), and "Supersquares", a reverse cause and effect e.g. a baseball that ascends fast paced and challenging game based on quick from the bleachers and descends onto Roger Maris' responses to questions derived from learnedmath and bat before he runs around the bases backward! (In fact science concepts, and the score is added expotentially. reverse entropy, or cause and effect insideblack holes is an idea seriously propounded by the celebrated 4.3Wizards' Wodalxv physicist Stephen Hawking.) Thus, although the basic concept of Virtual Math A learning medium in which children explore may not directly address the issue of theactual science and math concepts through arts and crafts. mechanics of solving a mathematical equation i.e. the Some of the projects have included designs using computational component, it transforms math from calculus symbols (e.g. the integral, the partial-d, as flat two-dimensional array of characters to three and well the array of Greek letters typically used in even four dimensional (including the dimensionof calculus such as sigma and tau etc.,created extraterrestrial environments, robots and space craft.

4TH SYMP. ON EDUCATION 127

BEST COPY AVAILABLE 5.SUMMARY

The primary purpose of the Rainbow Connection is to transform the learning experience in science and math into veritable culture which interconnects the student with the outer universe of clouds, whales, the snowflake and the stars, to the inner universe of inquiry, imagination and creativity through metaphor and a full spectrum of multisensory experiences. Thus math and sciences becomes metamorphosed from a fie.o dimensional field of information to a colorful, enriching life-affirming environment where rather than becoming "cognitively stored data", math and science become deeply enmeshed within the psyches thereby influencing the formulation of values, morals, hence word view. The spirit of the Rainbow Connection is best embodied byone of Albert Einstein's most famous quotes: "To imnine is everything."

REFERENCES

Bohm, D., Peat, F.D., Science, Order, and Creativity. New York, New York: Bantum Books 1987 Capra, F., The Tao of Physics. New York, New York: Bantum Books 1975 Leshan, L., Margenau H., Einstein's Space and Van Gogh's Sky. New York, New York: Colier Books 1982.

ACKNOWLEDGMENTS

Stephanie Richardson, University of Wisconsin- Art consultant and assistant to the author. Gratitude is also extended to Jack Borden of For Spacious Skies, who is an inspirational pioneer in theconcept of multi-integrated curriculum and how it relatesto the environment.

128 AMERICAN METEOROLOGICAL SOCIETY 142 PI .34 UNIVERSITY OF WYOMING INITIATIVE RA RESEARCHAVIATION

A. R. Rodi' and J.D. Marwitz Department of Atmospheric Science University of Wyoming Laramie, WY 82071-3038

target a limited area geographically so that aminimum 1 INTRODUCTION number of flight hours were used for ferry purposes. We The University of Wyoming (UW) has instrumented arbitrarily chose the northeast US, and wrote letters to and operated several aircraft for atmospheric research iixiivichials at the UCAR universities in that area inquiring continuously since the 1960's. One advantage of such an about interest and soliciting ideas for student projects. We undertaking at a university is the educational advantage receivedresponsesfromsixinstitutions(seven this presents to the students. Many advanced degrees have departments) which, along with our own department at been earned by students worlemg with these state-of-the-art UW, became the basis for our proposal to NSF to fund the facilities over the years. EI flights. Table 1 contains a list of the institutions and principal contacts for the project. Beginning in 1987, UW and NSF began a cooperative agreement to operate the UNV research A total of 10 hours were budgeted for each location aircraft, a Beechcraft Super King Air 200. Again, the (15 hours for Pennsylvania State University since there which had different strong educational advantage that havingfacilities such as were two departments involved there tbese at universities was a large part of the justificationfcc objectives). Each site was allocated one week to this funding. It occurred to us, however, that relatively few accomplish the flights. This week included the movement undergraduate stardents (or graduate students) nationwide and setup of the airplane and equipment to the site. in fact gained experience with research aircraft. In response to this, we proposed to NSF an'Educational 3. PROJECT SUPPORT Initiative' to make the aircraft available to colleges and univexsities for projects with primarily educational 3.1 Student Propojals objectives. In this way, faculty and students who were not necessarily specialists could become exposed to a facility The students at each site were to organize around which normally would be too expensive and essentially local faculty advisors to develop research projects. unavailable for purely edmational projects. Students could propose to work individually or in groups, but this was arranged by the faculty advisors.Staff at UW input into the project Atlas et al. (1989) discussed the education problem was contacted to provide technical related to radar meteorology in particular andwith plans. observational science in general in attracting students to continueasscientistsandpractitionersin these 3.2 Short Courses observational fields.It is indeed these issues that we address with this project to make our airplane available to In advance of the arrival of the aircraft, a UW 'short students who might otherwise never have this opportunity. faculty member visited each site and presented a course' on the principals of measurement from an aircraft, In this paper, we discuss the UW educational the instnunents, flight characteristics and flightplanning. each initiative with the King Air, and describe our experiences The exact content of the short courses was different at projects as in fielding this effort. site and this depended upon the nature of the they developed, student interests, and facultyexpertise. 2. PROPOSAL Our ideas was for the aircraft to go to the participating institutions rather than the students gathering at a central location such as UW. Wetherefore had to

1. Corresponding author address:Alfred R. Rodi, Department ofAtmospheric Science, Univ. Wyoming, P.O. Box 3038,Laramie, WY 82071-3038

4TH SYMP. ON EDUCATION 129 143 Table 1: Partici ants in UW EducationalInitiative in 1993 Institution Location Principal Contacts Lyndon State College Lyndonville, VT Bruce Berryman McGill University Montreal, Quebec John Gyakum Rod Rogers Millersville State University Millersville, PA Richard Clark

Pennsylvania State University State College, PA Dennis Lamb Atmospheric Science Dennis Thomson , Pennsylvania State University State College, PA Skip Smith Aeronautical Engineering

State University of New York at Albany Albany, NY David Fitzjarrald University of Maryland College Park, MD Bruce Doddridge Russell Dickerson University of Wyoming Laramie, WY John Marwitz Alfred Rodi

3.3 Field Rhase was scheduling the visits while classes at the participating schools was in session. This had two effects: i)there was The aircraft arrived at each site accompanied bya a high level of participation by students and faculty, and ii) crew of three (pilot, technician, and data engineer). A the conflict with classes made fora hectic schedule. In sum, vehicle containing necessary equipment, spares, and this is probably better than having the visits in thesummer, a workstation for data processing was also provided. for example, when students and facultywould be less available. Students and faculty advisors would handle the tasks of setting priorities far flights on a daily basis based One outcome that was not anticipatedwas that largely upon the weather. Students whowere inclined flew there were at some sites open-houses scheduled,so of on the aircraft as principal investigators and observers. which involved K-12 students. Also, the visit ofthe King Air was integrated in some cases intocourses being taught Data was processed in flight for quick-look at the time. purposes and after the flight on the workstation for archiving and analysis. In the end, we were surprised at the number of students we worked with on this project. The level 4. of DISCUSSION participation and excitement was very high. While original science was not necessary m these projects,we think that it We think that the aircraft going to the participating was inevitable that some projects would produce original institutions was very important to the apparentsuccess of and publishable results, and feel that thiswas the case. this project. Had it been the otherway around (students coming to UW), we feel that the level of participationand ACKNOWLEDGEMENTS: follow through would not have beenas high. The UW King Air is funded as a National Facilityunder On the other band, our schedule (seven locations in NSF cooperative agreement ATM-9319141. The Elwas seven weeks) was overly ambitious. Flying ten research supported in the field by Ernest Gasaway, Glenn Gordon, hours and then ferrying to the next site and settingup within and Don Lukens. a week was too much for our crew.If we have the REFERENCE opportunity to do anotha project like this,we feel that 1.5- 2 weeks per site would be a more realistic goal. Atlas,D., R.J.Serafin, and C.W. Ulbrich,1989: One distraction which was perhaps unavoidable "Educational and Institutional Issues in Radar Meteorology,BattanMemorialand40th Anniversarr Adar Meteorology Conference", Bulletin of Inier. Meteor. Soc., 70, 768-775.

130 AMERICAN METEOROLOGICAL SOCIETY 144 P1.35 AN AVIATION WEATHER MINOR AT EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Richard C. Bagby *

Embry-Riddle Aeronautical University Daytona Beach, Florida

what we call "Aviation Weather."Topics concerning 1. INTRODUCTION severe local storms, climatology, and weather observing and forecasting products, and weather on otner pian,*s Embry-Riddle Aeronautical Universitywere explored for inclusion into a Minor in Aviatio. (ERAU) is an independent, non-sectarian, Weather. not-for-profit, coeducational university with a history dating back to the early days of aviation. The University serves culturally diverse students motivated3. NEW COURSE DEVELOPMENT toward careers in aviation and aerospace.Its most popular undergraduate degreeistheBachelor of Three new courses were developed and first Science in Aeronautical Science. This 4-year course oftaught in the Fall of 1992. AS 363, The Thunderstorm studyprovidesthestudentwithaliberalarts(andIts Environment), explores everything a pilot background along with flight instruction from Privateneeds to know about severe local storms.AS 261, through Commercial Instrument Instructor Pilot. Aviation Climatology of the World, introduces the student not only to general climatic classifications, but 2. CHANGING ENVIRONMENTS also to the differing flying weather conditions caused by geographyand byseason. AS 364,Weather Traditionally, ERAU has offered two courses InformationAvailabletoAircrews,expandsthe in Meteorology at the undergraduate level:AS 201,student'sfocusfromnationaltointernational MeteorologyI, andAS352,Meteorology H. perspective; from Fahrenheit and millibars to Celsius Meteorology I is an introductory meteorology courseand hectopascals. similar to that taught at other universities. Meteorology II expands upon that foundation and applies itto "The Thunderstorm Course" (as the students aviation.Some members of the faculty felt that morecall it) focuses on the proper atmospheric setting for aviation-related weather topics would enhance thedevelopment of both the airmass thunderstorm and the flying safety of young pilots and, indeed, quench thesquall line thunderstorm.Students learn to assess the thirst that most aviation enthusiasts have about theatmosphere's stability and potentialfor convective "wind beneath their wings." development. A course-ending projecthas teams of students developing rules of thumb for short range Additionally,it was felt by some that anforecasting of thunderstorms. experience vacuum was developing as Federal agencies became increasing dependent upon automated systems "AviationClimatology"takesthestudent of weather observing and briefing delivery.Becausearound theworldtoinvestigatethecauses and pilots no longer have the luxury of being briefed by anramifications of climate over the seven continents. A experienced weather forecaster, Aeronautical Scienceproject helps to focus each student on the weather faculty sensed a need for more classroom instruction in patterns at a specific location.

* Corresponding author address:Richard C. Bagby, "Weather Information For Aircrews" explores Embry-Riddle Aeronautical University, Daytona Beach the various weather observation and forecast products FL 32114-3900 from around thc globe.It introduces the student to the

4TH SYMP. ON EDUCATION 131

-" I_ changes taking place within those Federal agenciesgraduates indicate that they believe their employment responsible for providing weather data to the aviationopportunities were enhanced by the amount of aviation industry.Products from commercial venders are alsoweather knowledge gained.Besides the five courses addressed.Additionally, a week of study is devoted to mentioned above,a graduatecourseinAdvance the use of airborne weather radar. Meteorology (MAS 517) is also available for credit towardtheMinor. Futureplanscallforthe development of a course on "The Weather of Other Planets': a course that will satisfy requirements not only for the Minor in Aviation Weather, but also for the Minor in Space Studies. 4. A DYNAMIC CURRICULUM Embry-Riddle Aeronautical University, a long The 15-hour Minor in Aviation Weather hastime leader in Aviation Education is posed to become proved to be popular with students.Feedback fromthe international leader in Aerospace Education, too.

132 AMERICAN METEOROLOGICAL SOCIETY 146 P1.36 STUDENT PERCEPTIONS OF CLIMATIC CHANGE

Kent M. McGregor.

University of North Texas Denton, Texas

Mark D. Schwartz.

University of Wisconsin - Milwaukee Milwaukee, Wisconsin

1. INTRODUCTION 2. BACKGROUND

During the past twenty years, the subject of The possibleconsequencesofclimatic climatic change has grown from an obscure change have sparked a debate concerning public corner of the academic world to a subject of policy which has increased media attention even considerable scientific, educational and media more. For example, the April 22, 1991 issue of attention (Ausubel, 1991).This interest has TIME magazine carried a report on the debate resulted in many articles in both news magazines within the White House on climatic change. One (TIME, U.S. News and World Report) and the group says it is time to act while the opposite popularscientific press(Environment, camp says there is still plenty of time, so "wait Smithsonian, Scientific American). With all this and see" is the best policy. Meanwhile weather media attention, both teachers and students events continue to command media attention. have had considerable exposure to climatic Time magazine, March 14, 1994, published an change as both a scientific and public policy article called "Burned by Warming". This piece issue. What do studentsreally know and focused on the financial losses incurred by understand about climatic change? How are insurance companies due to hurricanes and other these perceptions related to views of their own large storm systems and speculated that climatic local weather? The goal of this research was to change could bankrupt the insurance industry. surveycollege students in introductory Many humanactivitiescanpotentially geography/meteorology classes on these topics. contribute to a changed global climate (Firor, Eighteen colleges and universities cooperated in 1990; Jaeger, 1988). The principal concerns are the study. The survey solicited information on globalwarming,ozonedepletionand five topics:demographics, media exposure, environmentaldegradation.Carbondioxide experience with unusual weather, opinions about enrichment of the atmosphere is the culprit in local climate, and familiarity with processes scenarios of global warming. Carbon dioxide is related to climatic change. The results indicated a relatively small constituent of the atmosphere a high level of student awareness concerning (about 0.03%), yet itis one of the most climatic changes and a generally held belief that importantheatabsorbinggassesinthe such changes will affect both global climate and atmosphere. If the atmosphere traps heat more local weather. effectively, the global temperature could rise even though the amount of insolation remains Corresponding authors address: Kent M. the same. Thisisthe greenhouseeffect. McGregor, Department of Geography, University Predictions are that during the period from 1850 of North Texas, Denton, TX. 76203 - 5277; to 2050, carbondioxidelevelswillhave Mark D. Schwartz, Department of Geography, doubled. The source of this additional CO2 is University of Wisconsin - Milwaukee, Milwaukee, the burning of fossil fuels (predominately coal WI. 53201 and oil). As more of these fuels are burnt, CO2

4TH SYMP. ON EDUCATION 133 concentrations increase in the atmosphere, and particular has become a symbol of all the global the lower atmosphere traps more hut radiating human and natural forces that ultimately affect upward from the earth's surface. Thus the lower the climate system (Serril, 1989). atmosphere warms and climate presumably With all this scientific and media attention, seeks a new equilibrium with unknown changes bothteachers and students have had in seasonal weather patterns and extreme events considerable exposure to climatic change as (Easterling, Parry and Crosson, 1989; Mearns, both a environmental and public policy issue. Katz and Schneider, 1984). There is much What do they really know and understand about debate as to the form of this new equilibrium or climatic change? How are these perceptions what policy measures, if any, should be enacted related to local weather? to deal with the COrclimate change connection (Ausubel, 1991; Katz, Ausubel and Berberian, 3. SURVEY DESIGN 1985; White, 1990; White, 1988.) The second source of concernisthe This survey was undertaken to investigate potentialdepletionofstratosphericozone. the students' degree of knowledge about climate Ozone absorbs nearly all of the sun's ultraviolet change and the perceived relation to weather in (UV) energycascading intotheupper their locale.The specific goals of the survey atmosphere thus providing a kind of protective dictatedtheorganizationofthesurvey shield for life on this planet (Stolarski, 1988). instrument. Like any survey the first section The culpritisa class of chemicals called solicited demographic information. The second chlorofluorocarbons (CFC's). Upon release from section focused on educational background and industrial processes and refrigerants, these can, media exposure. The third part assessed their little by little,rise to the stratosphere and prior experience with extreme weather. The through a series of chemical reactions break survey instrument contained a list of weather down the protective ozone molecules. Since this events; e.g., thunderstorm, tornado, drought. isa catalyticreaction, the CFC's are not The students simply indicated events which they destroyedin theprocess. Thustheir had experienced. The fourth part asked them to concentrations increase in the stratosphere and describe their local climate in terms of hot, cold, destroy even more ozone. wet, dry,seasonal,etc. The finalsection Measurements in both the Antarctic and the focused on their knowledge concerning the Arctichaveshownseriousdepletionof mechanisms of climatic change. They were stratospheric ozone (Lemmonick, 1992). As asked how familiar they were with a number of more ultraviolet energy arrives at the earth's key words in the climatic change vocabulary; surface, it impacts life forms and ecosystems in e.g., greenhouse effect, ozone depletion, GCM. a number of harmful ways.It causes eye If they noted strong familiarity with a term, it cataracts or even blindness, and also contributes indicated some understanding of process. They to skin cancer. Potentially excess UV can were also asked to agree or disagree with disrupt aquatic ecosystems (Smith, 1992). statements about processes that might affect The third source of concern deals with global climate; e.g., atmospheric pollution, clearing of environmental degradation. The clearingof forests. tropical rain forests, erosion of top soil anei An important goal was to determine if the related processes of desertification modify the students believed that climate has changed or earth's surface and thus affect prevailing climate will change and to investigate the perceived (Firor, 1990; Henson, 1991; Price, 1988; Hare relation between global climate change and local and Sewell, 1986). Much of the focus has been weather. Questions were included on summer on the rapid destruction of tropical rain forests andwinter temperatures andprecipitation around the world. Burning of the rain forests compared to the past. They were also asked to adds a significant amount of carbon dioxide to agree or disagree with propositions that global the atmosphere. Since the forest is destroyed, it climate would change and that the climate of no longer absorbs the carbon dioxide that it once their own state would change. didin the process of photosynthesis. The The data set of 500 respondents was destructionoftropicalrainforeststhus analyzed with descriptive statistics. ANOVA and represents a two-pronged attack against the MANOVA statistical analysis were also used to climate system. The Amazon rain forest in identify significant relationships between

134 AMERICAN METEOROLOGICAL SOCIETY 1 4 8 variables.Maps were compiled showing the residence In their respective state was ten years. reported experience with severe weather. They tendedtobe fromurban/suburban environments rather than small town or rural 3.1 Survey Limitations environments. Their reported exposure to the media was The survey had the usual limitations of such questionableforsuch apopulation.They research:(1) Even though eighteen colleges reported spending 3-5 hours a week reading 11-20 participated,partsof theU.S.were not newspapers and popular magazines and adequately represented. (2) Most participants hours a week watching television or listening to were students in introductory levelgeography or the radio. The number of television hours meteorology classes. As such, they might have reported was lower than anticipated. prior interest or knowledge that other students do not have. (3) Any survey has a definite focus 4.2 Experience with Severe Weather and leads the respondent to some degree.It is clear from the content what orientation or goal Figure 1 summarizes their experience with almost all is behind the survey. (4) People do not always extreme weather events. For instance, respond honestly to the questions. Perhaps had experienced a severe thunderstorm, but only many affirmative responses should notbe as two percent claimed to have experienced atidal strongly affirmative as they were. Sometimes wave. A tidai wave is not strictly aweather control. The peoplearetooagreeable.(5)Sincethe event but it was included for questionnaire was relatively short, only three relatively high percentage who claimed to have pages, some of the information wassolicited in experienced a hurricane (43%) or a tornado a very cursory fashion. (42%) was something of a surprise. The maps of hurricane, blizzard and tornado 4. RESULTS experience showed strong geographic patterns (Figures 2, 3, and 4). On these maps eachdot who reported 4.1 Demoaraohic represents a respondent experience with the particular type of weather The typical respondent was 20-25 years of event.Given the locations of the responding age with one to two years ofeducation after college as well as the locations for theparticular phenomenon in question, the results were not high school.They had had seven to twelve had hours of science in college. Slightly more males unexpected. For example, respondents who the than females responded. The average lengthof experienced hurricanes were from sites near Percent of Respondents

Tidal Wave 3 _1 1_3 Ice Storm ± T Agticutturei Loss Water Shortage I Heat Wave Forert Fire I 1 lightning St,sce Chinook Winds Hurricane Drought Large Hall 1 -I Tornado %.

Severe T-Storro . Blizzard I Flood 70 GO 1 (5 10 20 30

FIGURE 1. EXPERiENCE WITH EXTREME WEATHER

4TH SYMP. ON EDUCATION 135 1 TORNADO coast. In contrast, experience with blizzards was a more interior phenomenon as was tornado experience.The maps indicated a "Tornado Alley" from Texas to Nebraska and on to Indiana. The locations of reported extreme heat and extreme cold were more difficult to explain (maps not included). One might expect extreme heat in Texas more than extreme cold, but certainly both can occur there.Part of the explanation undoubtedly has to do with the respondent's previousexperience and expectations.

4.3 Knowledge of Climatic Change

One of the more revealing parts of the study FIGURE 2. INDIVIDUALS WHO HAD EXPERIENCED A TORNADO dealt with the respondents' familiarity with key terms in the climatic change vocabulary. Table 1 summarizes the results; a 5 represents a term BLIZZARD with which the respondent was very familiar whereas a 1 indicates no knowledge.

TABLE 1

G een House Effect 3.8 Ozone Depletion 3.6 UV 3.2 CFC's 1.8 1 RF's 1 .3 GCM's 1.2 RFP's 1.2

The results showed good overall familiarity FIGURE 3. INDIVIDUALS WHO HAD EXPERIENCED A BLIZZARD with the topics that have received the most media attention - greenhouse effect, UV and HURRICANE ozone depletion. CFC's was not a well known term to them. TRF was inserted as a kind of control acronym. However several students used the abbreviation in the context of tropical rain forest. GCM (General Circulation Model) and RFF (Request for Proposals), terms that are well known to professionals, were not meaningful to the studants. Where and how do the stuaents get their information on climatic change?Television is not an important source of information on climate change.Newspapers and magazines seem to have more influence, particularly for the idea that forest removal can change climate. However,themostimportantsourceof

FIGURE 4. INDIVIDUALS WHO HAD EXPERIENCED A HURRICANE information was the number of science classes (Table 4). Women seem to be less familiar with

136AMERICAN METEOROLOGICAL SOCIETY some of the terms.This can be explained why they believed that weather forecasts were because women reported a lower number of accurate only half the time. Climate change was science hours and loss time spent reading viewed as more likely by those who rated which newspapers. weatherforecastaccuracyhigher, suggests some relationship between beliefin 4.4 Local Climate and Climatic Charm climate change and 'respectfor weather science In general (Table 4). Most respondents Table2below showsthestudents' believed that the factors mentioned in Table 3 descriprions of the climate of their respective can change climate, and that in fact,global state. climate will change and will probably affect their local area. TABLE 2 TABLE 4

Hot 56% Cold 33% MANOVA F-statistics Wet 39% Dry 40% Test VariableSignificant variables (.01 level) Seasonal 50% Unpredictable38% Green House Science Hrs. 8.80 Effect Newspaper Hrs. 5.20 Gender 5.25 They also responded to statements dealing with environmental processes that might affect Ozone DepletionScience Hrs. 6.51 climate or contribute to climatic change.For Newspaper Hrs. 4.30 instance they were nearly neutral on the notion that large scale irrigation could affect climate, CFC's Science Hrs. 21.58 but they agreed strongly with the idea that Gender 13.08 pollution could affect climate. In Table 3 below, 1 indicates strong agreement, 3 is neutral,and TRF's Science Hrs. 4.79 5.22 5 represents strong disagreement. Gender

TABLE 3 Climate ChangeRegion of U.S. 3.14 State F'cast Accuracy 4.50 3.57 Weather has important effect on Climate Change Region of U.S. 3.00 recreational activities 1.8 Global F'cast Accuracy Weather has important effect on my livelihood 2.4 Volcanic eruptions affect climate 2.0 5. SUMMARY Pollution in the atmosphere climate affects climate 1.4 Thissurveyofweatherand 1.6 perceptionsrevealedthattheseuniversity Clearing forests affects climate for Large scale irrigation affects climate2.2 students do in fact understand the potential the The climate of my state will change global climatic change. While they were in introductory geography or next 50 years 1.8 first week of an The global climate will change 1.6 meteorology class, they still had been exposed to some issues concerningclimatic change. This exposure might have occurredearlier in their Overall they feltthat weather had an classroom education or through the media.The important effect on their recreational activities printed media seem to have had more impact on their this particular population than theelectronic but were neutral concerning the effect on of wurk or livelihood.Perhaps the importance of media. The most important single source taken recreational activities to these studentsexplains information was science classes they had

4TH SYMP. ON EDUCATION 137 5 in college. Geography, Resources, and Environment, R. This survey alao solicited information on the W. Kates and I. Burton Eds. Chicago: The students' experience with weather (especially University of Chicago Press, 207-39 severe weather) as well as climate. Not only did this experience with severe weather show strong Hansen,R.,1991: Goodbye,Nebraska geographic patterns, but also seemed to color Discover, 12:22 their perceptions of how climate might change weather in their locale. Thus climatic change is Jaeger, J., 1988: Anticipating climatic change. notonlyashot"topicinthescientific Environment, 30(7):12-15, 30-33 community, it is also a topic with which these students are familiar. Furthermore the familiarity Katz, R. W., J. Ausubel, and M. Berberian, eds., extends to some of thevocabulary and 1985: Climatic Impact Assessment: Studies mechanisms ofclimaticchange. Itwas of the Interaction of Climate and Society, refreshing to know that many students do in fact New York: John Wiley and Sons view the world as a global system complete with feedback mechanisms and that concern with the Lacayo, Richard, 1991: Global Warming: A New ecological consequences of climatic change Warning. TIME, 137(16) Apr. 22, 32 contributed to this knowledge. Lemonick, M. D., 1992: The ozone vanishes. 6. REFERENCES TIME, 139(7) Feb. 17, 60-63

Adams, R. M., 1988:Our new awareness of Linden, E., 1994: Burned by warming. TIME, changestaking place intheglobal 143(11), Mar. 14, 79 environment mayleadus toa more responsible future.Smithsonian, 19(10):10 Mearns, L. 0., R. W. Katz, and S. H. Schneider, 1984:Extreme high-temperature events: Allman, W. F., 1988: Rediscovering planet Change in their probabilities with changes in earth. U.S. News and World Report, mean temperature. Journal of Climate and 105(17) Oct. 31, 56-61 Applied Meteorology, 23, 1601-13

Ausubel, J. H., 1991: A second look at the Price, M. F., 1989: Global change: defining the impactsofclimatechange.American ill defined. Environment, 31(10):18-20 Scientist, 79, 210-21 Serrill, M. S., 1989: A dubious plan for the Beardsley, T., Nov. 1989: Not so hot. Scientific Amazon. TIME, 133(16), Apr. 17, 67 American, 201, 17- 18 Smith, R. C. et. al., 1992: Ozone depletion: Brand, D., 1988:Is the world warming up? ultravioletradiationandphytoplankton Time, 131(26) July 4, 18 biology in Antarctic waters. Science, 255, 952-59 Easterling, W. E. Ill., M. L. Parry and Pierre Crosson, 1989: Adapting future agriculture Stolarski, R. S., 1988:The Antarctic ozone tochangesinclimate. Chapterin hole. Scientific American, 258, 80-36 GreenhouseWarming:Abatement and Adaptation, N. J. Rosenberg and W. E. Trefil, James, 1990: Modeling earth's climate EasterlingIII,Eds. Washington D.C.: requiresbothscience andguesswork. Resources for the Future. 91-104 Smithsonian, 21(9):28-38

Firor, J., 1990: The Changing Atmosphere: A White, R. M., 1990: The great climate debate. Global Challenge. New Haven: Yale Scientific American, 263(7):36-43 University Press Whits,G. F., 1988: Globalwarming: Hare, F. K. and W.R. Derrick Sewell, 1986: uncertaintyandaction. Environment, Awarenessof Climate. Chapter in 30(4):inside cover

138 AMERICAN METEOROLOGICAL SOCIETY 152 PI .37 YOU HAVE THE DATA. NOW WHAT?

ElliotAbrams James Levin Accu-Weather Inc. State College, Pennsylvania

1.INTRODUCTION content standards established for grades 9-12 under Science and Societal Challenges are: Environmental degradation With the rapid deployment of computers and tel- Natural and human-induced hazards ecommunications capability in the classroom, stud- Global changes ents and teachers have several ways of obtaining Science, technology and public policy the latest meteorological and oceanographic data. However, just as the presence of lasers doesn't The content standards under Unifying Concepts assure an illuminating physics activity, the availabil- and Processes look equally interesting because all ity of weather data does not automatically pre- students should understand and be able to use cipitate good teaching in meteorology. the following concepts and processes: The National Science Education Standards sug- Systems gested by the National Research Council Organization (NCSESA, 1994) offer guidelines for what all stud- Form and function ents must understand and 5e able to do as a result Interactions of their education in scie;lce. It is important to Change appreciate where the study of meteorology fits in Measurement under these Standards. There are eight categories models of science content: Scale Science as Inquiry Diversity, adaptation and evolution Physical Science Explanation Life Science Earth and Space Science The broad spectrum of meteorological inquiry by Science and Technology scientists should translate into many niches for Science and Societal Challenges meteorological education in the K-12 curriculum. History and Nature of Science Since the major research and study tools in terms Unifying Concepts and Processes. of graphics and data are available in the classroom in real time, this prospect is enticing. Traditionally, meteorology has not been granted an exclusive franchise in the K-12 curriculum. 2. METEOROLOGICAL ACTIVITIES THAT Instead, it has often been an elective or a unit MEET THE GOALS OF THE NATIONAL within the broader study of Earth Science. The SCIENCE EDUCATION STANDARDS emerging Standards present both a challenge and ar opportunity. The challenge is that meteorology The availability of real-time weather data and might be viewed as just one part of one of the graphics through services such as Accu-DataTH larger themes (Earth Science). The opportunity is has effectively solved the problem that formerly that since weather and climate affect everyone and hindered hands-on lab work in meteorology. There have profound influences on life, meteorology and was no way to bring the huge atmospheric labora- related subjects are important niche players in tory inside. A vdriety of ingenious and innovative every category of science education. experiments were developed over the years to get The study of meteorology should find its primary around this problem, bu: until very recently it home in either the Earth Science or Science and wasn't possible to do a classroom investigation of a Societal Challenges section. In fact, the latter cate- real weather situation. gory offers exciting possibilities for expanding However, the flood of information now available meteorological education. Content standards have must be harnessed in ways that facilitate student been proposed for each theme. Among the seven understanding of atmospheric processes and how

4TH SYMP. ON EDUCATION 139 153 this relates to the student's life experiences. problems involving the atmosphere. For exam- The present poster exhibit demonstrates ple, usi% Online with Accu-Weather (secon- how this is being done in today's classroom. dary edition), students search online for locations where various types of precipitation are 2.1 Elementary Activities occurring at sites where upper air information is observed. Students prepare and analyze tem- Using Online with Accu-Weatherm, at the perature-height diagrams to determine at what elementary school level, students and teach- levels precipitation is changing phase ers start by exploring weather with their sens- In another activity, students determine the es. Students are guided to discover that weight of ice on power lines and estimate at while much about our surroundings can be what point wires might snap. One exploration explained using one's senses, we need to poses the issue of preparing for mountain hik- do more if we are going to measure what's ing. How will the temperature and other condi- happening in the atmosphere, establish relations change with elevation? How can we find tionships and communicate our findings to out about these conditions in real time? Can we others. Through activities that progressively forecast what's going to happen next? expand the student's horizons, the class: uses cooperative learning tech- 3. Conclusions niques to describe the weather using the five senses. For each class activity in the two editions of discusses and determines how to Online with Accu-Weather, we establish a set take standardized measurements. of objectives and propose techniques for goes online with Accu-Data to reaching the objectives. The students use relate local conditions to those at guided discovery techniques and employ real nearby and distant locations. time weather data and graphics (through Accu- learns how to use the language Data) to solve problems that interest them of the science of meteorology to directly. Assessment activities are being devel- report their findings. oped to measure the extent to which the information has been learned and what steps need In another activity, students examine a to be taken to enhance understanding. large storm and weigh the impacts on every- A key component of this work is involving the day activity. They determine the weight of teacher and student in the total process. snow to be cleared from driveways and walks. Teacher training and instructions are provided Through practical examples using appro- so the teacher feels comfortable with the mate- priate mathematics for their level, students rial and its presentation. A teacher's manual determine the costs and benefits of making accompanies all materials, explaining various the streets safe through salting and plowing. ways of exploring each topic and offering tips They discuss the negative impacts of these for solving various problems. The result is an activities and weigh the consequences. experience for students in which they are Thus in one set of activities the student goes doing real science the way scientists do it. from learning to identify and appreciate how storms behave to working on real world problems that face today's public works officials References and the taxpayers on a regular basis. An integral part of this is using online realtime Abrams, E., and Levin, J, 1993 Using Real time weather information and integrating it with Weather Data to Teach Meteorological Princi- other components of the existing curriculum ples in the Existing Curriculum, Poster Session to bring relevance home to the student. at 3rd International Conference on School and Popular Meteorological Education,Toronto 2.2 Secondary Level Activities National Committee on Science Education Students exploring meteorology in high Standards and Assessment (NCSESA), s,:hool are challenged to use their learning in National Science Education Standards (draft) other scientific and mathematical areas to May 1994, National Research Council

140 AMERICAN METEOROLOGICAL SOCIETY 154 P1 . 38

HIGH SCHOOL STUDENT BASED STUDIES EMPHASIZING THE IMPORTANCE OF METEOROLOGY IN UNDERSTANDING THE GLETSCHERVORFELD ENVIRONMENT: LOCATION - BODALSBREEN, JOSTEDALEN, NORWAY

Jennifer Lykens, Melissa A. MacDonald, Paul R. McCormick, State College Area School District State College, PA

Sabrina B. Bremner, Rachel G. Meldrum James Gillespie's High School Edinburgh United Kingdom

Programming and learning how to do it in conjunction Introduction with the various computers introduced the team to the During the months ofJune and July, 1994a joint engineering aspects of science. Programming was expeditionwith students from the Lothian Region difficult, but was mastered with the assistance of Penn Schools (Scotland) and State College Area High School, State's Meteorology Department.Other challenges (State College, PA) conducted field studies at the included constructing thermocouples for measuring soil Bodalsbreen glacial valley in Norway. The Lothian and air temperatures. In addition general things, such as Schools had made several earlier studies at this site. organizing wiring so that data would eventually appear in However, the 1994 expedition was the first to begin the correct spreadsheet locations provided the students formalmeteorologicalstudiesof thevalley.A with excellent "systems" experience. comprehensive set of instruments was installed so that To make sure everything would run properly, a local conditions as well as the consequences of large Tale mock weather station was constructed and operated at the weather patterns could be investigated. Preparations for rural home of one of the Penn State faculty. The Davis this study began in the fall of 1992; fcrrnal analysis of the Station operated for a week; the Campbell units for a few data is now still in progress. Although the filed work did days. One of last pre-evaluative tasks was testing the not go smoothly,thedifficultiesencounteredin techniques required for recording the trajectories of themselves provided the students with invaluable Troblem neutrally buoyant balloons. solving experiences. Norway Equipment and Preparation On arrival in Norway, the meteorology team split Essentially right up until departure date new into two groups. One group went to the north and one to ideas were being debated and equipment being added to the south of the Jostedalsbreen icefeld. These two glacial the inventory.All of the equipment usedwas donated by valleys were selected on the advice of Prof. Matthews of State College Area High School, the Department of Cardiff University. These valleys were selected MeteorologyatThe PennStateUniversity, e respectively for their north and south aspects. When the AtmosphericTurbulenceandDiffusion Divi.sion students arrived, the southern valley was still covered with Laboratory of NOAA, the U.S. based Davis Corporation, more than three feet of snow with someplaces having the MJP Cornwall Company of Scotland, and the Royal only the ridges of prominent moraines appearing above Meteorological Society III Great Britain.Among the the last winter's snows. Conditions made it impossible to instruments and computers were: CR2IX Campbell data- do any field work. Thus, we decided to join forces with Loggers, a MACINTOSH power book, two IBM the group at the northern valley. notebooks, two sets of pyranometers, Li-Cor radiometers, By the time the southern group arrived at the site, and a Davis Weather Station. the north group had set up their Campbell logger and its Before leaving the United States, the American associatedequipment,andtheDavisInstrument team spent time with faculty, manuals, and bookslearning meteorological sty' ion north of the glacier on the eastern what about the environmental parameters to be studied. side of the river. Mounted on wooden masts and tripods, The learning experience was intensive , especially for all the temperature sensors and pyranometers were up and those who hadn't previously studied meteorology. running. Learning how to program and use the Campbell The south group redefined their research focus to data loggers occupied much of the preparation time. investigate a snow covered surface adjacent to the glacier

4TH SYMP. ON EDUCATION 141 investigate a snow covered surface adjacent to the glacier forgetting the manual, losing power on the computers, so that the energy budget could be inferred for almost trying new things that still didn't make things work, and anytime of year (using percent snow cover). forgetting the link (which we never told our teacher about), we took everything back to base camp to figure it Problems out.Several calls to IBM and PSU about the computer Difficulties encountered by the students to get the and the Campbell Box proved to be of little help. Finally instruments up and running were numerous. When the the team retired to a dry, warm room at the campground north group first set up its station on the lake, the and after three hours of research figured it out. We had Campbell unit got saturated. This required transporting neglected to include four lines in the program that enabled some of the equipment back off the mountain. That night, us to retrieve information. It was the best feeling in the using a camp hand dryer and instruction mantal, the team world to walk out of the room, dump the equipmentin one learned how to repair in the field such a piece of complex of the vans and say "We got it, it's solved." From here on electrical equipment. After being successfully dried care out, skies were blue and things went well. From about ten was taken so that it would never get wet again. days of work, we would get five days of good data. When the south group set their station up near the Perhaps, a .500 batting average isn't bad! glacier, they were not aware of how fast the snow was melting. By the second day all the guide wires were Significance of Meteorology useless and the pyranometer was no longer level. A few The Lothian Region Schools in Scotland provides days later the team decided that a station here was selected students with this field experience every two impossible. Thus, it was dismantled and the equipment years. Their work includes lichenometric dating moraine used at the northern site. analysis, till fabric analysis, plant succession, and other On the third day of the study, one computer related work. Although their studies have been succesful crashed and we were not able to revive it. Bringing the in mapping and dating the otherwise obscure valley, its southern group to the Bochlsbreen site provided thus also holistic study had not included a meteorological effort. provided a critically needed computer. Yet, scientists had reported the changing conditions After we thought that all of the start up problem produced by the weather would interfere with totally had been solved, two of the channels in the CR21 (the accurate research unless the environment is properly north Campbell box) were not working and the soil documented and studied. The meteorological study this moisture blocks not to be functioning. Since the year filled this need. Although the impact of ineather was Campbell Box up at the glacier had more channels (and most easily seen in the biological study, in a climatesense less things being measured), we decided to switch them. it was also apparent in the geographical areas. Thus, both were reprogrammed. During this time a cold Student geographers spent an enormous amount pelting rain refused to stop and fingers became quite of time drawing, mapping, and measuring moraines to numb. In order to make the exchange, and ensure for a provide accurate maps of the valley floor.Too the continuous collection of dita we imposed a limited time meteorologists, their extremely detailed and accurate restriction. It took most of that time to walk to the station maps might help to chart wind paterns over the moraines at the glacier. With everyone's help and hard work, the and determine how the katabatic winds affected the combined team accomplished their goal. Not all realized proximal and dismal slopes, or whether the moraines that they were on the way to dealing with yet more might create a boundary layer of air that was not affected complications. by the katabatic winds. The till fabric analysis groups The Davis Instrument, which was supposed to took the orientation and dip of stoncs in the moraine to operate from a simple 12 volt motorcycle battery had provide an accurate picture of how the moraine was drained it by the third day, resulting in a loss of 16 hours moved by the glacier. Using sieves to break down four of data. We replaced the battery and tried again, but again kilogram samples of the moraines, the moraine analysis it had shut off by the next "service call". To solve the groups assessed stone size and roundness. These last two problem we eventually hooked it up to a new 12 volt car groups did most of their work below ground, but the battery that the team had to carry up more than 3 km to impact of water is important to all the areas of geography. the mountain site. This battery was also used to operatc The rate at which the glacier is melting and hcreasing the the Campbell station and the portable computers. discharge of the river, and the amountof rainfall can both After all the equipment changes were made, we cause rounding of stones atrl erosion of the steep sides of tried to download data for the first time. This turned out the moraines. to be the highest set of obstacles to climb. Something was Regular point sampling along 300 metre transects wrong somewhere and we could not get the computer to on both sides of the meltwater stream which bisects the transfer the files from the CR2 1 X.After two days of forefront produced massive amounts of data on plant types

142 AMERICAN METEOROLOGICAL SOCIETY 156 and local environmental conditions. This data is to be used to help explain plant succession ontothe clean area left behind as the glacier retreats. Norwegian glaciers MAP OF THE have been in more or less constant retreat since the Little BODALSBREEN FOREFRON7 Ice Age .of the eighteenth century. This work reveals community rather than individual plants in succession. Closest to the ice and for 500 metres downslope primitive mosses and lichen has become established, followed progressively with distance from the ice by grass/herb plants, low shrub/small trees and eventually the mature birch forest. Work on dating individual surfaces using lichenometry will also produce ice front isochrons from which calculations can be made as to the rate of plant invasion for thispaticular elevation and this latitude. The significance of the meteorological investigations is perhaps most directly relevant to assisting work with plant communities. Of all the variable factors to be considered, the weather in the valley as a wholeand even within localized areas is perhaps mostimportant in explaining atypical occurrences. Of these occurrences, the effect of the cold dry katabatic wind on the different faces of the saw tooth moraines provided a startling example for all to see. The pools of night time cold air sit in the troughs between the moraines might be reflected in a detailed analysis of the vegetation. Thedrying effect of both the wind and reflected raiiation from the ice surface

Yoweed Mame* end. contribute to many of the plants displaying xerophytic Mappee &age Lae. adaptations. All the trees in the valley are stunted and Esuseeue iatete grow at an angle away from the glacier,though local 04W r(MIVO.1 tdOrY01 sheltering produces larger straighter specimens. The new meteorological data now available is currently being studied with the hope that it will help explain some of these phenomena.

References

Dixon, M.H.,1992:Environmental Factors Affecting Vegetation Succession on Historically and Lichenometrically Dated Moraines in the Bodalsbreen Valley, Central Norway, 1992 Fieldwork Expedition Bodalan Jostedalsbreen.Norway,LothianRegion Education Department, Edinburgh U.K.

Matthews J. A, 1992:The Ecology of Recently De- Glaciated Terrain, A Geogiaphical Approach to Glacier Forelands and Primary Succession, Cambridge Unhersity Press, Cambridge UK

4TH SYMP. ON EDUCATION 143 I '0 P1 . 39

MICROMETEOROLOGICAL STUDIES IN THE BODALEN GLACIAL VALLEY, NORWAY INTERPRETATION OF THE ENERGY BUDGET OBSERVATIONS

Eric Y. Lee, Melissa A. MacDonald, Erik S. Thomson State College Area High School State College, PA

Dylan J. Higgins, Charlotte A. Williams James Gillespie's High School Edinburgh, UK

I. INTRODUCTION a set of meteorological instruments that could provide measurements of the local radiation, temperature, and During the past few years, concerns regarding wind environment. the problems resulting from planetary global warming have been increasing. For example, significant increases in sea level could result from widespread glacial 2. EXPERIMENTAL SITE melting in the Antarctic, Greenland and other alpine areas. Significant changes in the sizes of glaciers are For the June 1994 expedition, the dependent not only upon the physical properties of their meteorological station was situated in the central part of ice, but also upon seasonal and longer term weather- the valley 0.75 km below the snout of the Bodalsbreen, forced changes in the local climate. Study of the energy one of many glaciers fed by the Jostedalsbreen ice field. or heat budget is one method that allows us to estimate From a meteorological perspective, this near-glacier site the total amount of energy which is exchanged between waslocatedinextremelycomplexterrain.The a glacier and the overlying atmosphere (Paterson, 1981). Bodalsbreen is a saw-tooth glacier resting in a curved, Downwelling solar and atmospheric infrared radiation U-shaped valley whose bearing is approximately north- will evaporate or melt glacial ice. Emission of infrared south. The ridge of mountains to the east of the glacier radiation from the glacier's ice surface will tend to is lower and less steep than the ridge to the west. The retard the loss of ice. On an ice sheet, interpretation of terrain at the station was irregular and quite rocky. a radiation or energy budget is much easier than in a Surrounding vegetation consisted primarily of lichens location where the glacier is partially or completely and moss. surrounded by complex terrain.Inthissituation, different parts of the glacier are shaded at different times during the day, almost none of the ice surface 3. FIELD INSTRUMENTATION may be horizontal and the glacial ice may include significant contamination by rock and soil fragments The recording instrument used for this study which will alter its radiative properties. was a Campbell CR21X Micrologger provided by Penn Prior research by students in the Bodalsbrcen State University. Signals from nine different sensors valley, Norway, included studies of the local vegetation were sampled at 10 Ilz, averaged to one minute and located in this region (Gillespie's Expedition, 1992). recorded. Various team members were responsible for Dixon's paper in thc above referenced report indicated programming the datalogger, calibrating and installing that interpretation of surface plant data could be greatly the sensors, and processing the recorded data. Different enhanced if information was available regarding local groups of the expedition team were then assigned the micrometeorological conditions including temperatures responsibility of interpreting the recorded field data. and winds. It appeared that Units on plant growth Post-experiment interpretation was greatly facilitated might be the result of temptrature extremes, large because all of the field-logged data was transferred via variations in evapotranspiration rates, and mechanical an optically isolated interface to PCs so that commercial stress produced by strong katabatic winds. All of the software could be used for plotting and statistical above plant growth-controlling phenomena also have analysis. the potential to control the rate at which the glacier's "l'he first three input channels of the datalogger ice melts. We were, consequently, motivated to install w ere hooked to copper-constantan thermocouples. The

144AMERICAN METEOROLOGICAL SOCIETY 156 latter, constructed by several members of the expedition team, were made by twisting copper and constantan wires together, soldering them, and then sealing them AG Rate of gain of heat for sensible or with heat-shrink tubing to prevent water infiltration. The latent atmospheric heating thermocouples in channels one and three were installed one meter apart, 5 cm beneath the surface to measure Heat used to mett snow and ice soil temperature. The thermocouple hooked to channel two was shielded from wind and solar radiation and Net absorbed radiation installed at 2 m for measuring air temperature. Several radiometers were provided by the Sensible heat NOAA's AtmosphericTurbulenceandDiffusion Division(ATDD). Two Quantum(Li-Cor,Inc.) Specific latent heat of vaporization radiometers, one up and one down-looking, were (2.5 * 10A6 J/kg) mounted on ahorizontalplate and theirsignals connected to channels five and six. These sensors Rate of evaporation from surface measure the photosynthetically active radiation from 400 to 700 nm. Although the plate supporting the Lf Specific latent heat of fusion of ice radiometers was itself supported by a small tripod, we (3.35 * 10A5 J/kg) did our best to minimize obstructions to the field of view of the down-looking sensor. Two Eppley PSR Precipitation rate of rain (Precision Spectral Radiometer) radiometers, also lent by ATDD, provided an independent set of solar radiation flux measurements. The up-looking Eppley sensed the incoming global solar radiation, and the sufficiently sensitive humidity sensors were available to down-looking Eppley, the reflected or upwelling. The measure the sensible and latent heat fluxes. Even if PSR sensors were also mounted on a flat plate and adequate sensors had been available, interpretation of supported about a meter off the ground by a small data from them would have been problematic for a tripod. location having such complex terrain. The problem is About a month after returning to the U.S., both basically one of whether or not the required Monin- the Eppley and Quantum radiometers were installed at Obukov similarity law assumptions can be satisfied Penn State's micrometeorological field site near Rock (Arya, 1988). Precipitation was irrelevant to our sudies Springs, Penn. so that they could be calibrated against as none occurred on the days of interest. Although the the sensors used there for continuously monitoring a expedition went to Norway with the intent of making variety of radiation variables. the measurements on the ice, conditions on the glacier prevented us from safely doing so. Consequently, we decided to focus our interpretation of the available 4. DATA ANALYSIS radiation and temperature data on examination of the effects of the surrounding, complex terrain on the Interpretation of the complete energy budget at energy input to the glacier's valley. a given site requires knowledge of the following terms: In the following figures, 1 through 7, we show incoming and outgoing solar and infrared radiation, the examples of the recorded micrometeorological data. atmospheric and soil sensible heat fluxes, the latent heat These figures include the temperature readings acquired flux, precipitation, and, if the surface is vegetated, the from the thermocouples, values from both types of photosynthetic flux. The relevant equation for glaciers, radiation sensors, and the albedo (calculated using the as written in Paterson (1981), is values from the Quantum radiometers). All of the graphs' x-values represent minutes from an initial time. AG + M R + 11 - + LfP Temperatures are in °C and radiation values are in W/m2. The following table in the right-hand column defines Fromfigure 1,itisapparentthatthe the symbols in this equation. topography of the surrounding arca is affecting the With the available instrumentationit was energy input to the valley. A normal curve for the soil possible in our experiment to record only parts of the tempera'.1reover time would risesmoothly and totalbudget. Neither eddv correlation-enpable nor logarithmically, and wouldfallinaninversely exponential manner (according to Newton's Law of

i5J 4TH SYMP. ON EDUCATION 145 20 900 13 SOO r\, i \ 13 700

; I 14 600 ; 500 !, 10 400 8 300 1 6 200 4 'DO , 2

0 0 000000 00 00 0o0 0 0 0 0 0 0 0 0 0 0 0 0 -100 vr 10 0 04 0 .00,0 440 100 0 04 40 40 0 cv o o <0, gi gs, OS 01 0104040 00

Figure 1: Soil temperature (thermocouple) Figure 3: Up-looking Quantum radiometer

25 160

40 5 20 4 I ; MO; 0 . - , ;* 0S 2 22'e'ili`4§gt`i FAEI so3

Figure 2: Air temperature (thermocouple) Figure 4: Down-looking Quantum radiometer

Cooling).However,thedataacquiredbyour the sun's radiation from the instruments. At around 4:15 instruments rises irregularly, indicating that the sun's p.m., the radiation dropped sharply, showing that the radiation was at least partially blocked several times sun had reached the edge of the mountain ridge to the during the heating process. The temperature falls more west. However, there is another peak later in the day, smoothly, and thus closely resembles an ideal model around 6:00 p.m. This peak is very sharp and the because the surrounding terrain will have a lesser effect duration of this increase in radiation is very short. As on the soil's emission of longwave radiation (resulting this peak to occurred at the same time every day. it is in heat loss). The air temperature (figure 2) is affected apparent that it was caused by local topography. This by both sensible heating by the soil and the glacial, peak of radiation probably was the result of the sun's principally katabatic, winds. Although the temperaturc having broken through a break in the mountain ridge. changes are much more complex, they do follow a basic Calculations of the sun's precise path with respect to diurnal heating pattern. the topography of the surrounding area are in progress. Boththeincomingandoutgoingsolar The graphs of thedatafromthe PSR radiation, as measured by the Quantum radiometers, radiometers (figures 5 and 6) resemble those obtained verifies the soil's partial exposure to the sun. At around with the Quantum radiometers. However, the down- 6:15 a.m. (daylight saving time) thc graphs (figures 3 looking PSR appears to measure a maximum value that and 4) rise sharply, showing that the sun had just risen occurs 3 times daily, slightly exceeded before noon. over the edge of the mountain ridge on the eastern side Unfortunately, these measurements may have been of thevalley. The jagged irregularity during the noticeably affected by our method of mounting the daylight hours shows that clouds intermittently blocked instruments. Thc graph reaches its upper limit quickly

146AMERICAN METEOROLOGICAL SOCIETY 160 Figure 5: Up-looking PSR radiometer

Figure 7: Albedo

60 5. CONCLUSION

40 If one attempts to take into account the complex terrain and naturally varying albcdos of a 30 glacial valley, analysis of the energy budget is difficult. The presence of local katabatic winds also can cause 20 considerable temperature changes in the soil. This field study provided us with the data necessary to begin to examine the effects of a complex topography on the amount of energy available to a 8 .2 ; § 8 8 8, 8 glacier. The dataset may also be of value to future V4 01 01 01 t7 micrometeorological,biological,andgeographical Figure 6: Down-looking PSR radiometer zxperiments.

and remains there until falling as the sun's radiation decreases much later in the day. This could have been REFERENCES the result of the metal mounting plate shading the ground beneath the sensor from radiation. The three Fritschen, Leo J. and Lloyd W. Gay. Environmental small peaks in each daytime curve of the graph most Instrumentation. New York: Springer-Verlag, 1979. probably represent the times that the sun was shining between two of the three tripod legs supporting the sensor's mounting plate. The down-looking Quantum radiometer seemed to experience this effect to a much smaller degree. The last graph (figure 7) shows the albedo of the moss covered surface over time. with the night-hour values deleted. The graph varies somewhat throughout the day. Thc variations in the curve illustrate that the albedo is somewhat sun-angle dependent. The average albedo, calculated from the values shown in the graph, is about 0.19.

4TH SYMP. ON ECUCATION 147 16 P1 . 40

Studies of Winds in the Bodalsbreen Valley in Norway

Jennifer Lykens, Eric Y. Lee, Paul R. McCormick, Erik S. Thomson State College Area High School State College, PA

Dylan J. Higgins, Charlotte A. Williams James Gillespie's High School Edinburgh United Kingdom

Introduction sensors, was installed in the central part of the valley 0.75 Prior research by students in the Bodalsbreen lon from the snout of the glacier. A small glacial lake was valley, Norway, included studies of the local vegetation about 200 meters west of the station.At the same located within this region (Gillespie's Expedition, 1992). location, a second set of meteorological instruments was Dixon's paper in the above referenced report indicated that installedand connectedtoa Campbell CR-21X interpretation of surface plant data could be greatly datalogger. This set of instruments included air and soil enhanced if information was available regarding local temperature sensors and radiometers for incoming and micrometeorogical conditions includingtemperatures and outgoing solar radiation.Temperature sensors were winds. It appeared that limirs on plant growth might be installed 10 cm beneath the surface, essentially on the the result of temperature extremes, large variations in surface, and one and two meters above the ground. evapotranspiration rates, and mechanical stress produced Data from each of the Davis Instrument sensors by strong katabatic winds. All of the above phenomena was sampled at sec. intervals and averaged to five minute strongly depend upon the diurnal cycle of heating and periods. The signals recorded with the Campbell cooling in the valley. datalogger were sampled at 10 Hz and recorded every second. Observations were recorded without interuption Experimental Objective from June 30 through July 5. One purpose of the studies undertaken by students from State College High School was to determine On-site Wind Experiments properties of the local katabatic flows. The times at which On-site conditions in Norway proved to be very they began and ended and their speeds were of particular different than expected.Irregularities in the surface and interest. the speeds of the wind were both much greater than had been anticipated. Thus the team decided to release mylar Pre-Expedition Preparations balloons at three different locations.For the first Before leaving for Norway, the experimental experiment on an overcast day the release locations were methods which were expected to be used were tested in an aligned across the valiey floor about 250 meters in front open field near State College in which drainage winds, a of the glacier. About 20 balloons were released. Their form of weak katabatic flow, were regularly observed. motion was recorded by video cameras which had been The purpose of these experiments was to verifythat video set up to look down and across the valley. recordings of the motion of neutral density balloons and The second balloon experiment was situated interpretation of their trajectories could be used to about 1 km from the glacier on the distall side of a measure the speed and direction of a local katabatic flow. predominant moraine. This was an optimal day for a In addition, an anemometer and wind vane provided by katabatic flow experiment, as the skies were clear. Since the Davis Instrument Company was tested to confirm that katabatics are winds driven by differences in pressure, it it's threshold velocity was sufficiently low to be usable in is necessary that solar radiation is available to heat the a situation of this type. At the same time modifications land, and, in turn, the air. The warmer air on the valley were made to the instrument's wind vane to insure that floor is replaced by the colder, denserair flowing from the there were no frictional impediments to it's movement. glacier. The third and final release was accompanied by Field Measurements a smoke bomb. Started on the proximal side of another At the Bodalsbreen site the Davis instrument, predominant moraine, approximently 1.5 km from the which also included temperature, humidity and pressure glacier, the smoke bomb was included in this experiment

148 AMERICAN METEOROLOGICAL SOCIETY

1_ 6')4., to help define the air flow patterns over the moraines. field in a location having complex terrain and stably The trajectories of the balloons could be recorded stratified layers. Thus we are now also using the available on film for only a few minutes because the wind speeds temperature gradient and humidity measurements to try were so high, 25 kph and higher. Due tothe limited time and infer the source locations for the winds observed at on site only three experiments were performed. various heights above the surface and along the valley walls. Observations and Interpretation

As indicated above the actual experimental Minimum len peralures Us. Ilhnd Oulu Ilan 1C 1 conditions were very different from what was expected. 211 0 Average winds were about 25 kph with gusts of up to 64 kphr. NW During the first balloon release, a down valley wind starting approximately four meters above the valley - floor was observed. Any of the balloons carried by this sin wind that ended up near the mountainside were then caught in another wind, carried up the side of the valley, S and then back up the valley in a return circulation. Any balloons that were within four meters of the surface St remained stationary. The second balloon release, started on the distall side of a moraine, produced similar results with one difference. After skipping over several of the moraines, some of the balloons were entrained into thekatabatic -v- wind and transported down the valley. As before, those . v 9 11.1 11 11 4 6 9 10 11 N 2 S 5 6 s balloons carried to the sides of the valley were caught in Sun Jul 5, 1994 an upward flow, apparently a valleywind.In this experiment several of the balloons ended up being trapped in eddies between moraines. During the third experiment, the balloons floaed over the first moraine and down into the adjoiningdistall Dew Point us Wind soeea plain. Upon reaching the following moraine, they were Id1 11(0111 39.8 entrained into the katabatic flow. The smoke, however, i dissipated too quickly to be of any use. During this last r experiment, two of the balloons again were captured by i [ 25.9 25.11 the valley wind and proceeded up the mountainside. L As it turned out, the wind data recorded using the L t, Davis instrument was critical to our understanding of L 1 . developement and evolution of the katabatic flow. We 28.0 had expected that the katabatic winds would be primarily ; i nocturnal. The anemometer data showed that the winds I started each day, early in the morning, around 9:00 am. 1 15.9 Wind speeds then steadily increased until about 7:00 pm.

1 Thereafter they slowly decreased until midnight. It was ii . between midnight and 9:00 am when the minimum wind 1 II 18.6

I speeds were recorded, between zero and about five kph. f 1 When the wind speeds were high, the direction was IT generally south southwest, the appropriate direction for a 5.8 I katabatic flow at this location. 1 1li

Conclusion 8.0 The observed katabatic and valley winds were far more complicated in charactertlia'n originally expected. Our ongoing studies of the available field measurements -5.8 5 8 89 16' 11 r4 are now being directed towardinterpretation of a wind 1.112 5 45 6 7 9111 11 N 1 7 5 456 7 Sun Jul 5, 1994

163 4TH SYMP. ON EDUCATION 149 P1.41 LOOKING AT EARTH FROM SPACE

Coken J. Steele*

WT Chen & Company Arlington, Virginia

1. THE MAPS-NET PROJECT

TheNationalAeronauticsandSpace Part of the challenge of MTPE will be to prepare Administration (NASA)-sponsored Maryland Pilot knowledgeable and responsible scientists, Earth Science and Technology Education citizens, and decision makers. Engaging students Network (MAPS-NET) project 'was launched in in MTPE is critical.Fortunately, evolving science 1991tostrengthenpre-college teachers' education goals and standards emphasize the understanding of Earth system science and to importance of science curriculum that is relevant to enhance their existing curriculum. Direct readout student's lives; involves students in exploration, from environmental satellites (the ability of users data gathering, and experimentation; and on the ground to obtain data directly from the engages students in higher-level thinking skills. satellites) was selected as the cornerstone of this Many schools are reinstating Earth system science effort to provide teachers with an accessible, classes. inexpensive, and excitingtoolto engage students' interest.Emphasizing meteorology 3. SATELLITES IN THE CLASSROOM enables participants to understand direct readout imagery, and serves as a foundation for studying Environmental satellite imagery is an excellent the Earth system.The project now includes vehicle for studying Earth system science.Using elementary through high school level math and a classroom ground station to obtain imagery science teachers, who are using their MAPS-NET involves students in a complete and continuing training and direct readout technology to enrich science experience. In addition to utilizing current learning for students at all achievement levels. technology, acquiring their own data, working with a global perspective, and having significant control 2. MISSION TO PLANET EARTH over research parameters, direct readout enables many students to be captivated by science. Space exploration has changed the way one views Earth. Only from space can changes To make direct readoutsuccPssful in the affecting the entire globe be seen. Images from classroom, technology must be installed, used, space vividly illustrate Earth as a single entity and the data integrated into the curriculum. The composed of atmosphere, land, and water. best way to make those three things happen is to ensure that teachers feel confident using the NASA's Mission to Planet Earth (MTPE) is an technology and the imagery. To meet those integrated,sustained, and comprehensive goals, a MAPS-NET graduate-level course was program to observe, understand, model, and developed for Maryland pre-college science and predict global change. These activities will provide math teachers. The course materials are being the scientific basis for informed policy decisions published by NASA, as a series, entitled Looking relatedtoourinfluenceontheglobal at Earth From Space. environment. Although many issues of global concern have been studied for decades, their The course content and publications are a impact has only recentlybeen considered in collaborative effort of the WT Chen & Company- terms of affecting the complex, single system that lead MAPS-NET team and the MAPS-NET is Earth. academic host--the Department 01 Meteorology, University of Maryland at College Park.Additional * Corresponding address for author: Colleen Steele, materials and review were contributed by the WT Chen & Company, 1745 Jefferson Davis Highway, MAPS-NET teachers (who teach grades 4-12), Suite 306, Arlington, Virginia 22202. (703) 415-8670. scientists, technologists, and other educators.

150 AMERICAN METEOROLOGICAL SOCIETY 164 The training materials are appropriate for teachers Looking at Earth From Space publications may be or high school students, the classroom materials obtained, without charge, from your nearest have been created to respond to a variety of NASA Teacher Resource Lab (TRL). The classroom needs, the lesson plans are equally publications are printed in black and white to useful for ground station users or people who get encourage copying and distribution to the their imagery from the Internet.The introductory broadest possible audience. and technical publications are appropriate for parents, faculty, students, and administrators. 5. LOCAL SUPPORT

4. THE PUBLICATIONS The MAPS-NET approachincorporated contributions from many sources to ensure that A variety of lessons have been learned participating teachers, who have impressive but throughout the MAPS-NET project, including the often diverse backgrounds, received the support, importanceofaccessible,understandable resources, and/orinformation critical to their information about a variety of relevant topics. Six classroom success. Experts from NASA, NOAA, documents were developed in response to the University of Maryland, and Maryland MAPS-NET teachers' needs. Those documents classrooms contributed and reviewed the are being published and distributed by NASA to materials.Representatives from the Maryland serve educators nationey and internationally. Department of Education and our participating The series entitled Lookog at Earth From Space teachers helped structure the course content and includes the following documents. project goals so they align with both state and classroom requirements. Members of Maryland 1.Introduction to Direct Readout booklet industry contributed advisory skills, served as introduces the topic and provides an overview of mentors and speakers, and contributed funds to the educational application of direct readout. purchase Earth stations for schools. The Maryland 2. Guide to Direct Readout Equipment and Space Business Roundtable served as bursar for Vendors provides information about set-up in a fund-raising effort to equip schools state-wide. addition to listing components and equipment The Dallas Remote Imaging Group (DRIG) sources. provided technical support,f rom setting up 3. Glossary of Termsdescribes terms and antennas on school roofs to replacing software acronyms for meteorology, direct readout, Mission and repairing equipment. The media, both print To Planet Earth, NASA, the National Oceanic and and television, made people aware of this Atmospheric Administration (NOAA), global innovative approach to learning. change, etc. Diagrams accompany many of the terms. 6. DISCOVER EARTH 4. Teacher's Guide to Global Change introduces some of the critical issues for our planetand Experience and knowledge gained through the includes classrcom activities. MAPS-NET project are being applied to the 5.Direct Readout Training Manual is a synthesis development of a new MTPE education prgject of the meteorology and technology covered entitled Discover Earth.Successful features of during the MAPS-NET graduate course.The the MAPS-NET project will be incorporated in this inclusion of sections on satellites,orbital broader-based approach to teaching Earth system elements,resources,etc.provides a science. Contact the author for additional comprehensive approach to understanding information. remote sensing, environmental satellites, and using direct readout. 6. Teacher's Guide toDirect Readout is a compilation of lesson plans developed by MAPS- NET teachers, accompanied by satellite imagery, explanation of the imagery, and background information.

4TH SYMP. ON EDUCATION 151

iGO P 1.21A

FORECASTING THE FUTURE: TEACHING ABOUT GLOBAL CLIMATE CHANGE

A CLASSROOM CURRICULUM, WORKSHOP, AND CLASSROOM CONSULTATIVE SERVICES FOR TEACHERS

Hung Nguyen, Sharon Franks, and Stephen Birch

Scripps Institution of Oceanography University of California, San Diego

The prospect of global climate change is a sobering one.it challenges today's citizens and decislon-makers, and is likely to demand continued consideration well into the future. How will today's science students come to understand the nature and the limitationsof science's power to predict and prevent impending climate change? Researchers from the NSF Science & Technology Center for Clouds. Chemistry, and Climate at UCSD have joined educators from the Stephen Birch Aquarium-Museum at UCSD's Scripps Institution of Oceanography to develop a new curriculum that explores how scientists study changes In our planet's health.The curriculum integrates evidence from the fields of paleontology, chemistry, physics, biology, meteorology and others to describe In non-technical terms the processes of global climate change research. Student activities parallel scientists' activities, bringing classroom studies into the world of science with via up-close and hands-on investigations.

Scripps institution of Oceanography sponsors workshops for teachers try hands-on activities whereby students use scientists' investigative instruments and methods. Participating teachers also receive a 'Travel Lab' of equipment and materials, Including pictorial slides, classroom computer sofiware, and videotapes, useful In implementing the curriculum.In addition, staff from the aquarium-museum offer teachers in-class consultation and follow-up. Overall, Forecasting the Future strives to provide all resources needed by teachers of fifth-tweiffh grades to:

acquire and transmit to students an accurate informational overview, organizing concepts, and vivid examples with respect to this topic;

learn and implement classroom activities that parallel methods used by scientists In the field and in the laboratory;

engage in systematic electronic communication with scientists, science educators, and each other to chronicle progress on curriculum implementation; and

assist In identifying factors that create effective, site-independent classroom environments for the study of global climate change.

152 AMERICAN METEOROLOGICAL SOCIETY 166 P 1.32A

AN INTERDISCIPLINARY CONNECTION FORSCIENCE, MATH, ENGLISH, SOCIAL STUDIES AND HEALTH IMPLEMENTED BY THEUSE OF THE INQUIRY METHOD

Judy A. Lee William R. Blocker Middle School Texas City, Texas

Amber Maier Pearland Jr High School Peariand, Texas

Tropospheric ozone is caused by the formation ofphotochemical smog production which causes damage to plants cnd animals by effecting theatmosphere's oxidation capacity. Tropospheric Ozone can cause damage as seen in the respiratorysystems of animals, promoting scar iissue formation and cell damage by oxIdation(Rasumovskliand Zalkov, 1984). Approximately 90% of all ozone Is found In the stratosphere and 10% inthe troposhphere(Finlayson-Piffs and Pitts,1986), Whereas ozone found In the stratosphere isconsidered 'good ozone' and Is safe for the environment, ozone found in the troposphere, ourimmediate atmosphere, is considered 'bad' ozone and can be very dangerous toliving organisms. Ozone, molecule made of three oxygen atoms, wasdiscovered In 1839 by Professor Christian Frederick Schoenbeln at the University of Basel,Switzerland(Fishmann, 1990). The ability of Ozone to readily glve up an oxygen molecule makesit a powerful oxidizer. Schoenbein utilizedthe reactivity of ozone to measure Its presence and provethat ozone can be detected by using a mixture of potassium iodide and corn starch onfilter paper.

The Social Impact, policy and legislation concerningthe Clean Air Act, along with the historyof ozone measurements In the UnitedStates encourages the teacher to make theinterdisciplinary connection. The inquiry method of science,english and other disciplines allows the student and teacher to discover what can beaccomplished by using 100 year old methodof detection. Math, english, health and social studieswork together to discover how tropospheric detection with ozone has impacted our lives.Combining the unique Idea of Schoenbein's ozone Interdisciplinary connections helps to bridge anunderstanding from teacher to student to encourage learning, communicationand a responsibility for our environment.

elIVYMP. ON EDUCATION 153 FOURTH SYMPOSIUM ON EDUCATION

PAPERS IN JOINT SESSIONS (edged in grey)

PAGE #

31: K-12 EDUCATIONAL PROGRAMS (J1) 1-25 (Joint with 24th Conference on Broadcast Meteorology)

36: NEW TECHNOLOGIES FOR THE CLASSROOM (36) 1-58 (Joint with 1 1 th Conference on Interactive Information and Processing Systems [IIPS] for Meteorology, Oceanography, and Hydrology)

166 J1.1 MAP READING AND INTERPRETATION SKILLS DISPLAYED BY HIGH SCHOOL FRESHMEN Paul J. Mroz

AMS AERA, Spencerport Central Schools and WOKR-TY Rochester, NY

nature, and consistently found in every society 1. INTRODUCTION studied to date. Piaget's theories and research are important to the entire scientific and Reading maps is a fundamental skill required educational community because they provide of most students in the precollege educational insights into the growth and development of curriculum. Map reading is really a diverse logical thinking. set of several skills. These skills must be Piagetian research is clinical in nature.It combined and applied to extract meaning from seeks to understand how children develop an a map (a complex information document). understanding of the world around them, and Maps are frequently found in science and non- how an individual's content understanding is science courses as they allow for the transfer linked to reasoning processes. Reasoning of large amounts of information in a concise processes are observed and measured when format. This is particularly the case when specific Piagetian tasks are administered students are required to examine weather during clinical interviews. The focus of these maps in the science classroom. However, not interviews is to determine how a subject much Piagetian research (research involving reasons to solve Piagetian tasks and how student reasoning and content understanding) content understanding is utilized. has been done in this very important area of Piagetian research is different from typical learning. content understanding research. It provides a The purpose of this paper is to (a) review developmental framework that in.....;udes current Piagetian literature on this topic, and reasoning ability to identify and understand (b) report preliminary results associated the widespread problems of scientific with specific map reading skills found in ninthcompetence both in our schools and in our grade earth science students. The information society.it also provides a foundation for presented in this paper is designed to aid developing appropriate curriculum and teachers in constructing age appropriated suitable classroom activities. classroom activities involving maps and mapping concepts. 3. EXISTING RESEARCH

2. BACKGROUND Piagetian-type studies of how children develop an understanding of map reading arelimited, During the first half of this century, researcn and revealing. Cheek and Muir (1983), 1970) was conducted by Jean Piaget (1964, studied elementary mapping experiences of into how children learn about the world around children in the Concrete Operational stage of them. Piaget first recognized that normal development. They developed and tested a childhood development is marked by a growth model based upon seven mapping skills in understanding and reasoning abilities. He (symbols, perspective, direction, distance, identified and described sequential stages of location, scale, and relief). Each of these development that are successive, ordinal in mapping skills was defined by an appropriate question, each had a companion mathematics Corresponding author address: Paul J. Mroz, skill, and a related Piagetian assessment task. 5875 West Sweden Rd. Bergen, NY 14416

JOINT SESSION J1 (J1) 1 They found that "even under optimal research via the Raven's Test Of Logical Operations conditions, some [mapping] skillsappear (Raven, 1973). Results were used to classify impossible to teach to students below grade students as either Concrete Operationalor seven." They further elaborate, 'Skills Formal Operational. All studentswere also which are not appropriate to the elementary administered a mapping examination that grades include work with map projzctions, tested their ability to perform each of the understanding of time zones, use of longitude formalized mtpping skills previously and latitude, comparison of differentmap specified. Data from nine..een subjects scales, and interpretation involvingtwo or classified as Concrete Operational and 19 more maps." subjects classified as Formal Operationalwere The concept of territoriality (recognizing then randomly selected for analyses. Analyses and understanding map regions i.e.state. consisted of testing for significance the nation) are "rarely acquired beforeages 11 observed correlations between specific logic or 12" (Renner, 1.951). The concept of city, skills (which serve as the defining criterion however, is more readily acquired if students measures for Piagetian Stage) and the have actual experience with thatarea. specified formalized mapping skills foundon Richards (1983) argues that teachers need the mapping skills examination. For N= 38 to tailor instruction to the child's. experience. and ;IC..01 the test statistic was distributed He suggests that mapping activities be t30: .005 .2.750. structure within the curriculum in sucha away as to complement the child's stage of 5. RESULTS development. He further advocates that the introduction of learning activities aboutmaps and mapping concepts be intellectually The criterion measure (correlational logic operation) is only associated with Formal challenging requiring students at each Operational thinkers and was found to be developmental stage to be pushed to the limit of significantly related to two mapping skills their exp,trience base. Some of his suggestions are identified in the classroom activities (isolinc construction and recognizinga change section found in figure 1. in field pattern). The other two mapping skills (gradient computation andmap profile 4. CURRENT RESEARCH construction) were not significantly relatedto Formal Operational thinkers and were thus For the purpose of our study we defined attainable by both Concrete and Formal Operational thinkers alike. formalized mapping skills as (a) constructing a profile map, (b) computing gradient, (c) 6. DISCUSSiON drawing isolines, and (d) recognizing field changes. This author suggests that these mapping skills are essential and appropriate The preliminary results of this investigation skills to derive meaning from would tend to add strength to the argument that any type of map all but two of the specified mapping skills that a student may need to read. This research should be attainable by middle school students effort focuses on two essential questions; in the Concrete Operational stage of Which formalized mapping skillscan a student with concrete operational thinking abilities development. Therefore, it wouldseem appropriate that most students well into reasonably be expected to master? and Which (experienced Concrete thinkers) the Concrete of the formalized mapping skillscan be mastered by Formal Operational thinkers Operational stage should with sufficient only? teaching be able to use most mapping skills presented to them. tt appears that only the One hundred and seventy six high school isolineconstruction task and the recognition of freshmen were tested for stage development changes in field patterns would be unattainable

(J1) 2 AMERICAN METEOROLOGICAL SOCIETY 1 *I DEVELOPMENTAL GUIDEUNES FOR INTRODUCING MAPPING SKILLS by

Dr. Paul J. Mroz

IPiagetian Approximate Developmental Classroom Stage Of Age Range Goal Activities Development

1. Understand Object 1. Viewing & drawing Pre- 2 - 7 years Permanence objects from different Operational 2. Develop a perspectives* two-dimensional 2. Provide experiences with 3 dimensional models* perspective 3. Encourage the 3. Encourage play with development of an alternate building blocks to construct view or perspective. 3 dimensional objects.* 4. Recognize & locate familiar objects on aerial photographs*

1. Developing two & 1. Make diagrams & pictures of 7-11 years Concrete three dimensional familiar places.* , Operational perspectives 2. Construct area models of (area & volume), familiar locations & settings* 2. Transform two 3. Use aerial photographs to design dimensional area models from an altitude representations into perspective. three dimensional 4. Introduce cardinal (NEWS) representations. directions, simple scale, gradient, profile and distance measures. 5. Construct simple coordinate grid systems.

1. Develop the use of 1. Provide students with Formal 12-13 + years map symbols, experiences that involve the use Operational proportions, and of map symbols, ordinal mathematical directia is, (0, 45, etc.) map representations of map scale & proportions, distance features. scale & measure, gradient, 2. Use logically abstract profile, latitude & lor ,tude, representations to depict relief, isoline construction, and field quantities. examples of change in field.

Figure 1, Developmentally Appropriate Guidelines for Introducing Mapping Skills.*After L. Richards, 1983.

JOINT SESSION J1 (J1) 3 by Concrete Operational thinkers. This, is not References totally unexpected as most teachers who have tried to teach these two mapping skills to Cheek, H. N., and S. P. Muir, 1983: A students find considerable difficulty in getting Developmental Mapping Program the 'message' across. The findings of this Integrating Geography and study would indicate that it is best to wait Mathematics. ERIC Doc. Ser. ED until students have attained Formal 238796.16 pp. Operational thought patterns before attempting to teach them how to construct isolines and Raven, R. J., 1973: The development of recognize changes in field patterns. This a test of Piaget's logical operations. finding does partially explain why many Educ 57, 377-385. students have such a difficult time understanding the isolines (typically isobars Renner, G. T. (1951). Learning Readiness in and isotherms) patterns found on all types of Elementary Geography. Journal Of weather maps. It also suggests that students Geography 50, 65-74. don't understand changes in isoline map patterns. This would indicate that simply Richards, L, 1983: Piagetian Theory as showing students weather maps with isolines an Organizer for Geographic on them is not sufficient to convey meaning. Skills and Experiences. ERIC Doc. Map changes must be accompanied by weather Ser. ED 241386. 14 pp. symbols which convey sufficient information to make the map reading exercise a meaningful activity. Developmentally appropriate guidelines for teaching mapping to students is prclided in Figure 1 of this paper.It is a compilation of all the traceable Piagetian-type research on this topic to date. Teachers are encouraged to find or create methods of presenting each of the mapping skills in such a way as to enhance the transfer of meaning and understandings to all students. Here, the key element is to provide mapping instruction that builds concretely upon the foundation of experiences the child brings to the learning situation.

(J1) 4 AMERICAN METEOROLOGICAL SOCIETY J1 . 2

EDUCATIONAL PARTNERSHIPS LEADING TO THE PROMOTON OF STUDENT CENTERED METEOROLOGICAL FIELD STUDIES IN A GLETSCHERVORFIELD ENVIRONMENT. JOSTEDALEN, NORWAY

George G. Meldrum Thomas C. Arnold

James Gillespie's High School State College Area High School Edinburgh State College. Pennsylvania EH9 1DD United Kingdom

Selected schools in Scotland have had a long The theme of partnershipsin education is history of partnerships with industrySpecifically, the relatively new to the American science education James Gillespie's High School has had a program of community. Although it has been popular in some urban outreach to industry since its inclusion with the BP Link centers of the United States, the 60% of the county that Scheme in the 1960's.The Scheme's objective is to can be considered suburban or rural has experienced increase the mutual understanding and partnership of limited familiarity with this concept. Partnerships with education and :Musty. Incumbent to the scheme is the federal, industrial, and collegiate organizations increased need to stress the initial considerations of science and in the last decade as the United States education system technology as they relate to the industrial community. reeled from the accusations that the performance uf the Nine secondary schools in the Lothian Region nations's youth was appalling in the disciplines of science are involved in the Link Scheme.In 1986, James and mathematics. A lack of public funding coupled with Gillespie's entered a new partnership that enabled the the reticence of the professional educators to address some schools to embark on curriculum innovations thatresulted newer and more innovative means of confronting the in a fully interactive centre of technological excellence. problems, prompted members of these organizations to These partnershipsenhanced teachingwithinthe explore avenues that would permit them to become curricular areas prescribed by examination boards and involved in the improvement of the student outcomes in other outside agencies. One of the desired outcomes was critical subject areas. to prepare a student population in field experiences The United States government has long been associated with the use of industry specific equipment, active in funding programs designated for improving data collecting, and data analysis. This objective would public education.Since Sputnik, the NSF has been not only prepare those students graduating from school to activelysupportingteacherenrichmentprograms. be more easily assimilated into the industrial community, However for the past two decades, their funding has been but also to offer some experiences for those seeking limited and other sources have had to initiate teacher or higher levels of education.The Norway Expedition student training programs.More recently, industry has described in this paper is an example of one of the taken an active role. If the United States and Scctland are successful field studies. to remain competitive in the world market, they will Sponsorship from industries in Scotland has require a more educated work force that can adapt to played an important partin meeting thefinancial change and comprehend the increasingly sophisticated commitments of the Expedition. Industry also provided working environment.Colleges and Universities also technicalassistance anda verypositivelearning recognized that they too would have to become more environment.Surveyors, engineers, technicians from active inpre-collegeprogramsassociatedwith industry, and learned members of the university and mathematics and science if they were to maintain a pool professional societies were placed at the disposal of the of prospective majors in these disciplines. Expedition both in training the students , answering their Too often talented young men and women questions, and making equipment available for student eschewed the disciplines of science and mathematics use. As the Expedition program continued to develop, the because of the perceived rigors of these courses of study. venture had the blessings of edtration authorities in three In many instances, their association with mathematics and countries who endeavored to ease the administrative the physical sciences involved interaction with dull and difficulties in organizing the trek, and provided support unimaginative curriculums. Students seldom are offered with expertise and formal blessings. the opportunity to become part of the energetic and

JOINT SESSION J1 (J1) 5 invigorating field studies that often precede research and teacher of geography) and an a American science teacher discovery associated with these disciplines. Thus they (ateacher of earthsystemssciences)concerning often opt for the more glamorous disciplines of life prevailing philosophies and desired outcomes. This goal sciences or the less "boring" disciplines associated with was complicated by the misconceptions of educators on the liberal arts.Members of the teaching profession, each side of the Atlantic concerning the disciplines of especially those associated with the sciences often leave science and geography.The partnership of educational college with the same impressions.Those who never systems required that we both accept that: participatedinfieldstudies,tend to design their Earth System Science and the study of the curriculums with units designed to emphasize informaion environment is a human enterprise that includes the acquisition rather than as a true problem solving ongoingprocessofseeking explanationsand environment. The mastery of subject matter is always understandings of the natural world. One of science's emphasized over the thrill of discovery. If as nations we principal characteristics is its dynamic nature.If this are to improve the student outcomes ir science and discipline of education is to achieve its potential in mathematics, we must instill in the Wachers the "thrill" of helping studentsachievethisgoal,thenlearning science rather than the "content" of science. experiences must strengthen the science foundations of the A series of circumstances evolved that peimitted student by emphasizing and employing the scientific two teachers from different countries to participate in an methods, concepts, and knowledge that have brought innovative and invigorating expedition that would not only society to its current levels of development. (Arnold, allow them to once again experience the thrill of science, 1991). If teachers are to be able to "lead" stuebnts toward but also to share this experience with students. Often the this goal, they will have to engage in activities that will negative publicity associated with the public education not only enrich their own education, but also that of their system leaves members of industrial, professional and students. There is a strong feeling among the scientific collegiate communities with the impression that publit community that disciplines should be rrerged and treated school teachers confine their professional activities to the as interrelated parts of a single discipline.., that students daily rigors of preparation and teaching of curricular should become aware of the "themes of science" and materials. On the contrary, many teachers are actively helped to develop "scientific ways" of looking at their engaged in turmoil of publications, communication, and world (LaPointe,1991). for some, actual research. As with our associates in the Perhaps nothing enlightens students more than collegiate world, often we seek to communicate with other being able to engage in the process of learning. Students members of the profession the successes of our efforts. who participate in field experiences become involved in Last summer both authors of this paper were presentng at the skills of observation, datacollection and analysis, and an international conference that was sponsored by the the utilization of the tools ofthe professional community. AmericanMeteorologicalSocietyandtheRoyal Students who have engaged in field studies are often awed Meteorological Society. While atthe conference, by the learning atmosphere (Arnold, 1993).Through discussions occurred concerning the embellishment of a field experiences, students would come to realize that successful field studies program already in place on the knowledge in science is tentative and human-made, that European continent. The commitment of the AMS to doing science involves trial and error as well as systematic public education through the Atmospheric Education approaches to problems. More importantly,field Resource Agents and their development of successful experiences result in the knowledge that scienceis educational programsinitiateddiscussions of how something they can do themselves (LaPointe, 1991). meteorology might be more rigorously involved in a Real-life problems are an effective method of raising holistic field study already in the planning stages for students interest level.Students are forced to use their European students.As a result of these discussions, new-found knowledge to help retain the less= they have commitments were made to the program by agreeing to learned long after their studies are over. Thus putting become part of the instructional team. In designing the science information in context with real-world problems meteorology component,it was necessary to define a helps both teachers and students learn the importance of rational for an increased emphasis associated with the the specific concepts being taught (Glantz,1993). physical sciences and then to determine what type of As the leader of past mountain expeditions, it research would both meet the needs of the established was clear that hourly manual measurements of weather field program and the potential needs of participating had a great h,mefit in providing useful introduction in the students. use of instruments but the quality and amount of data The first partnership was between the educational proved of limited value. Of primary concern was that data models of Scotland and those of the United States. This could only be collected while studerts were present at the required communication between the expedition leader (a research site. There were startling weather effects in the

(JI) 6 AMERICAN METEOROLOGICAL SOCIETY 174 valleys which needed to be explored and not least cf these meteorology, instrumentation, and involved in the was the katabatic winds. Studies of vegetation had already construction of some of the instrumentation. The State shown the differences between proximal and distal slopes College Area School District provided instructional which could only be explained with more detailed support concerning the science tint would be required for meteorological data. the expedition, and e-mail contacts with scientists at As a result of the chance meeting at the ATDD of NOAA and glaciologist at Penn State and the previously mentioned conference, aninvitationto University of Washington. As the equipment needs were participate in the 94 Expedition opened new avenues of beingassessed,itwas determinedthat computer partnerships by persuading an American science teacher technology not available to the authors would be rewired. to volunteer expertise associated with his involvement Portable lap top computers would beneeded to access the with the AERA division of the AMS. His suggestion to data from the Campbell data loggers provided by Penn invoive American students "to carry equipment" was State and ATDD. The Center of Academic Computing at readily accepted. Remarkably, our ideas concerning the Penn State provided a modified 386 IBM to meet our learning objectives for student fieldwork were similar. requirements. The Eduquest program sponsored by IBM Students were expected to be much more that Sherpas. Corporation supplied a 486 Think Pad 350 for student Activities were designed to make it possible for them to use. Additionaldata loggers and meteorological ask the questions, to devise strategies, and to solve equipment were made available from the MJP Company problems and verify their results.They were then in Cornwall, UK, and the Royal Meteorological Society. engaged in the process of solving the puzzles that raw data Dr. Charles Duncan, Meteorology Department, Edinburgh always seems to initiate and thanks to this conference, University has given advice to the expedition members work towards a deadline in making results presentable. through his role as "Adopted Meteorologist" to James Feedback from the expedition leader indicated Gilespie's High School.The Adopted Meteorologist that two proposed studies would not only enhance the Scheme is organised by the Royal Meteorological Society. program, but also provide much needed data forstudent Parents in Scotland constructed the needed towers and research. The two studies that were identified involved protective shields and boxes for the experiment. the determination of the energy budget for the glacial As discussed earlier, previous expeditions to valley and the dynamics of the katabatic glacial winds. glacial research stations, indicated a need for more The identification of these research problems was specificmeteorologicaldatathatwouldsupport prompted by past involvement of the United States author investigations in the disciplines of biology and geogratity. as an intern with NOAA during the summer of1991 and In this expedition, data collection was expanded to cover consulting provided by the meteorology department ofthe a 24 hour period and not limited to the timeperiod that Pennsylvania State University. the student teams were at the site. In addition, this year a Prior to the American involvement with this comprehensive effort would be made to determine the endeavor, only limited experience with partnerships had characteristics of the katabatic flow of air referred to as been experienced.However, The expedition leader, the"glacial wind". Faculty from the Penn State George Meldrum, had considerable experience in this Meteorology Department were instrumental in helping regard (Meldrum, 1993) and through his encouragement design the experiment. Neutrally buoyant balloons would and assistance, efforts were made to involve American be employed to determine the dynamics of the streme industry, federal agencies, professional societies, and flow. However, in order to properly deploy the balloons, university partnerships toward what was becoming an the experiment required knowledge about the time of the International Expedition. maximum winds. Through the cooperation of the Davis The energy budget experiment was the most Instrument Company of Hayward, California,the complicated of the experiments.The Atmospheric expedition was loaned a portable meteotology station that Turbulence and Diffusion Division associated with was capable of recording data for twentyfour hours and NOAA, and Dr. Dennis Thomson of the Meteorology storing in a data logger at five minute intervals. Data was Department of Penn State University were instrumental in then downloaded daily to a Powerbook lap top provided designing and supporting the research. Each institution by the State College School District. The Davis provided sophisticated instrumentation and expertise Instrument package proved to be very valuable for the toward the design. As the design developed, it became wind experiment as the data provided wm instrumental in apparent that student involvement from theUnited States developing a model for the katabatic flow. would be beneficial. Penn State offered to train students Withoutthepartnershipsthathave been in the operation of the equipment and the critical aspects identified, the inclusion of the meteorology experiments of the experimental design. Through their assistance, a could not have occurred.That is not to say that all team of five students was provided instructionin micro- activities went without incident. One of the benefits of

(Ji) 7 1 7 JOINTSESSION J1 engaging students in field research is to initiate them into of the papers and spread them on the floor. He spent an the realm of research and to allow them to become hour on his hands and knees explaininghis ideas and we involved in the same problem solving exercises that think we have the answer". We have received some confront professionals in the field.Through practical comforting words of encouragement for the work we have experience students learned how moisture ;rain) can cause been undertaking with students, but it is satisfying when havoc with electronic instruments, the difficulties of we learn that "this type of field work brings the public maintaining electrical currents required of sophisticated schools and universities closer together". instruments via battery failure, and the need to repair and As a result of this first venture into distance field troubleshootcomplicatedproblemsunderadverse work, and international partnerships, several reflections conditions. In addition, they learned the value of are warranted by the authors. advanced preparation and the difficulty of problem solving when details are not attended to. As an example, 1.Having organized expeditions to several mountain it is difficult to render corrections when the operators areas in Europe including three to Norway, it was manual is left at the camp site 15 kilometers distance observed that the more that was asked of the students in which requires one to traverse 3 kilometers up and down terms of detailed and rigorous fieldwork, the more they 4 mountain. Simple mistakes early in the studies resulted not only enjoyed the experience, but could deal with in lost data, but reinforced excellence in techniques as the progressively more complex remits. study progressed.Students soon realized that their success in obtaining data was a function of their kills and 2. The approach to the study of glacial valleys with senior quickly adapted.Problem solving skills became well students was designed to present the area as a total honed, team cooperation became evident, and success was environment and to lead them into appreciation of welcomed with smiles and "high fives". interrelationships with this fragile ecosystem. Past One of the most important lessons that can be expeditions and student studies indicated that the future imparted to young people engaged in their first real venturesshouldincludemore emphasis onthe research activity is the need to complete the cycle. That meteorological realm. is, the research is not over when the fun of collecting data is completed. Research to be of value must be analyzed, 3. Although some time was spent teaching the students evaluated, and reported. Instruments must be recalibrated about the expectations of the experiment prior to and tested. We were fortunate that the AMS permitted us departure, more time must be spent on each side of the that forum this year. Selected students involved in data ocean preparing students about the theoryand ideas analysis were invited to present posters at this ccnference. associated with concepts such as the energy budget. Thus, the real panic began shortly after their return. It is never too early to introduce them to the "publish or 4. A student team involved with new equipment must be perish" syndrome. Teams from both sides of the ocean given more time to comprehend the operation of the worked feverishly trying to comprehend the data and electronics and the theory behind of equipment design in express their findings in a meaningful manner within the order to effectively troubleshoot problems. This would parameters of research guidelines. They completed this imply more hands on work with the equipment prior for task as "true partners". Many other individuals from the departure to the field site. Implicit here is that participants expedition are using the information to present work working with new equipment will have to be able to which will be assessed as part of their further studies in demonstrate and explain the materials to other members school. of the field study at a "home site" prior to departure to the Both authors would like to acknowledge the research site. contributions of the universitiesintheir respective countries.In Scotland, we were fortunate to have the 5. The success of this operation rested on the fact that active partnership of several Scottish Universities and duplicate instruments were available. Whenever working other learned bodies who seemed to have the ability to in new and remote locations, back-up instruments, move heaven and earth to find answers to student computers, and electrical adapting units are required. questions and who showed a real interest in the work being undertaken and indeed in the students themselves. 6. With proper planning, instruction, and patience, honors A prime example of this cooperation was the impression students can design and implement research activities created in the mind of the Scottish student who on often deemed only appropriate for college students. returning from a visit to the geography department at Edinburgh University in search of solutions that eluded 7. Adequate time to prepare papers is essential. There are both her and teacher declared, "The Professor justtook all numerous difficulties trying to coordinate communications

(J1) 8 AMERICAN METEOROLOGICAL SOCIETY 176 between international students. Fortunately both schools involved had access to e-mail and internet through the efforts of The University of Edinburgh in Scotland and The Pennsylvania State University in the United States. This particular partnership facilitated the communication between the two schools enabling us to be here today.

References

Arnold, T.C.. 1991, "Directions in Science Education: A Teachers Perspective", InS.K. Majumdar et.al.(eds.) Science Education in the United States: Issues, Crisis and Priorities, The Pennsylvania Academy of Science, Easton, PA., pp. 347-362.

Arnold, T.C.,1993: A Physical Oceanography Curiculum for Honors High School Students. Preprints fir the 3rd International Conference On School and Popular Meteorology and Oceanography Education, American Meteorological Society, Boston, MA, 117-120

Glantz, C.S, Estes J.C.,and GI, Andrews: 1993, Bringing MeteorologyAlive Through theuse of Immersion-Based Learning Activities thatEmphasize Role Playing and Probkm Solving. Preprints for the 3rd International Conference On School and Popular Meteorology and Oceanography Education, American Meteorological Society, Boston, MA, 62-66

La Pointe, A.E.. "Profiling American Students Strengths and Weakness in Science Achievement", In S.K. Majumdar etal.(eds.) Science Education in the United States: Issues, Crisis and Priorities, The Pennsylvania Academy of Science, Easton, PA., 61-68

Meldrum, G.G.1993,AppliedMeteorology- A School/IndustryInitiative,Preprints forthe 3rd International Conference On School and Popular Meteorology and Oceanography Education, American Meteorological Society, Boston, MA, 214-218

Meldrum, G. G., 1992 Fieldwork Expedition Bodalan Joedalsbreen Norway, Technical Report, Lothian Region Education Department, Edinburgh, UK

JOINT SESSION J1 (J1) 9 1 7 't J1.3 PROJECT ATMOSPHERE: AMS PRECOLLEGE EDUCATIONAL INITIATIVE - AN OVERVIEW OF PROGRESS

lra W. Geer David R. Smith American Meteorological Society United States Naval Academy Washington, D.C. Annapolis, MD

Robert S. Weinbeck John T. Snow SUNY Brockport College The University of Oklahoma Brockport, NY Norman, OK

1. INTRODUCTION other teachers either locally or at regional or national teacher Project ATMOSPHERE is now conventions. In the 1993-94 in its fourth year of existence. academic year, AERA reached over In this brief lifespan much 13,000 teachers through 500 progress has been made to enhance sessions. Over the past three precollege science education. years, AERAs have conducted over Particularly noteworthy this past 1000 training sessions reaching year has been the evolution of over 32,000 teachers throughout existing programs such as the the nation. Another positive Atmospheric Education Resource benefit is that many AERAs Agent (AERA) program and are becoming agents of change in materials development. Further, their respective educational several new programs have been systems, being appointed to initiated which expand upon the committees to develop standards original vision of the AMS or modify curriculum, being educational program. The elected to boards of state or following is a brief description national educational or of these existing and new professional organizations, and programs and a status report on advocating for increased progress to date. atmospheric science content in school curriculum.

2. ATMOSPHERIC EDUCATION RESOURCE Annual training for AERAs AGENT NETWORK continued as in previous years. This past summer 64 AERAs As has been the case since attended a one-week workshop in the inception of Project Washington D.C., where they ATMOSPHERE, the primary component toured the National Weather of the program is the Atmospheric Service headquarters and the Education Resource Agent (AERA) National Meteorological Center. network. This nationwide cadre, This was followed by a one-week which now numbers 78 master program in Boulder, CO for the 27 science from 46 states and the AERAs who had not attended a District of Columbia, has nearly similar workshop in 1992 (Smith reached its full complement. et al., 1993). In addition, 24 Future additions to theprogram K-12 teachers participated in the will likely be to provide AMS-NOAA Summer Workshop for representation to those states Precollege Teachers held at the lacking an AERA, or to replace National Weather Service Training vacated positions. Center (NWSTC) in Kansas City, MO (for details refer to Smith et AERAs continue to conduct a/., 1991). During this program in-service training sessions for an Australian teacher and a Canadian teacher attended with Corrresponding Author Address: support from their countries' Ira W. Geer, Education Program, respective weather services and American Meteorological Society, professional atmospheric/ 1701 K St NW, Suite 300, oceanographic societies. Washington, DC 20006.

(J1) 10 AMERICAN METEOROLOGICAL SOCIETY I 7 3. INSTRUCTIONAL RESOURCE Plans are underway to expand this DEVELOPMENT concept to include other environmental data streams to Another key component of enhance classroom instruction the AMS educational initiative is nationwide. the development of educational materials that are scientifically accurate and pedagogically 5. NEW EDUCATIONAL INITIATIVES appropriate for precollege teachers. Threa new teacher The AMS education program guides were developed for initiated two new programs this distribution as training modules past year. The Maury Project, a for AERA workshops, similar to K-12 teacher enhancement program those in the two previous years on the physical foundations in (Weinbeck, 1993). The titles of oceanography, conducted its first the guides for this past year summer workshop at the United are: "Weather Radar: Detecting States Naval Academy (for details Precipitation", "Weather Radar: refer to Smith et a/., 1995). A Detecting Motion", and "Sunlight second program, held concurrently and Seasons". In addition, two with the AMS-NOAA Summer Program issues of Look Upl, the Project for Precollege Teachers at the ATMOSPHERE "newsletter" that NWSTC in Kansas City, was incorporates a copy of conducted for educators who teach Weatherwise magazine, were courses with weather content at distributed to teachers across community college or four-year the nation - the second issue undergraduate institutions (for funded with contributions from details, see Weinbeck and Geer, AMS 75th Anniversary Campaign. 1995). One interesting aspect of In addition, two educational this program was that it enabled resource projects are under the precollege and undergraduate development: an activity module educators in attendance to on sunlight and a teacher version exchange iueas on teaching at of a Glossary of Common their respective levels. Such Meteorological Terms. These interactions provide valuable materials will be marketed opportulities for forming nationally later this year. partnerships and for teachers at one level to acquire greater appreciation for the situations 4. DATASTREME PILOT STUDY of their counterparts at other educational levels. Last year, Project ATMOSPHERE conducted a feasibility study to deliver near 6. CONCLUSION real-time weathez products to a echools at no recurring cost. Project ATMOSPHERE has reached The DataStreme program, a joint a new level of activity. The effort of AMS, The Weather principal focus of the AMS Channel (TWC) and WSI educational initiatives continues Corporation, utilize the Vertical to be precollege teacher Blanking Interval of TWC's cable enhancement and educational television signal to transmit materials development on weather information to atmospheric topics. The AERA classrooms. Sixty-three teachers program, the centerpiece of (which included AERA3 paired with Project ATMOSPHERE, has achieved partner teachers in their states) full maturity, and continues to from second grade through high be a most valuable instrument for school incorporated the data delivering atmospheric science transmission in creative ways instruction to teachers across across the curriculum from the country. In addition, AERAs science to social studies. are becoming agents of change as Responses from participant they advocate for improving teachers were overwhelmingly science education in their positive, prompting extension of respective states. Through the the program for a second year. DataStrems Pilot Study, Project

JOINTSESSIONJ1 (J1) 11 LiJ ATMOSPHERE is exploring new REFERENCES avenues for delivering and utilizing weather information to Smith, D.R., I.W. Geer, R.S. the classroom. Further, the AMS Weinbeck and P.R. Chaston, 1991. educational program is now "Project ATMOSPHERE: AMS/NOAA exploring new avenues in its 1991 Workshop for Teachers", endeavor to enhance science Bull, of the Amer. Meteor. Soc., education. The Maury Project and 72(10), 1547-1550. the new program for undergraduate

educators represent natural , and extensions of the original AMS J.T. Snow, 1993. "AMS Project educational initiatives. These ATMOSPHERE 1992 Workshop for programs demonstrate the Teachers", Bull. of the Amer. Society's strong commitment to Meteor. Soc., 74(3), 421-424. promote educational activity at

all levels. , P.L. Guth, M.E.C. Vieira, D.W. Jones, J.F.H. Atangan, D.S. Dillner, C.A. ACKNOWLEDGEMENT Martinek, A.E. Strong, E.J. Miller, R.D. Middleton and G.A. The following programs are Eisman, 1995. "The Maury Project: supported with funds from the A teacher enhancement program in National Science Foundation: physical oceanography", Preprints Project ATMOSPHERE (ESI-9153823), of the 4th AMS Symposium on the Maury Project (ESI-9353370), Education, Amer. Meteor. Soc., Undergraduate Faculty Enhancement Boston, MA. Project (DUE-9353910). Weinbeck, R.S., 1993. "Project ATMOSPHERE - Development of teacher training modules", Preprints of the 3rd Inter. Conf. on Sch. and Pop. Meteor. and Ocean. Educ., Amer. Meteor. Soc., Boston, MA, 28-30.

and I.W. Geer, 1995. "Weather education at the introductory college level", Preprints of the 4th AMS Symposium on Education, Amer. Meteor. Soc., Boston, MA.

(J1) 12 AMERICAN METEOROLOGICA! SOCIETY J1.4 THE MAURY PROJECT: A TEACHER ENHANCEMENT PROGRAM IN PHYSICAL OCEANOGRAPHY

D.R. Smith, P.L. Guth, M.E.C. Vieira, D.W. Jones, J.F.H. Atangan, D.S.Dillner, C.A. Martinek, A.E. Strong, E.J. Miller, R.D. Middleton and G.A. Eisman U.S. Naval Academy Annapolis, Maryland

and

D.E. McManus and I.W. Geer American Meteorological Society Washington, DC

1. BACKGROUND 2. AN EDUCATIONAL PARTNERSHIP

The American Meteorolcgical The Maury Project represents a Society formalized its precollege unique partnership of organizations educational initiatives in 1990. This with a strong interest in physical initial investment of funds and other oceanography. The American institutional resources was intended Meteorological Society has an primarily to support K-12 teachers of expressed commitment to the oceanic science with the instruction of sciences, especially physical atmospheric topics (Houghton, 1990). oceanography, as stated in its In 1991, the Society's commitment to constitution. The AMS has joined tilt enhancement of precollege science forces with the U.S. Naval Academy, education received a major boost with which has one of the premier a five-year grant from the National undergraduate programs in physical Science Foundation, which enabled the oceanography(Smith and Gunderson, AMS to establish Project ATMOSPHERE. 1994). A thirdmemberof this Theprimarycomponent of Project partnership is the National Oceanic ATMOSPHERE was the implementation of and Atmospheric Administration, which a nationwide network of master has an operational and research teachers to serve as resource agents mission in theoceanic sciences. for theSociety. Designated as Another member of the partnership is Atmospheric Education Resource the State University of New York at Agents, these teachers conduct Brockport, which has a long standing hundreds of peer-training sessions history with precollege and teacher for thousands of teachers in their enhancement projects(Weinbeck and respectivestates toimprove the Geer, 1989). This collection of a background of teachers on weather and professional society, universities, climate (Smith, 1993). In addition, and government agencies provides a Project ATMOSPHERE has produceda diverse group of individuals, variety of instructional materials resources, and strengths linked by that are scientifically accurate and the common thread of enhancing appropriate for classroom use instruction for teachers on the (Weinbeck, 1993). physical foundations of oceanography.

In 1994 the AMS launched a new educational endeavor, called the 3. DESCRIPTION OF THE WORKSHOP Maury Project. This teacher enharcement program focuses on The central component of the another area of AMS interest - Maury Prpject is a series of two-week physical oceanography. The following workshops (each summer beginning in is a description of the Maury Project 1994) conducted at the U.S.Naval and how itis designed to promote Academy to train precollege teachers precollege instruction of the in selectedphysicaloceanography physical foundations of oceanoaravhv. topics. Over the grant period, 72 teachers, selected from elementary, Corresponding author address: David middle and high school levels across R. Smith, Oceanography Department, the country to maximize diversity, United States Naval academy, will participate in one or more of Annapolis, MD 21402. these summer workshops. Further,

JOINT SESSION J1 (J1) 13 Fig. 1. Map displaying locatlons of teachers participating in Maury Project 1994 Summer Workshop for Teachers.

these teachers will become members were incorporated toenhance the of a national network of resource learning process as well as to teachers similar to the Atmospheric provide the participant teachers with Education Resource Agents (AERAs) of activities to take back totheir Project ATMOSPHERE. Fig. 1 displays scienceclassrooms. Eachofthe the distribution of teachers (by home participants were assigned to one of states) participatingin the 1994 the project scientists to prepare an Maury Project Summer Workshop. activity for their respective grade level. They demonstrated this The instructional design of the activity to the entire group during summer workshops includeslectures the workshop. In addition,there with a strong hands-onlabora:ory weretwofield experienceswhich component to reinforce the learnIng included oceanographic studies on the process. This component of the Chesapeake Bay utilizing one of the program utilizes both civilian and yard patrol craft at the Naval military instructional staff of the Academy as well as a coastal study Naval Academy's Oceanography along the Cheaspeake Bay. Department as well as guest speakers from a variety of oceanographic Guest speakers from the agencies within the Washington DC oceanographic community in the area. This reinforces the Washington DC area were invited to partnership aspect of the Maury give presentations on topics of their Project and exposes participants to particular expertise. The Summer the diversity of the oceanographic 1994 speakers included: Marshall P. community. Topics covered in the Waters, III and Jennifer Clark (NOAA, 1994 summer workshop include National OceanProducts Center) - oceanographic instruments, data "Satellite Applications for analysis, ocean and coastal Oceanography"; Thomas H. Kinder circulations,hydrography, acoustics, (Office of Naval Research) -"Research satellite oceanography and polar Advances in Oceanography"; Richard W. oceanography. Hands-onexercises Spinrad (Office of Naval Research) -

(J1) 14 AMERICAN METEOROLOGICAL SOCIETY 182 "Ocean Modelling and Forecasting"; intent is to provide activity-based and CDR Terry Tielking (Office of the materials for teachers to enhance Oceanographer of the Navy) - "The their knowledge of physical Future of Oceanography". In oceanography.In the first year, two addition,the participants visited teachers' guides were developed, the Department of Commerce,where entitled Wind-driven Ocean they were addressed by D. James Baker Circulation and Densitv-driven Ocean (Undersecretary of Commerce and Circulation. These modules include Administrator of the National Oceanic basic understandings, or brief and Atmospneric Administration statements that capture the [NOAA]), Kathryn D. Sullivan (Chief fundamental essence of the respective Scientist, NOAA) and David Goodrich toiics, as well as a short narrative (NOAA Office of Global Programs). that describes the phenomena in more The teachers also toured the NOAA detail. Finally, there is an National Ocean Products Center and activity that provides hands-on the Naval Ice Center to get first- experience to enhance learning. hand exposure to operational oceanography. The teachers' guides are the basis for the participant teachers to conduct peer training sessions for A final component of the other teachers. Such sessions are workshop included pedagogical conducted as in-service training in instruction and exposure to their respective schools or school precollege educational programs in districts or at state, regional or the oceanic and related sciences. In national science teachers the Summer 1994 Workshop, James R. conferences. McGinnis (University of Maryland at College Park) provided his insights on ways to enhance science eCucation 5. EXPECTATIONS FOR THE FUTURE and how tobest incorporatethe experiencesoftheMauryProject The Maury Project is designed workshop into the science classroom. to enhance precollege education on James V. O'Connor (University of the the physical foundations of District of Columbia and former oceanography. Summer workshops for president of the Marine Educators teachers represent the first step in Association) discussed precollege the process,in which 72 teachers educational programsin the ocean from across the nation will attend sciences. Ira W. Geer (Education one or more workshops at the Naval Director, American Meteorological Academy. Many of these teachers may Society [AMS])and David R.Smith then be selected as resource agents (Oceanography Department, United to conduct peer-training sessions for States Naval Academy and Chair of the other teachers. These sessions are AMSBoardonSchool and Popular single-topic workshops conducted for Meteorological and Oceanographic other teachers as in-service training Education) provided background on AMS in their respective schools or school K-12 education programs. districts, or at state, regional or national science teacher conferences. These activities provided the The workshops are based on the participant teachers with valuable teachers' guides developed bacYground information on physical specifically for the Maury Project. oceanography from operational and Each participant teacher is expected research perspectives. In addition, to conduct no less than two such the teachers were exposed to the workshops per year, although Project major agencies involved in oceanic ATMOSPHERE experience suggests that sciences as well as how these the participant teachers will conduct organizations are promoting education more sessions for their peers than at the precollege level. just the required minimum. This grassroots approach has a multiplicative effect on teacher 4. MATERIALS DEVELOPMENT enhancement, reaching far greater numbers than could be reached by the Another important component of limited staff of the Maury Project. the Maury Project is the development In addition, it promotes a sense of of instructional materials. The professional.4em among the teachers

JONTSESSIONA (J1) 15 b themselves, who grow in self-esteem Workshop. In addition, the support by presenting the material to their of several outside agencies was also colleagues. It also is a much more most beneficial, including the sound pedagogical model because the National Oceanic and Atmospheric teachers are better prepared to adapt Administration,the National Ocean the materials to fit the needs of Products Center, the Office of the their colleagues in their respective Oceanographer of the Navy, and the school situations. Office of Naval Research. Further, consultation from Dr. James R. Futurematerialsdevelopment McGinnis (University of Maryland) and include two additional teachers' Dr. James V. O'Connor (University of guides each year and other materials the District of Columbia) provided deemed necessary to enhance the invaluable insightfor the summer teaching of the physical foundations workshop. of oceanography at the precollege level. Often, suggestions for The Maury Project is funded by materials come from the participant the National Science Foundation (NSF teachers themselves, representing Grant No. ESI-9353370). those instructional materials that they believe would best benefit the classroomteacher. Forexample, REFERENCES Project ATMOSPHERE has developed videotapes and transparency sets to Houghton, D.D., 1990: "American enhance classroom instruction. Meteorological SocietyEducational Similar developments are likely for Initiatives, Bull. Amer. Meteor. the Maury Project. Soc., 72, pp 648.

Finally, and most importantly, Smith, D.R., 1993: "The Atmospheric is the long-lasting benefit of the Education Resource Agents (AERA) partnership that will evolve as a program: Development and result of this endeavor.The network implementation of a nationwide of master teachers as resource agents network of teachers to promote K-12 in conjunction with the organizations science education", Preprints of the supporting the Maury Project will 3rd Int. Conf. on School and Popular generate a relationshipthat far Meteorological and Oceanographic exceeds the sum of its parts in terms Education, Amer. Meteor. Soc., of its ability to enhance precollege Boston, MA, pp 31-34. instruction of physical oceanography. Such partnerships enable individual Smith, D.R. and C.R. Gunderson, 1994: groups toblendtheirrespective "Physical oceanography a n d strengths with others, resulting in a meteorology curriculum at the United composite force far more capable of States Naval Academy: Preparing addressing issues toenhance the future naval officers for the educationalprocess, than working operational environment in the 21st alone or apart. The Project Century", Preprints of the Third AMs ATMOSPHERE model has demonstrated the Symposium on Education, Amer. Meteor. power of such partnerships of Soc., Boston, MA, pp 49-52. professionalscientific societies, universities, and government research Weinbeck, R.S., 1993: "Project and operational agencies working in ATMOSPHERE - Development of teacher concert with precollege educators to training modules", Preprints of the improve science instruction. 3rd Int. Conf. on School and Popular Undoubtedly, the Maury Project will Meteorological and Oceanographic experience the same level of success Education, Amer. Meteor. Soc., to enhance the understanding of the Boston, MA, pp 28-30. physical foundations of oceanography. Weinbeck, R.S. and I.W. Geer, 1989: "Networking of weather education at ACKNOWLEDGEMENTS the secondary school level", Preprint Volume of the 2nd International The authors wish to express Conference on School and Popular their appreciation tothe United Aeteorological and Oceanographic States Naval Academy for its support Education, Amer. Meteor. Soc., ofthe 1994 MauryPr,114ct Summer Boston, MA, 48-49.

(J1) 16 AMERICAN METEOROLOGICAL SOCIETY 1S4 J1.5 THE WEATHERVVATCH LEADERSHIP NETWORK

Steven J. Richards

The City College of New York New York, New York

3. Recommendation of the district science coordina- I .INTRODUCTION tor and school principal. The WeatherWatch Leadership Network (Project An additional p4edge was required from district and WeatherWatch) is a three-year project, sponsored by school admir istrators. Each participant acceptedby the Teacher Preparation and Enhancement Program of the project hls received a written commitmentof the National Science Foundation, designed to increase support for the purchase of the computerharaWare and improve the use of science inquiry in the teaching and the establishment of telephone connectionsto and learning of weather in elementary and middle modems which are essential for the telecommuni- schools in New York City. cations activities of WeathetWatch. Theminimum haraWare requirements include a 486DX2 66 megahertz As a resutt of their involvement in the project, PC equipped with 8 megabytes RAM, a 400megabyte teachers will develop the capability of using c. com- hard disk and a 14.4 bps modem. puter-network linkage between The City College of New York (CCNY) and participating schools. This electronic connection will allow for the transmission of current- 4. TELECOMMUNICATIONS LINKS weather products directly into their classrooms. A new electronic link will shortly beestablished between CCNY and the schools ofparticipating 2. OBJECTIVES teachers. This connection will provide educatorswith a variety of weather products including satellite-cloud The objectives of Project WeatherWatch include imagery, radar graphics, surface observations,and text the following: bulletins.Itis anticipated that much of this weather informationwill be provided by theUniversityof (1) Improving the teaching of weather through using Michigan's Weather Underground services, 'Blue-Skies' curricula,materialsandstrategiesthatdevelop and 'UM-WEATHER.' An agreement is now in placethat teachers' knowledge and understandings of meteoro- will allow for CCNY to become a 'mirror site'for Blue- all logical content and enable teachers to become Skies.Ineffect,this arrangementwill enable effective practitioners of inquiry methodology; WeatherWatch participants to access The Weather Underground data base through a local call tothe (2) Developing teachers' ability to use computers college. The current system overview is illustratedin and modems in classroom networking activities inorder figure 1. to allowfor the acquisition of real-time weather information, the exchange of school-based meteorolo- Additional weather information products willbe gical observations, curriculum development andinter- obtainable through Gopher links (very likelyusing a actiie telecommunications projects; Mosaic interface) to Unidata, to '!he Universityof Illinois' Daily Planet, and to other sites, when necessary. (3) Preparing exceptional teacher participantsfor curriculum leadership roles in their school districts. 5. CLASSROOM ACTMTIES

3. CRITERIA FOR WEATHERWATCH PARTICIPANTS The classroom educational programplanned for WeatherWatch includes the exploration of weatherby The criteria for selection of participants toWeather- means of on-site school observationsand the analysis Watch include: and interpretation of weather informationtransmitted to schools by the college network.Grade-appropriate 1. Certification in science (middle schoolteachers). curricula and activities are currently beingdeveloped by project personnel for pilot testing inschools. 2. Expressed interest in weather, inquiryteaching, technology, and leadership. Students will also be engaged in the exchangeof school observations through e-mail messages sentdeity Corresponding author address: Steven J. Richards, toallpupils participatingin the project.Personal Department of Earth and Atmospheric Sciences,The remarks and anecdotes about the weatherwill City College of New York, 138th Street atConvent accompany these readings in orderto encourage a Avenue, New York, New York 10031. 'community commentary.' It is anticipatedthat sc.hool

JOINT SESSION J1 (J1) 17 BEST COPY AVAIIABLE b observations will also be shared with pupils in other 7. THE SUMMER INSTITUTE OF 1994 cities throughout the nation via e-mail. The initial Summer Institute for WeatherWatch began Students will not be the sole beneficiaries of the on June 30, 1994 and concluded on July 28th. Twenty electronic network. Teacher participants of Weather- four teachers were in attendance for 19 days. Watch will be sharing their ideas as well as any problems, either technical or educational, among A typical daily schedule included the following themselves and with the project staff through e-mail activities: communications. Additional curriculuminformation, particularly materials developed b/ the AMS Education (1) A three-hour morning session, each day, fo- Program, will be available to teachers from Blue-Skies. cusing on a single topic. Among the themes presented were: Sensing and Analyzing Weather; Water Vapor/ The 6. SUMMER AND ACADEMIC YEAR ACTIWIES FOR Water Cycle/ Clouds; Weather Systems; The Upper Air; PARTICIPATING TEACHERS Weather Forecasting; Weather Satellites; Weather Radar; Hazardous V eather: Hurricanes; Thunderstorms and During the three years of the project, three groups Tornadoes; Climate/ Global Climate Change. of teachers will receive extensive training and support which will provide them wtth the skills and technical (2) Each afternoon session began with a thirty to assistance needed to successfully conduct weather- forty-fiveminute hands-on activity related to the education programs in their classrooms. morning's topic.

WecrtherWatch is empkMng amutti-pronged (3)The afternoonsessions concluded with a approach to engage teachers in the work of the seventy-five to ninety minute period of curriculum projectincluding: a month-long SummerInstitute ancVor weather-education activity writing, again, based integrating atmospheric science content, an introduc- on the topic of the day. tion to electronic networking and classroom weather- study applications; an academic year course that The instructional team for the atmospheric-science includes telecommunications, additional content study content presentations consisted of WeatherWatch Pro- inmeteorology and leadershiptraining;monthly ject Coordinator S. J. Richards, Prof. S. D. Gedzelman curriculum development and project discussion sessions; and Prof. E. Hindman, the latter, members of the CCNY on-site support for electronic networking. Earth and Atmospheric Sciences Department. 44 Terminal Service

Elementary and Middle Modem Pool Schools New York City 110:1314 CommunicatioriREM 11:11116 School Districts Service Ktn3 WOW 3,7,8,9,10,11,19, 20,25,29

[Sun Server Workstation Workstation City College Weather Station

Cisco Flouter Rouler Pil CSU/DSLJ iatorma COODICe

Figure 1. Current System Overview.

(J1) 18 AMERICAN METEOROLOGICAL SOCIETY 1S6 Two guest speakers were invited to make presenta- york city. Buil. Amer. Meteor. Soc., 63, 1390-1393. tions. Dr. David H. Rind, a climate research specialist at the Goddard Institute for Space Studies In New York ,1992: Hail to the bronx. Wecrtherwise, 45, 24-28. City, spoke on the topic 'Global Climate Change.' Also, Dr. Nicholas Coch of Queens College, an expert on Samson P.J., A. Steremberg, J. Ferguson, M. Kamprath, the effects of hurricanes on the coastal environment, J. Masters, M. Monan, and T. Mullen, 1994: Blue-Skies: addressed Weather Watch teachers. a new interactive teaching tool for K-12education. Amer. Meteor. Soc. Third Symposium on Education, Three full days of the Summer Institute were allotted .Nashville, TN, January, 1994, J9-J14. to an 'Introduction to Telecommunications.' Prof. Sheila Gersh, CCNY School of Education telecommunications specialist, led participants in an initial exploration of Teinet and Gopher weather-information servers on the Internet.For most teachers,this was thekfirst experience in accessing information from the Internet. Their response was overwhelmingty positive.

8. PLANS FOR THE IMMEDIATE FUTURE

Weather Watch looks forward to the following milestones during the Fall, 1994:

(1) The placement of computer hardware in participating schools.

(2)The establishmentof a computer linkage between CCNY and classroomsofparticipating teachers allowing for the telecommunication of weather information to schools.

(3) A follow-up course to the Summer Institute that will focus on telecommunications, additional content study in meteorology and leadership training.

(4) The establishment of a 'mirror site' for Blue-Skies at CCNIY.

9. ACKNOWLEDGMENTS

Funding for Project Weather Watch was provided by the National Science Foundation through grant number TPE-9353451. The author is also very grateful for the considerable encouragement, aaMce and assistance provided by Dr. Ben Domenico of the Unidata Program Center during the planning stages of the project.

10. REFERENCES

Bates, S., 1994: Burrowing into on-line information: the promise of gopher and other Internet servers. Amer. Meteor. Soc Third Symposium on Education, Nashville, TN, January, 1994, J21-J29.

Ramamurthy, M.K., R. Wilhelmson, S.E. Hall, M. Sridhar and J.G. Kemp, 1994: Networked multimedia systems and collaborattve visions. Amer. Meteor. Soc.Third Symposium on Education, Nashville, TN, January, 1994, J30-J33.

Richards, S.J., 1988: Weather education grows in new

JOINT SESSION J1 (J1) 19 J1.8 HOW DID YOU BECOME INTERESTED IN ENVIRONMENTAL SCIENCE?

Anne-Marie Henry*

Environment Canada Winuipeg, Manitoba, Canada

1. INTRODUCTION their numbers were much smaller in the early years. Figure 1 represents the distribution of The Atmospheric Environment Service the percentage of respondents versus their (AES) is an organization based upon science in years in the service. About 15 years ago a which approximately 15 per centof the significant increase occurred in the number of professional and technical staff are females, respondents that joined the service. This was occupying a variety of scientific positions. The probably a sign of the times as the women's careers of these women provide an excellent groups were becoming more vocal and it was example of the opportunities that are available becoming more acceptable for girls to study in to young girlsin the scientific fields. This non traditional fields. presentation discusses how a cross section of these women becameinterested inthe environmental sciences, the positions they occupy and their scholastic backgrounds.

2. THE SURVEY

To obtain the information required for this presentation a survey was circulated to the pertinent female staff. Of the 131 questionnaires sent 89 (68%) were returned. The survey was separated into 5 sections. Section 1 covered personal information, section 2 dealt with occupational information, and 114 1420 2141 2114 scholastic information was covered in section 3. Section 4 asked the question, "How did you Figure 1. Years of Service. become interested in environmental sciences?". The last section asked the question, "What would you have to say to a young girl who is 3.2 Position description considering scientific studies?". Women within the AES occupy many 3. THE RESULTS scientific positions. Figure 2 represents the percentageofrespondents versuseach 3.1 Demographics occupation. The large number of meteorologist is not surprising since the AES is primarily Women have occupied scientific involved with atmospheric phenomena and positions within AES for the last 30 years, but weather forecasting. What the figure does not show is that within each field women occupy * Corresponding author address: Anne-Marie positions at every level. Henry, Atmospheric and Hydrologic Sciences Division, EnvironmentalServices Branch, In the case of meteorologist we have a Environment Canada, Rm 1000, 266 Graham regionaldirectorgeneral, a directorof ave, Winnipeg, Manitoba, Canada, R3C 3V4 development, scientific service meteorologists, many supervisors and senior meteorologists and

(J1) 20 AMERICAN METEOROLOGICAL SOCIETY 1Sb instructors, as well as meteorologists atthe 4. THE ANSWER TO THE QUESTION operational level. The specific answers to the question, "How did you get interested in environmental science?" were varied (that is to be expected) swore11480 but many of them have a recurringtheme. Most of the respondents indicated thatthey IMM have always been interested in science in one

1.14088111181418 way or another and, as a result,science was not usually a problem at school. Manyindicated that their families had a great effect upontheir choice of a career in science, either by their support or by having a family memberinvolved Totek Imo in the field. School was also a great influence indicated that their Ofter .111 on the respondents; many interest in their future careers bloomed during 10 20 30 40 0 acertainclass. Teachers were also big motivators. Their enthusiasm and support made some subjects so interesting they justhad to be Figure 2. Occupations. pursued. University recruitment and summer jobs also resulted in career path decisions, but 3.3 education to a lesser degree.

Figure 3 shows the breakdown of the 5. CONCLUSION highest level of education achieved by each respondent. The rnajor areas of study seems to In conclusion I leave you with the "What would you bephysics,mathematics, meteorology, answers to the last question, chemistry and atmospheric sciences. Sixty have to say to a young girl who is considering three percent of respondents also indicatedthat scientific studies?". The overall answer was a ofthe they have taken additional studies while on the resounding"Goforit!".Most respondents indicated that their science related job.Someofthecoursestakenwere positions are challenging and rewarding and meteorology, computers, education, atmospheric chemistry and oceanography. that the opportunities open to them are great. Many had also mentioned that they have had no great problems combining a careerwith a % a/ too;ondonto family. A few added recommendations were 78. made. The first one was that science is a great

40 base for whatever the student wants to do in the future and that even if she does not plan to 30 pursue a career in a scientific field,she should

40 try to take science and mathematics,at least through high school. It was mentioned that to 30 drop these subjects in high school couldresult second 20 in closed doors in the future. The suggestion was that if a student is thinkingof 10 a career in science sheshould look into the subject a bit more i.e. take more classes inthe 8400 C.481418 //84 subject, talk to people in the field, and try to if she Fip...re 3. Highest Level of Education Ach;eved. get a summer job in a related field to see really likes it. The last parting piece ofadvice is that a career in science may not alwaysbe easy but it is worth it.

JOINT SESSION J1 (J1) 21 1 S 4-WINDS, A TELEVISION EDUCATION PARTNERSHIP

Robert T. Ryan *

WRC-TV

Washington, DC

1. INTRODUCTION administrator, although their support was Within the last few yearI a number of critical. The advisory group drew up the companies have developed meteorological basic outline of the program, which included systems which interface with computers and area meteorologists assisting as volunteer telephone lines to allow remote access of technical support personnel, the selection weather data. As these systems dew:loped, criteria, and workshops with stipends for the it became obvious that such system also teachers supported by the program. tended themselves to education by allowing students to access data from other sites and 2.1 Corporate Partners also look at time based weather data on a clasmoom computer. For a number of years When the basic outline of the 4-WINDS broadcasters have talked about putting program had been drawn up, a proposal was weather instruments in schools as a way of written and submitted to local corporations "reaching out" to the local community and that had expressed an interest in supporting now with these "interactive" systems, the 4-WINDS idea. Giant Inc. (a Washington broadcasters throughout the country are based supermarket chain) and Hughes establishing mesonetworks of school based Information Technology Inc. provided the meteorological systems. funding for 40 complete systems and funding for stipends for the 40 teachers whowere to 2. THE 4-WINDS IDEA be supported by the program.

4-WINDS stands for Channel 4-Weather INteractive Demonstration Schoolnet. In the 2.2 4-WINDS Meteorological System summer of 1993 we (WRC-TV) began discussing the idea of placing weather A local company (Automated Weather instruments in local schools, especially "at Source Inc. (AWS), Gaithersburg, MD) need" schools. Preliminary discussions were provides all the hardware and software that held with a vendor of mesonet systems and is the heart of the 4-WINDS program. a preliminary budget developed to establish Through the initial funding provided by the an initial network of about 20 sites. To assist corporate partners, 40 complete systems in developing the program we formed an (hardware and software) were given free to advisory group consisting of the education 40 schools and 20 software packageswere chair from the local AMS chapter, 2 local given to other teachers. The AWS system AERAs (Project Atmosphere), consists of a sensor suite ( outdoor and representatives from the National indoor thermometer, humidity sensor, Geographic Society, and educators involved barometric pressure tranducer, anemometer in similar "outreach" efforts. The group and wind vane, rain gage, and light sensor), reached the conclusion that for any data logger, cabling from the sensors to the "outreach" effort to be successful, the point data logger, interface with a classroom of contact should be the local teacher, not computer, software (either PC or Macintosh) the school principal or school system and computer modem. Data is displayed at the classroom computer or digital display * Corresponding author address Robert T. (optional) and can be accessed by other Ryan, WRC-TV, 4001 Nebraska Ave. NW, schools, or WRC-TV by telephone. AWS Washington, DC 20016 software also allows each individual site to

(Ji)n mAERICAN METE-OROLOGICAL SOCIETY be accessed, in real time, from WRC-TV call and follow-up letter and invited to the 4- and the data shown "live" during local WINDS workshop. newscasts. AWS has also developed teacher classroom material for elementary, 2.4 4-WINDS Workshop middle and secondary schools. The first 4-WINDS workshop was held 2.3Selection Process at WRC-TV in January 1994. Dr. Joe Friday and Dr. Kathleen Sullivan were feature The 4-WINDS advisory committee, and speakers. Each teacher was assigned a "4- the corporate partners, supported the idea WINDS technical partner' who were local that this program would be especially NOAA meteorologists, Hughes technical valuable to "at need" schools and teachers volunteers and in some cases technical trying to bring science and math education volunteers form WRC-TV. into the "real world". WRC-TV contacted all The installation of the AWS equipment the area school superintendents and science was outlined and the experiences of local coordinators to let them know of the 4- teachers who had previously purchased the WINDS project and invited them to a special equipment was covered in the workshop. "kick off' program where 4-WINDS was Additionally each teacher received a copy of formally announced. The "kick off' was the USA Today Weather Book, and a broadcast on all our local news programs variety of educational material form NOAA and area teachers were invited to writein to and WRC-TV . The workshop also included receive more information about the program. presentations on Project Atmosphere, using A packet of material containing a description weather information to teach geography, a of the program and the idea, an overview of tour of the WRC weather office and news the AWS hardware and software, an article studio and time for the many questions. At by R. Ryan (A Window on Science) and an the conclusion of the workshop the teachers application form was sent to all teachers who were provided either PC or Macsoftware wrote requesting information. More than800 (depending on individual needs). The information packets were sent to area hardware was delivered to the schools within teachers! Requests came from western 10 days of the conclusion of the workshop. Maryland to southern Pennsylvania, near Richmond and even Baltimore, a different 3. 4-WINDS IN OPERATION television market. Of about 800 packets sent out, 500 applications, for the 40 Some schools were able to install the complete systems, were received. The AWS hardware within 1 week after delivery. returned applications were first sorted by A few teachers, because of changing classes county and school level (elementary,middle, and administrational difficulties had to wait high). The advisory committee also served months before getting "on line". The en getting a phone as the selection committee andbroke the greatest difficulty has ' number out that should go to each area to line into the classroom to be able to fully give both an geographic and educational utilize the 4-WINDS system. Some distribution. Each application was read, teachers also have also expressed often with extensive supporting materialand frustration with the educational bureaucracy letters from the school principal and other in getting the installation done properly. In teachers. One of the criteria, mentioned in most cases the school principals and area the intormation packet, was the desire to science coordinators have baen enthusiastic place the equipment in schools where the supports of the program. By June 1994, 37 system would be used by a number of of the 40 4-WINDS hardware sites were "on- teachers. In the end, the final cuts were very line". difficult and by running a very tightbudget 20 As part of WRC-TV weathercasts the deserving teachers were provided just the entire network is accessed and a geographic AWS software so they could still access the range of schools shown on local maps. 4-WINDS weather station at a nearby school Featured schools are often shown "live". which had the complete system . The The actual readings at the "4-WINDS school selected teachers were -.4ufied by a personal of the day" can be shown by telecommunicating with the school. Students

iJi JOINT SESSION J1 (J1) 23 are very enthusiastic about "seeing their weather station on TV" and seeing maps displaying the weather at other schools. Software is currently being developed to allow for the network to be automatically accessed and the data automatically plotted on existing TV weather graphics systems. The response from treachers has been very positive. They now have "real" data to use in various units on science, geography and math. Students interested in everything from environmental studies to computer networking have been contributing to the use of the 4-WINDS system in area schools. A number of area newspapers have published articles about the program and the corporate partners (Giant and Hughes) as well as WRC-TV have gotten extremely positive feedback. This has been a "win-win" educational/corporate outreach effort.

4. FUTURE PLANS

Corporate funding has been renewed for a second year. With the expected funding, another 30-40 complete AWS systems will be donated to area schools. Many of the teachers who have received only the 4-WINDS software last year will be receiving the complete AWS meteorological system. By January 1995 there will be a Washington based mesonetwork of almost 100 schools participating in the 4-WINDS program! This includes schools receiving the systems provided by corporate support and those schools purchasing the AWS system on their own. The second 4-WINDS workshop will be held in November 1994. The workshop will include a number of presentations on new uses of weather data in the classroom, networking ideas and teacher and student feedback about the 4-WINDS program.

For further information about this program and the mesonet system, write to the auihor or contact Automated Weather Source Inc.

(J1) 24 AMERICAN METEOROLOGICAL SOCIETY 1 9 J1.12

THE COOPERATIVE EFFORTS OF EDUCATION RESOURCES ENHANCES THE PRODUCT

Ray Boylan and Pat Warthan* WSOC-TV Towers High Schooi Charlotte, NC Decatur, GA

The broadcast meteorologist and the educator being presented in the classrooms served by the are generally perceivedto be expertintheir media. respective fields.When afforded the opportunity tosharetheirexpertisewithstudentsand Some ofthesebroadcasters have servedas teachers that perception is enhanced and indeed, sciencefairawards speakersand/orjudges; deserved. The MasterTeacherwho, by some have conducted whole school assemblies; dedication to students and education, supplement some nave had classes or students as *guest their training by investment of time and energy broadcasters'; several have worked with to become AERAs (Atmospheric Education educators to conduct workshops on hazardous Resource Agents) are invaluable tools to weatherorcopresented with educatorsat classrooms, schools and communities. Project Atmosphere Workshops.

When these talents and energies are combined in a concerted and organized program they lead to Thetelevisionmeteorologisthastheunique an exciting infusion to education and the learning opportunity to serve the science of meteorology, process. enhance the learning process, build the audience base, his/herown credibility and provide Many broadcast meteorologists visit classrooms stimulus for advertiser clients at the station. and allow visits from precollege classes; however, the contributions made by broadcast It is no new phenomena to find the broadcast meteorologists to enhance the precollege meteorologist inthe classroom and highlighting meteorologic educationaremostusefulwhen thosevisitsontheirbroadcasts. By joining broadcasters work withprecollege and college forces and cooperating with local and regional educators to broaden the scope of what happens AERAstheimpactofthosevisitscanbe in the classroom. This can be done through broadenedtoincludein-service seminars with coordination with educators and through educators. Teach a classandreach 60 cooperativeefforts to enhance what happens in students...Teach 60 teachers and reach the classroom. thousands of students!

Asurveyofthe78 AtmosphericEducation The technological explosioninremote sensing, Resource Agents of the American Meteorological recording, manipulation, transfer and sharing of Society foundthat 23 televisionbroadcasters data has opened a whole new and exciting area of and 3radiobroadcastershaveattemptedto educational and ground-truth data.Vendors are become more involved in the process of working clamoring to install their systems in the market with educators to present workshops for and partnershipswithadvertiserclientshave teachers,using students or classes as "guest proven to be fiscally provocative fieldsof new broadcasters" and coordinating weather revenue. information and explanations with the curriculum The cultivation of managerial positions in school Correspondingauthoraddress: H. Patricia districtsgoesalongway towardproviding Warthan,ScienceDept.Chair, TowersHigh easier accesstoa multitudeofschools and School, 3919 Brookcrest Circle, Decatur, educators. Keepinmind that a partnership Georgia, 30032. should provide the funding necessary to initiate these programs.

JOINT SESSION J1 (J1) 25 )6: JOINT PAPERS "NEW TECHNOLOGIES FOR THE CLASSROOM"

FOURTH SYMPOSIUM ON EDUCATION

and

11TH CONFERENCE ON INTERACTIVE INFORMATION AND PROCESSING SYSTEMS (UPS) FOR METEOROLOGY, OCEANOGRAPHY AND HYDROLOGY

PAGES: ()6) 1-58 J6.1 EXPLORING the Use of Weather Satellites in the K-12 Classroom

Dr. Kevin Kloesel, Dr. Paul Ruscher, Mr. Steven Graham, and Ms. Faith Lans Florida State University, Department of Meteorology, Tallahassee, FL 32306-3034

Mrs. Sue Hutchins, Wakulla County Middle School Crawfordville, FL 32327

1. FLORIDA EXPLORES!

To encourage an enhanced scientific awareness in our 107 schools, over 80% of those eligible for up- the State of Florida, the Florida Technological Research grades, will have WEFAX capabilities by thc cnd of and Development Authority (TRDA) created an initia- 1994. tive in 1992 to provide funds to make APT-capable In 1995, the program continues to expand. The weather satellite ground stations available to Florida's State of Florida is undertaking a program to provide public schools.In an attempt to prove the feasibility direct-line or modem dial-up full INTERNET access of introducing meteorology, and specifically satellite into all Florida schools. Many of the original partici- imagery, as a vehicle to teach integrated science and ap- pants in this effort are also EXPLORES! participants. plications, four demonstration/training sites were se- In orderto meet the needs of these schools in terms of lected in 1992 to test curiculum and the effectiveness classroom applications for INTERNET, EXPLORES! of popular meteorological education to meet these now provides a Home Page on the World Wide Web, goals. This past summer, two and one-half years after accessible using Mosaic (available from NCSA at the its inception, the EXPLORES! program welcomed its Univ. of Illinois). This page includes satellite imagery 100th school to the program. Since 1992, 107 NOAA as well as curriculum activities. We invite you touti- Direct Readout satellite data ground stations have been lize this page in support of your popular meteorologi- installed at elementary, middle and high schools cal education activities: throughout the state.In addition, annual trairing aid curriculum development workshops have bee, conduct- hup://thundermetisu.edu/explores/explores.htm I ed to provide the necessary training so that these systems may be used to their maximum extent.This 2. CURRICULUM DEVELOPMENT combination of providing the ground stations, training and curriculum is unique when compared to all other ef- An intensive program to develop materials for the forts of its kind. teachers and students is continuing.These materials The original deployment of ground stations in and projects arc being developed in conjunction with Florida's schools coincided with the observance of the FSU's Department of Curriculum and Instruction International Space Year, 1992 - the 500th anniversary (Science Education) to take advantage of the exist:ng of the voyage and explorations of Columbus. In honor capabilities and facilities of each school selected, and to of all scientific explorations past, present and future, provide a wide variety of activities for the various edu- the program was christened FLORIDA EXPLORES! cational and interest levels that Florida's diverse school- (EXPloring and Learning the Operations a)d age population exhibits. Using the resourcesavailable, Resources of Environmental Satellites, Ruscher et al an instructional guide to we3thersatellites was cicated 1993). The current suite of ground stations arc receiv- to provide information concerning the history ofweath- ing Automatic Picture Transmissions (APT) from op- er satellites, how satellites arc placedin orbit, how erating polar orbiting satellites.Sites which have they function, their capabilities and instrumentation, demonstrated superior competency with the APT sys- etc. Pictures and diagrams were used whereverpossible tems are also provided with the equipment which en- to help teachers and students visualize the amazing ut- ables them to receive Weather Facsim ile (WEFAX) atia pabilities of these space-borne earth observing stations. from geosynchronous (GOES) weather satellites with NOAA Technical Report - NESDIS #4.;by R. Joe direct readout capabilities. Approximately one-half of Summers (1989) was provit's.4 to each panicipant to instruct the leachers and stuuents on how the directreal- corresponding author address: Dr. Kevin A. Klocscl, out ground station components work to receive satellite Dept. of Meteorology, Fla. St.Univ. Box 3034, signals and how these components translorm the sig- Tallahassee, FL 32306-3034; [email protected] nals into visual images. Instructions on how to set tip

JOINT SESSION J6 (J6) 1

1 9 the ground station, including installation of computer 3. PRESENT/FUTURE PLANS video and receiver boards and antenna construction were also provided. In addition, workshop sessions designed The project continues to grow in 1995 We am to expose the teachers to the basics of meteorological conducting numerous sitevisitsand follow-up knowledge were conducted. Included in these sessions workshops with teachers in an effort to stay one stcp were trips to the Melbourne NWS office (modernized) ahead of questions which can arise while using the and the Flight Forecast and Range Safety Facilities at ground stations. Advanced computer technology in the Cape Canaveral Air Force Station. Workshop classroom works only if the teacher is highly motivated sessions on satellite imagery interpretation, and and interested in the approaches demonstrated, as well as developing observational skills were also held.With in generating alternative approaches when necessary. this knowledge, the ground stations can be used to their ManyoftheEXPLORES! participants have maximum capabilities, providing an extraordinarydemonstrated the ability to perform both, and the learning experience for both the teachers and students. networking of allparticipants via INTERNET has Units for the meteorological curriculum included basics allowed these teachers to share ..aw ideas for the benefit such as temperature, humidity, winds, thunderstorms, of the entire group. hurricanes and tornadoes, safety precautions and As the state of Florida embarks upon programs procedures, regional and local climate, and the which increase the emphasis on environmental and hydrologic cycle and its importance, as well as more natural science components for thecurricula in complicated issues such as radiative transfer, the elementary, middle and highschool classrooms, dispersion of pollution and global climate change. meteorology becomes an increasingly effective tool for Specifications for constructing school-made training our future scientists in concepts as basic as the weather stations are also being made available to scientific method, and as complex as global climate interested industrial arts and vocational skills teachers change. The EXPLORES! program strives to prepare state-wide toaugment theoverall statescience Florida students to meet these challenges in both critical curriculum. In this way, the industrial arts curriculum and intellectual ways. iscomplementing theearth and space science curriculum, allowing students access to a total hands- 4. ACKNOWLEDGMENTS on/minds-on educational experience. In addition, many of our schools are using maximum and minimum We could not have accomplished these tasks without thermometers and rain gauges to take daily weather the help of individuals too numerous to mention observations. The meteorological observations here..but you know who you are..thank you! collected from school-made or purchased instruments Support for this project is acknowledged from the will allow for ground-truth comparisons between TRDA under contracts #211, #309 and #401, the Title observations of meteorological phenomena from earth- II Program of the US Dept. of Education, administered orbiting platforms and surface-based instrumentation, as by the State of Florida Dept. of Education. well as provide the network of National Weather Service offices in Florida with additional cooperative stations 5. REFERENCES which will have the ability to rcport climatological data. Several students involved in the project _ie already Ruschcr, P.H., K.A. Klocsel, S.B. Hutchins, and S. actively involved in meteorological and oceanographic Graham, 1993: Implementation of NOAA direct studies which are winning awardsat regional, state and readout satellite datacapabi lifts in Florida's pub international science fairs.In addition, extracurricular lic schools. Bull. Amer. Met. Soc., 74, May. groups such as science clubs and 'exploratory' science groups are using the ground stations as a centerpiece of Summers, R. Joseph, 1989: Educainr's guide for build- their activities. As a Department of Meteorology, we ing and operating environmental satellite receiving are now realizing the importance of EXPLORES!, as stations.NOAA Technical Report NESDIS No highly qualified students from high schools with these 44. U.S. Department of Commerce, National ground stations enter our Undergraduate Meteorology Oceanic and Atmospheric Administration, Degree program much better qualified to pursue the Washington D.C., 20233, 1201)1). major than the typical high school graduate.

(J6) 2 AMERICAN METEOROLOGICAL SOCIETY I 9 ti J6.2BRINGING McIDAS TECHNOLOGY INTO THE HIGH SCHOOL CLASSROOM

Thomas Achtor* and William L. Smith Lee Buescher and Ron Graewin

University of Wisconsin Watertown High School Madison, Wisconsin Watertown, Wisconsin

The Man-computer Interactive Data Access of commands. This creativity is not without System (McIDAS) is a well known research cost. The sheer diversity of options available and operational videographic computer to the user does not render itself to a simple system. McIDAS software currently runs on graphical user interface. Although menu IBM mainframe systems, several brands of systems, graphics tablets and GUIs have Unix workstations, and IBM personal been developed, most users who have access computers. The extensive meteorological to the complete McIDAS data base choose to dat :. base maintained at the UW/SSEC use the command line method of program provides the key component to exploit the execution. As an educational tool, McIDAS system capabilities. not only provides an excellent scientific platform to study atmospheric and other With the development of the PC-based physical sciences, but also provides a McIDAS, the opportunity existed to offer platform for creative development; one does these lower cost systems to K-12 educational not point at an object and click, one thinks users. For real-time use, the bottleneck of about what they want to create, develops a transferring large data volumes has been plan of execution and then proceeds with that somewhat resolved by the expansion of the plan, or a modification thereof. The creative Internet and higher speed asynchronous element is maximized. telephone communication. Although the majority of K-12 schools do not yet have With the decrease in PC costs, the possibility significant Internet capability, that situation of promoting McIDAS as a K-12 educational should change rapidly over the next few tool became possible. PC-based McIDAS years. A second bottleneck is free access to systems are demonstrated at the Summer data. For a real-time, interactive system to Workshop in Earth and Atmospheric be a successful visualization tool, low (no) Science, held for the past 3 years on the UW- cost access to large d?'-a bases is a key Madison campus. (A poster discussing the requirement. Workshop participants and curriculum will be on display at the evening poster session.) The outstanding educational feature of Response to MeIDAS was very positive, and McIDAS is the complete interactive nature of in the winter of 1992-93 the UW/CIMSS and the system. The user starts with a blank Watertown WI high school entered into a screen and defines (creates) what is collaboration to place two Mc1DAS systems displayed. Unlike GIF viewers or at Watertown, train two teachers in the basic Gopher/Mosaic sites, the McIDAS screen is McIDAS command structure and create the totally created by the user, through a series first series of education modules that provide self-instruction of McIDAS operations using a hands-on approach. In the summer of 1993 * Corresponding author address: the Watertown teachers and CIMSS Thomas Achtor, University of Wisconsin, scientists worked to develop the first three Space Science and Engineer Center (SSEC), education modules for the newly created 1225 W. Dayton Street, Madison, WI 53706 Satellite Technology Education Program (STEP).

JOINT SESSION J6 (J6) 3 1 0'; TABLE 1: McIDAS Education Modules modem access means long distance calls for those schools out of the Madison area 1. An Introduction to McIDAS (motivating our current program to place 2. McIDAS: The Host Mode (Connectingto systems in local schools). The second hurdle and Using the Data Base) is low (no) cost data access. Currently, 3. McIDAS: Imaging Visible and Infrared accessing the SSEP., data base is "at cost"; Radiances from Weather Satellites the user pays for cpu cycle time or for data 4. Planetary Geography Viewed from volume transferred, whichever is cheaper. Weather Satellites (under development) For schools to use real-time data, there must be a means to provide free data. Several Several methods for usmg McIDAS in the ways of accomplishing this are under high school were tested the firstyear, consideration. Before a wide expansion of including daily classroom activities inan this program can take place, this hurdle must aeronautics/aviation ground school course, be cleared. teaching units in physics, chemistry and geography, extra-curricular instruction by The real key to success of programs suchas teachers in the media center (where one STEP is teacher interest in the K-12 workstation was permanently located), and community. There are many programs community outreach programs by teachers available to teachers to incorporate into their and students. All programs werevery teaching curriculum, but only limited time positively evaluated. By the middle of the for them to understand and learn the school year two students were takinga technology; thus it takes a significant McIDAS workstation to district middle investment of teacher time. In our schools and giving demonstrations to science experience, where teacher interest is high, classes. many students are attracted to McIDAS, with some becoming totally absorbed with its Through the Summer Workshop on Earth capabilities. In Watertown, the students and Atmospheric Science, a NASA grant, have taken over training neophytes and and the activities of UW and Watertown making the public presentations. participants, the STEP program was expanded to include Madison area high In science and education, our current and schools. Development of education modules future scientific focus is broadening to also continues; a project to create a global examine integrated science topics. The geography module for CD-ROM using volume of environmental data available to weather satellite imagery is undenvay. scientists on all space and time scales is growing rapidly, offering numerous McIDAS can be brought into schools at a investigative possibilities. During the EOS very low cost. If the school has a high end era these trends will increase. It is timc to IBM PC to commit to the program, SSEC is bring modern technical tools and providing the McIDAS OS/2 software atno- contemporary scientific data to our future cost to STEP program participants. Thus, to scientists so they can better understand key use historical data (e.g. McIDAS' Greatest scientific issues and exp,-_-.rience the tools used Hits) there is essentially no cost commitment to investigate these issues. For thosc not for a school. Expansion of this program to entering careers in science, programs like many schools has two hurdles to overcome. STEP offer an enhanced learning experience The first, high speed data transfcr, will be to better grasp scientific principals. addressed with more Internet connections McIDAS offers one such possibility. into K-12 schools. Currently high speed

(J6) 4 AMERICAN METEOROLOGICAL SOCIETY 9 3 J6.3 BUILDING PARTNERSHIPS THROUGH EARTHLAB

Edward J. Hopkins, Ph.D.*

Ross Computational Resources Madison, WI 53705

1. INTRODUCTION Many educational software products currently available appear to be passive in the sense that the During the past decade, a number of nationally student is asked to follow a guided sequence, sponsored commissions have reported that the answering questions with little real interaction. majority of American students do not fare well in To approach this opportunity and attempt to sciences, technology and mathematics. Recent solve some of these problems, a group of earth efforts to improve this situation have been scientists and K-12 teachers formulated an earth initiated by various professional groups, science education project called Earth Lab, with a including several from the earth sciences (e.g., commitment to provide an interactive learning American Meteorological Society and the American environment for earth science education through Geological Institute).Additionally, recent the use of computer technology. This report traces national attention has been directed to the the formation of partnerships between educators, "information superhighway". A need exists for earth scientists and computer experts to dern an making students of all ages knowledgeable about effective interactive software environmen, and computers and the various electronic meansfor accompanying instructional packages for acquiring information. While access to this pre-college earth science programs. "information superhighway" would benefit education at all levels, many school districts maybe unable 2. HISTORY OF PROJECT EARTHLAB to offer this service to all students,either because of budgetary constraints or because of the Earth Lab was designed to be a highly lack of adequate equipment and expertise. interactive and visually rich computer-based Effective pre-college earth science education environment for K-12 earth science education programs are in a position to helpstimulate which stresses student inquiry and problem solving student involvement in science and technology. using real data in the learning process. The name The earth sciences, in particular the weather "Earth Lab" was selected to convey the idea of a sciences, could attract the attention of various laboratory experience in earth science. The idea of groups of students, even those nottraditionally such an environment evolved from the research of motivated or with special learning needs. Schools Ruth Anne Ross at Texas A&M University in the could be electronically linked to each other as Scientific Visualization Laboratory with Dr. Bruce well as to active sources of real scientific McCormick, one of the originators of the idea of data. Some great opportunities inherently exist scientific visualization. for enriching science education in such an A proposal to build the partnerships needed to approach. However, challenging problems must be create Earth Lab was submitted tothe U.S. solved.Study of the planet can be fascinating, Department of Energy (DOE) in early 1993. but the large amounts of information may be Under the request, Ross Computational Resources somewhat overwhelming to many students without (RCR) would conduct a six month feasibility study adequate means for visualization.Software and limited prototype development ofthe appropriate to the earth sciences must be designed Earth Lab system. Active collaboration was sought for use on several different computer platforms. between RCR, several University of Wisconsin- Madison academic departments, a science *Corresponding author address: Edward J. Hopkins, education center and several local school districts. Ross Computational Resources, 222 N.Midvale Several objectives were stated in the DOE Blvd., Suite 4 Madison, WI 53705 proposal to define the system requirements, to email: [email protected] create documentation structures, to create an

JOINT SESSION J6 (J6) 5 I:49 Earth Lab prototype and to evaluatethis 3. GOALS OF EARTHLAB prototype.Ideally, input from numerousexperts with a broad range of backgrounds and viewpoints The primary concern of the Earth Labadvisory would be desirable. This group wouldinclude group has been enrichment of earth science domain scientists, curriculum and instruction education through the use ofcurrent data and specialists, software developers and earth science hands-on type activities.Consequently, the teachers at the elementary, middle and highschool Earth Lab Learning Environment levels.Realistically, the limited funds emphasizes meant "doing science" with built-in interactivelaboratory that in the initial phase of the project,active type activities (adventures) for students participation would mostly involve individuals to solve, using real data (e.g., current weatherobservations). from the Madison area.Newsletters were Additionally, students will hz coached distributed to solicit ideas from various to pose their K-12 own research problems and then use Earth Labas a science teachers who would not be ableto research tool to solve these problems. participate because of distance. An advisory Earth Lab will eventually provide a totally integratedearth group was formed, composed of the RCR staff, science curriculum and environment,to allow for consultants and several highly motivated earth interdisciplinary research. Asa result, Earth Lab science teachers from the Madisonarea; a listing will encourage development of cross-disciplinary of these participants appears in the last section. knowledge and skills Througheut _Phase I, regularly scheduled The software will be designed foruse on advisory group kilefttinp were held. Thesemeetings several different computer platforms. were very fruitful since they permitted the RCR The experience of the Project Earth Labgroup indicates staff to build a working relationship withthe that many school districts in Wisconsin participating teachers and to learn from the have Macintosh computers, and DOS basedsystems are valuable suggestions made by these experienced found in a significant number ofschools. The teachers. The teachers learned aboutnew computer environment must havean easy to use hardware, software and data sources that could aid interface for both the student and the teacher.This them in their instructionalprograms. Some of the interface will include an option early meetings focused to allow free upon what types of exploration of all availableresources for reports. equipment, software and data the teachers would Printed reports and multimedia presentationscan like to see in their classrooms.Subsequent be produced from the collected data. meetings focused upon system design. Earth Lab intends to be network A prototype Earth Lab learning environment ready. (see Support for internetworking and experimentdata next section) was a product of these meetings. management are key features to the Earth Lab Valuable input to the design of thisprototype was environment. As states commit to the information provided by *he honors earth scienceclass of one superhighway, teachers could of the teachers. Meetings between use Earth Lab as a several of the means communicate with others as wellas to teachers and the software specialistslead to retrieve real scientific data. improvements in the design and ultimately, to the Obviously, the Earth Lab team willnot be able development of the user interface.Two to produce an all-encompassing set of high quality exhibition/ workshops were sponsoredto encourage laborato," experiences for all of the earthsciences other teachers to participate in the project.A without the active participation ofa number of presentation of the project was made at an annual creative teachers. Teachers should beable to conference of teachers and University of Wisconsin produce their own materials if they wish.During researchers. As a result of this presentation, Earth Lab Project discussions, it became several teachers from an elementary clear that school in a the teacher (and student) should be providedwith neighboring community provided ideas andoffered the capability to modify existing instructional to help develop and test curricula that would make resource packages and create newones. effective use of Earth Lab. Therefore, Earth Lab will produce comprehensi,'e Concurrent with the prototype development, authoring tools and RCR plans strategic partnerships with local to sponsor industry and "authoring workshops" for educators whowant to several larger businesseswere explored with a learn how to use Earth Lab authoring effectively. view to helping schools connectto the Internet, adding value to the eventual Earth Lab Adaptable softwate, flexible lesson product and presentation, and multimedia will also help assisting in its commercialization. Project Earth Lab promise to insurea barrier-free learning

(J6) 6 AMERICAN METEOROLOGICAL SOCIETY ) ! . environment. Effort will be made to accommodate The Inquiry Mode is the part of the Earth Lab the needs of those segments of the student environment where the student proposes a popu16.ion typically under-represented or who have problem, designs an experiment and works toward special learning needs. a plausible solution through appropriate exploration and research. This Inquiry mode 4. DESIGN OF AN EARTHLAB differs from the Adventure mode only in that ENVIRONMENT Inquiry mode is more open-ended. Earth Lab will carry a substantial library of information in The efforts of the Advisory group resulted in scientific databases; additionally, as real-time data the design of a unique Earth Lab environment. become more readily available, a combination of Figure 1 shows the introductory screen display for live data plus archived information will provide the Earth Lab. This display will be essentially the basis for more complex problem solving. same regardless of the computer platform. Various Presentation Mode, the third mode, can be icons are displayed along the periphery of the used in conjunction with either the Adventure or main screen. The user can use a mouse driven Inquiry modes. In the Presentation mode, the cursor to click on these icons. student or teacher will be able to utilize various The Earth Lab environment depicted in Figure 1 graphical and other resources to create and present can be used in one of three modes: Adventure, a multimedia report. This report may be a list of Inquiry and Presentation.Because a common answers made by the student working in the format is used, these three modes are Adventure mode, or a presentation produced as an operationally quite similar, but with certain outcome of the Inquiry mode. The fmished report differences resulting from their individual goals. can be printed, used in an organized slide show In the Adventure mode, a realistic problem is presentation, or saved to videotape. posed for the student to solve.Since these problems could entail teacher produced laboratory 5. IMPLEMENTATION exercises, the teacher will be able to exercise some degree of direction and control of the The prototype instructional packages that have various data and information resources that the been assembled and demonstrated to teachers student will investigate in solving the particular include a unit on weather observation, complete problem. Several completed Adventures are to be with an icon-driven "toolbox" of weather included in Earth Lab to demonstrate the system and instruments or observation platforms (e.g., to assist teachers with further development of thermometers, barometers, radiosondes and their own Adventures. Earth Lab is designed to weather satellites). A hypertext layer describing permit individual authoring of Adventures. Some these instruments has been included. Access to of the suggested Earth Lab adventures include: these weather instruments and pertinent background information from other weather units Earth Lab Adventures (Solving a given problem) is not only possible but encouraged as part of the emphasis upon active student inquiry. Another unit Weather Adventures (Is a storm coming?) describing weather charts, analyses and satellite Climate Adventures (Where should I live?) images has been produced. Water Adventures (Locate a home-site) Mapping Adventures (Where am l?; 6. FUTURE PLANS Find my way home) Prospector Adventures (Mineral Find; The Earth Lab team is discussing collaboration Energy Find) with potential partners in industry and government Environmental Adventures (Landfill adventures; in order to continue development of Earth Lab. A Nuclear accident; Oil spill clean-up) weather calculator, designed to be an integral part Astronomy Adventures (Check out the of the meteorological portion of Earth Lab may be habitability of Mars) made available as a "stand-alone" tool for a Ocean Adventures (Deep dive and ocean trench; hand-held computer. Additional weather related Investigate the mid-ocean ridges) instructional packages are being contemplated.

JOINT SESSION J6 (J6) 7 7. CONCLUSIONS Don Vmcent, earth science educator and president of ESRA, offered his perspective on requirements enriched by the partnerships, the formative for EarthLab. phase of the Earth Lab Project provided a learning The UW Space Place, a public-outreach experience for all participants. For some of the educational facility operated by the Space staff of RCR, contact with teachers revealed that Astronomy Laboratory of the University of while attractive software is important, a set of Wisconsin-Madison, has been the site of two definitive instructions, organized curricula and RCR/Project EarthLab exhibitions.It also served explicit lesson plans are needed to allow teachers as the meeting place for the Project EarthLab the opportunity to utilize the units more team. On-site at the Space Place, RCR placed a effectively.In other words, continuing teacher DOS computer, a large television monitor, and a input is essential.Contacts with software Silicon Graphics computer for advanced scientific designers permitted the teachers to explore visualization development. The Director of the various computer systems and software packages. Space Place, Kathy Stittleburg, is on the EarthLab Furthermore, while teachers may have to cope with steering committee. existing curricula and computer equipment, they The Department of Atmospheric and Oceanic should be encouraged to *invent* the future, with Sciences at UW-Madison was also a sponsor. new curricula and equipment. The RCR staff and Encouragement has come from the departmental teachers both became aware of numerous data chairman, Professor David D. Houghton, long an sources from domain scientists. Many inexpensive advocate of quality science education and of data sources pertinent to earth science education university out-reach programs to K-1.2 levels. Dr. are available electronically, if the teachers can Houghton is currently President-elect of the obtain ready access to the information American Meteorological Sodety. superhighway.

8. PROJECT EARTHLAB PARTICIPANTS Numerous people and organizations have Wis.:sawn -J4 7717rbeary - Rale Gamic directly or indirectly assisted RCR in developing Reis Gnaw A rale mem is the stem ore. mom et Earth Lab. The involvement of these dedicated preopitalles messeeltm seem. Simple types *I este experts is valuable and essential.Several gauges Revs berm used Asia lee mem Mee SOO years. teachers have volunteered their time to provide hepeleciple. precipasese measurement nevem Om insight. Among them are Tom Adas (Verona High Me Jaime peetipasem be School), Ben Season (James Madison Memorial 113==IC High School in Madison) and Ron Welhoefer IllIrT,. (Madison East High School). Lois Kelso (Belmont High School in Laconia, NH) has contributed her Wert Palette I FINN experiences with reading disabled students to the project's commitment to special student Wiseman* Wiscansle populations. Science teachers from the Cottage Preeneolalles nuft Grove Elementary School (Monona Grove School District) have joined the Earth Lab Project to offer their help in designing and evaluating prototype systems.Discussions were held with Figure 1. An Overview of the EarthLab Learning Bruce Smith of Appleton West High School, the Environment. Project Atmosphere AERA for the state of Wisconsin concerning the development of a district wide weather observation network which would be linked electronically. Dr. Gary Lake, a valuable consultant in all phases of the Earth Lab, is Program Director of the Center for the Advancement of Science, Ma... ematical, and Technology Education of the Wisconsin Academy of Science, Arts, and Letters.

(j6)8 AMERICAN METEOROLOGICAL SOCIETY C.) J6.4

A COLLABORATIVE INTERDISCIPLINARYUNIT ON WEATHER FOR ELEMENTARY EDUCATORS ON THE INTERNET

Dee A. Chapman1, Dawn E. Novak2, William L.Chapman3

1. National Center for Supercomputing Applications,University of Illinois at Urbana-Champaign 2. Champaign School District, Champaign, Illinois 3. Dept. of Atmospheric Sciences, Universityof Illinois at Urbana-Champaign

accessing the weather unit through the TUA can post 1. INTRODUCTION comments either within the archive to comment on Educators increasingly are looking to the Internet the curricular material contained on the archive or for resources and collaboration with colleagues as within the weather unit to suggest m -xlifications or more schools have access to thenetwork. To help additions to a particular lesson. meet the needs of these educators, we aredeveloping an Internet-based ThematicUnit Archive (TUA) 2.THEMATIC UNIT ARCHIVE which will house thematic unit lessons accessible to and contributed by educators. A thematicunit is a The thematic unit archive provides educators a collection of lessons spanning many disciplines forum to share knowledge, expertise, resources, and utilizing a common theme or topic. In a thematicunit lesson plans. Lessons available on the archive can be the focus is on a topic of interest to studentsrather evaluated as they are uied in the classroom. Through than traditional school subjects such asreading, the comment board available in the TUA, the writing, and math [Gamberg, 1989]. The advantage educators can make suggestions to improve the of a thematic unit is that a topic can bestudied in- lessons. The Mosaic link to the TUA is: depth, incorporating relevant lessol..- from traditional school subjects to approach the topic from avariety hup:I/faldo.atmos.uiuc.edulTUAHome.html of perspectives. The intent of the TUA is to create a forum by which educators can share unit and lesson Collaboration between educators will result in a ideas among themselves and with "experts in the continuous infiltration of new ideas providing tools to multiple teaching field"via theInternet. The asynchronous present the same concept through collaborationonlessonsubmissionsand methods and from various perspectives. Because the modifications creates an evolving educational TUA is an Internet tool, collaboration will include comment resource which will grow in scope andquality. access to experts in many fields who may on the validity of the conceptsexplored in the lessons We foresee the need to distribute text, images, as well as suggest alternativeteaching strategies. occasionally sounds, and other multimedia elements Internet access will provide educators, even in remote as shared resources comprisingthe thematic units. locations, the ability to use and contribute to the We chose the application Mosaic which was TUA. The TUA may particularly benefitthose developed at the National Center for Supercomputing teachers with less experience through collaboration Applications (NCSA) at the University of Illinois at with experts and more proficient educators. Urbana-Champaign as the primary tool for the TUA. Mosaic facilitates the sharing of information onthe 2,1 TUA Structure Internet by providing a unified and intuitiveinterface to the various protocols, data formatsand information The thematic unit archive consists of a series of available on the Internet [Andreesen, 1993]. Mosaic documents which reside on a central computer server. Any of the text, images, orsounds The first thematic unit developed for the archive contained in a document may act as a hyperlink is a weather unit iniended for elementarygrade connecting the document to information located levels. The weathei unit is a collection of Mosaic anywhere on the Internet. The portion of text or documents including classroom lessons on avariety image designated as a hyperlinkis generally of subjects, experiment descriptions, stories,student highlighted and can be activated by selecting wil a a journalpages,literaturereviews,games, mouse. When thc hyperlink isactivated, Mosaic extracurricular activities, and more. A user automatically retrieves the remote document from its

JOINT SESSION J6 (J6) t origin on the Internet and displays the hypermedia Figure 1 shows the structure of the TUA. The using the appropriate display application. We utilize top level of the TUA contains a list of grade levels this funcionality provided by Mosaic to simulatean (preschool through twelfth grade) which are archive Ly creating a centralized access point to the hyperlinked (solid lines) to lists of thematic units for local as well as the remote information which that grade level.Each thematic unit is composed of comprise the thematic unit archive. several subject areas with lessons linked to the appropriate subject area(s).

IThematic Unit Archive j

Preschool Kinder First Second Eleventh Twelfth 11\ /111 Thematic Unit 0 Subject Area \\\ Lessons

Figure 1. Structure of the Thematic Unit Archive

3.1 Weather Unit Structure 3.THE WE _THER UNIT The weather unit is organized into twelve subject We chose weather as the subject of our areas. The subjects are listed in Table 1, as are the introductory unit because it is well suited to the number of lessons for each subject.Initially, there interdisciplinary concept of the thematic unit.ln are a total of nineteen lessons written for the weather addition, weather has many math and science unit. The interdisciplinary lessons are cross-listed applications which are areas of national educational under multiple subject areas. weakness [Fitzsimmons, 1994]. Students can easily relate to most of the concepts presented because they TABLE 1 experience weather everyday and often enter the Subject classroom with an interest in severe and unusual Number of weather phenomena. Lessons Art 3

Classroom Props 1 The weather unit currently is targeted for Drama educators of second to fourth grade but concepts can 1 Geography 2 be expanded or simplified for other grade levels. Our Math 1 philosophy in developing this unit is that the basic Music concepts should be teachable to any grade level 2 Reading & Writing 4 provided the appropriate techniques and language are Resources 5 used. The lessons encourage the students to explore Science 13 and experience the concepts through "hands-on" Social Studies activities, cooperativelearning and personal Tri s discovery.

(J6) 10 AMERICAN METEOROLOGICAL SOCIETY Many lessons contain hyperlink r.to other educators because the format provides a variety of lessons. Often the links connect lessons contained in educational perspectives on the concept. the same subject areas. For example, in the Science subject area the lessons Evaporation, Condensation, Figure 2 shows the interdisciplinary nature of and Precipitation are connected to each other and to the weather unit. For every lesson which has one or the unifying lesson of the Water Cycle.The more hyperlinks to another subject area, a thin line is connectivity between lessons is not limited to lessons drawn between the subject areas in the schematic to in the same subject area, however. For example, the represent the link(s).In most cases, the links are Water Cycle lesson (under Science) is linked to found inthe Prerequisites, Follow-Up, and several lessons in other disciplines such as Art, Evaluation sections of the lessons. Reading,andPhysicalEducation. This interdisciplinary approach is favored by many

Social Studies Re,;ources Drama 1 Math

Reading & Writing Aa41 Art iSr.4411004 Science Weathr Unit

Trips lassroom Props

Geography.]

P.E.

Figure 2.The Weather Unit Web

included as hyperlinked documents embedded within The web-like structure of the weather unit the lessons.The documents can be printed and precludes any predef4ied starting and ending points distributed for the student's use. The journal provides to the unit.This makes it possible to extract and a work area for students to record dailyweather teach only portions of the unit when needed. For observations, experiment results, personal writings example, an educator working on a lesson on and illustrations.The weather journal can be nocturnal animals may decide that an educational reviewed periodically by the teacher as a portfolio excursion into the explanations for night and day may assessment. augment the nocturnal animal lesson. He or she can enter the web structure directly to the night and day Another tool included in the weather unit is a lesson. From here it will take only a short time to Literature Review section found under Reading and survey the prerequisites and follow-up lessons to Writing.The reviews consist of bibliographic determine what will be involved in teaching the night information and a brief summary of each book. We and day concept. provide personal opinions and ratings of the book content and illustrations as well as special notes when A student weather journal is included as part of the accuracy of the book content, is in question. Thc the weather unit.The pages of the journai are Literature Review sectionisintended to be

JOINT SESSION J6 (J6) 11 collaborative so that TUA users can submit introduced to a group of thirty teachers attending an summaries and opinions of books they have reviewed Internet Workshop at the National Center for or used in their classes, as well as read the reviews Supercomputing Applications.After the attendees and summaries of previously posted by others. As explored the archive we held a discussion and took a the Literature Review section grows it will facilitate written survey of their comments.The initial access to books on specialized topics and provide comments regarding the thematic unit archive were some subjective guidance to the quality books. positive and the users proposed a series of workshops for educators to submit and evaluate thematic units The Resource section of the weather unit gives for the TUA. Also, the possibility of establishing a additional information about contacts which may peer review process was discussed. The comments assist in the teaching of the unit.Examples of on the weather unit centered around the appropriate resources include: locations to order supplies and level of detail for the individual lessons and more materials, museums that have educational material stringent student evaluation techniques which may available, experts in the field, and universities and address state requirements. libraries that can supply additional material and information. Statistics were compiled for the first month after release to the public. There were a total of 1,153 3.2 Lesson Structure accesses to the WA and the weather unit during the month of August 1994. About 75% of the accesses For the weather unit lessons, we chose to utilize were from the educational community. The a standard lesson format. The section headings and remainingaccesseswere divided between descriptions for each lesson include: governmental, commercial, and foreign users. The lessons on urban data visualization and the Prerequisites:Includes concepts that prcpare relationship between sunlight and temperature were students for the ideas to be presented in the accessed the most, perhaps because they were cross lesson. Some of these concepts are hyperlinks to listedinseveral different subject areas and lessons found elsewhere in the unit. encountered more often by users traversing the unit web. Objectives: Describes the educational goals of the lesson. 5.SUMMARY Materials:Lists thc materials required for the lessons; some of these are hyperlinked to The weather unit as it was released to the NCSA documents in the Resources section of the unit. workshop was intendedtobe a prototype collaborative thematic unit. The workshop and the Introduction: Includes brief stories, discussions, or user comments to date have provided feedback which short experiments to engage the students in will help to improve the weather unit and the TUA. thought about the concept being taught. As the TUA continues to get exposure, we expect this Body: collaboration to continue and the TUA to grow into a Contains the main experiments and rich resource for the educational community. demonstrations used to guide the students to an understanding of the concept. 6.REFERENCES Conclusion: Summarizes the concepts taught in the body through discussions, writings, and/or Andreesen, M., 1993: NCSA Mosaic Technical games. Summary2.1.NationalCenterfor Supercomputing Applications, University of Follow-up: Includes concepts which relate to the Illinois at Urbana-Champaign. idea taught in the lesson. Some of the concepts are hyperlinks to other lessons in the unit. Fitzsimmons, S. J., L. C. Kerpelman, 1994: The Evaluation:Games,writings,tests,and/or National Perspective.Teacher Enhancement for discussions used to determine the student's Elementary and Secondary Science and understanding of the concepts taught. Mathematics: Status, Issues, and Problems,pp. 1-22. 4.COLLABORATION Gamberg R., W. Kwak, M. Hutchings, J. Althcim, The strength of the Thematic Unit Archive lies in 1989: The Theme Study Approach.Learning the contributions and collaborations by thc users. In and Loving It: Theme Studies in the Classroom, August 1994 the Thematic Unit Archive and the P. 9. weather unit were released to the public and

(J6) 12 AMERICAN METEOROLOGICAL SOCIETY 2 0 6 J6.5 CoVis: A National Science Education Col laboratory

Mohan K. Ramamurthy and Robert B.Wilhelmson Department of Atmospheric Sciences, University of Illinois, Urbana, IL 61801 and Roy D. Pea, Louis M. Gomez and Daniel C. Edelson The School of Education and Social Policy Northwestern University, Evanston, IL 60208

visualizationas means for transforming science 1.0 Introduction education. In this process, we have worked with high school teachers in development activities to transform Human interactions have largely been shaped by their classrooms from traditional teacher-centered physical space. Except for a few technologies like the classes to project-enhanced classes in which students telephone, fax and perhaps electronic mail, the way we learn about science through personal and group work, learn and play has been constrained by inquiries. geography.This will change with the National Information Infrastructure (NH) as it creates a new "place" for human activities.This confluence of 2.0 CoVis Network computing,communications,andnetworking To bring the practices of science to classrooms, the technologies is expected to touch all aspects of CoVis network extends today to Evanston Township American life. What will the NH mean to schools and High School (ETHS), New Trier High School (NTHS), learning communities, for science education and teacher Northwestern's School of Education and Social Policy, development? the Department of Atmospheric Sciences at University There is not one answer. Just as school buildings and of Illinois, Urbana-Champaign (UIUC) and the the communities they house are shaped by factors like Exploratorium Science Museum. The network enables population density, local economy, and prevailing high school students to join with other students at views of pedagogy, the NH will take shape in learning remote locations in collaborative groups. Students also communities in diverse ways. No single research and use the network to communicate with university expertsin development effort can be a model of all of these. The researchersandotherscientific Our experiencesin Learning Through Collaborative Visualization" or more teleapprenticing relations. constructingacollaboratoryhighlightsystem simply. CoVis, is an NSF-NIE testbed that focuses on designand how to use applications of high performance computing integration and ne w software and communications technologies (HPCC) to support implementation in classrooms, two challenges that will science education reform.CoVis is centered at face all National Infrastructure for Education (NIE) Northwestern University and UIUC's Department of testbeds and other NH efforts. Atmospheric Sciences is a key participant in CoVis One major goal of the CoVis project is to combine development. The CoVis community includes teachers prototype and off-the-shelf applications to create a and students, research scientists, museum-based reliable, networked environment that showcases HPCC informal science educators, and science education technologies for K-12 learning communities. Our key researchers, in a "distributed multimedia learning result is that the network is running and in daily use by environment" (Pea & Gomez, 1992a). approximately 300 people, mainly high school students. The challenge of this effort has been to take a collection The CoVis philosophy is grounded in a constructivist approach to science learning and teaching that of technologies, many only demonstrated or tested in emphasizes authentic, challenging projects as the small-scale lab and demo situations, and place them into daily service in demanding conditions.Our nucleus of activities for "learning communities" which progress culminated in a stage-by-stageinstallation include students, teachers, scientists, and other during Fall 1993 of the CoVis network testbed using participants. The goal is to create learning communitics public-switched ISDN services. that more closely resemble the collaborative practice of science,whichincreasinglyrelieson HPCC The network design and implementation is the result of technologies to create "collaboratories" (Lederberg & intensivecollaborationbetween Northwestern, Uncapher, 1989). In CoVis we have been using LIPCC Ameritech, and Bellcore, and it uses the Primary Rate to support the formation and work activities of learning Integrated Services Data Network (PRI-ISDN) as the communities with media-rich communication and transport layer for the CoVis network. In the immediate scientific visualization tools in a highly-interactive term, ISDN is the network service that offers the hest networked collaborative context (Pea & Gomez, 1992b; combination of high bandwidth and ubiquity in a Pea, 1993). CoVis has focused on three areasproject- switched service. Bellcore predicts that by 1996 more enhanced science learning, collaboration, and scientific than 70% of the nation's population will have access to 207 JOINT SESSION J6 (J6) 13 BEST COPY AVAILABLE ISDN service. A key benefit of ISDN for the CoVis endeavor, it has been necessary to developtwo new Project is that its bandwidth can be brokenup into call application environments: (1) a groupware application channels, which can be dedicated to different functions. to support collaborative student inquiry, and (2) tools to We used this feature to create a two-function "overlay" make scientific investigation techniques, specifically network that gives student workstations access to both data visualization, accessible to high school students. ethernet-based packet-switched data services and circuit-switched desktop audio/video conferencing. Collaboratory Notebook. The Collaboratory Notebook One group of 6 64 kb/s ISDN channels is being usedto isa central and unique element of the CoVis create a virtual ethernet to each school running at 384 environment, serving several roles for project-enhanced kb/s. With compression,thisnetwork has a science learning (Edelson & O'Neill, 1994).Briefly, performance close to1 Mb/s. Other channels provide the Notebook is groupware for scientific inquiry. It isa 384 kb/s switched video teleconferencing for each of shared, hypermedia database built on top of an Oracle the CoVis workstations in the schools. Since ISDN is database connected to the Internet.The Notebook "public switched service," CoVis participantscan, in provides a place for students to record their activities, principle, place calls to any other ISDN line in the observations, and hypotheses as they work on projects. country. It provides a means for planning and tracking the progress of a project and for collaborators to share and Within each school, the CoVis network supports comment upon each other's work.Within the synchronous and asynchronous communication. The Notebook, there is a small, fixed set of page and link CoVis Project supplied each school with five types. These types provide a scaffold intended to assist workstations per classroom plus one workstation atan students in structuring their open-ended inquiryprocess. alternative location for student access outside classes. Foi example, a page that records a set of visualization All workstations are connected to an ethernet which is activities can be linked to questions raised during those bridged via ISDN lines to the Internet.The CoVis activities. Those questions can, in turn, be linked to communications and collaboration suite includes the conjectures that address the questions, and to plans for Col laboratory Notebook (see below), e-mail, file investigating the questions. The goal of the Notebook transfer, Usenet news (filtered for suitability), and is to provide students with a "scaffolding structure" for access to the World Wide Web. open-ended scientific inquiry, and a mechanism for In addition to these applications, the communications collaborative work within or across schools. suiteincludesscreensharing and video Scientific Visualization Environmen. Today teleconferencing. CoVis participants may collaborate atmospheric and other scientists use data visualization synchronously through screen sharing, in which one tools and work with standard data sets routinely (e.g., user can see exactly what appears on the screen of Searight et al., 1993; Wilhelmson, 1994; Wilhelmson et another user, even though at a distance, using the al., 1994). These tools and data sets are mainly useful commercial application Timbuktu, produced by CoVis' to highly specialized members of technical communities industry partner Farallon Computing. Desktop video (Gordin & Pea, in press). To allow students to work teleconferencing is another critical element of the with the same data sets as scientists in similarways, we CoVis testbed, and examinations of its utility for have adapted the tools used by atmospheric scientists to learning and teaching are a key part of our research. be appropriate for high school students. To date, CoVis Students use the CruiserTM application, provided by has developed two such visualization environments, Bellcore (Fish etal.,1993), to establish video The Climate Visualizer and The Weather Visualizer, teleconferencing calls. Cruiser allows students to place and is developing a third, The Greenhouse Effects calls, both point-to-point and point-to-multi-point, to Visualizer.All three visualization environments are other CoVis addressees by selecting the name of the tightly integrated with the Collaboratory Notebook. individual(s) from a directory.Cruiser is a client applicationof Touring Machine,thenetwork ( I) The Climate Vist-alizer allows students to construct management software developed by Bellcore (Bellcore scientific visualizat:ons to explore global climate Information Networking Research Laboratory, 1993) patterns (Gordin, Polman & Pea, in press).It contains which manages the heterogeneous resources (e.g. 25 years of twice daily weather values (temperature, cameras, microphones, monitors, switch ports, directory pressure, and wind) for most of thenorthern services) in the CoVis network.It is significant that hemisphere. In the Climate Visualizer, temperature is CoVis Project needs and Ameritech (one of the baby encoded as a raster color image, altitude as contours, Ikll companies) interests drove the first integration by and wind as arrows (or vectors), with an optional Bellcore of Touring Machine into an ISDN network. overlay showing continents. Students can interactively To our knowledge, CoVis is the first school-based sample values in a '..isualization by selecting locations application of ISDN desktop video conferencing. with a mouse and can view trends across timc by subtracting one image from another.For example, 3.0 CoVis Testbed Components seasonal differences can be seen by subtracting January temperature from July.Such a visualization might The CoVis testbed seeks to provide students with highlight the differing properties of land and water in authenticscientificinquiryexperiences across absorbing heat. The Climate Visualizer is a front-end to geographically dispersed sites.To succeed in this Spyglass Transform, a commercial visualization (J6) 14 AMERICAN METEOROLOGICAL SOCIETY 2 S package, and uses a data set available on CD-ROM 1994, Sridhar et al., 1994). Through the use of colorful from the National Meteorological Center's Grid Point diagrams, video clips, text, and audio narration, a Data Set. student becomes acquainted with topics like pressure, high and low pressure centers, and the balance of forces (2) The Weather Visualizer (Fishman & D'Amico, that generate winds. CoVis teachers at the two Chicago- 1994) is a tool for examining current weat.ter conditions area schools incorporate appropriate resources from throughout the U.S. in the form of: satellite images in these modules and our online weather databases into visible and infrared spectrums; customized weather their courses. Other modules currently under maps displaying up to 14 different variaoles at five development include a: (1) Cloud Catalog, (2) Guide to different altitudes for any region or city in the U.S. at a Atmospheric Optics, (3) Tornado Spotters Guide, and variety of zoom factors; "six-panel images" displaying (4) Severe Storms Guide. The Tornado Spotters Guide, temperature, pressure, wind speed, wind direction, dew in addition to informative text and graphic inserts, point, and moisture convergence for the entire U.S.; and contains clips of live tornado footage.The ultimate textual reports providing local conditions and local and goal is to deliver extensive and broadly useful state forecasts for all reporting stations. The Weather multimedia resources over the Internet, to support very Visualizer is implemented as a front end to wxmap, a diverse project inquiries. The multimedia modules are UNIX program developed at the University of Illinois. not only improving education at the K-12 level by The data for the Weather Visualizer currently comes making it more interactive through the use of advanced from our collaborator University of Illinois' Weather computer technologies, but are also providing a Machine, which, in turn, receives data from the collection of curriculum resources for the whole National Weather Service's Family of Services DD Internet community. feed and from GOES satellites (Ramamurthy et al., 1992). Through its gopher server for current weather images and information, the Weather Machine at UIUC 4.0 Use of the CoVis Tool Suite is providing a valuable service to a community well CoVis technologyisin daily use by the entire beyond K-12, including researchers and educators community. A measure of use can be provided by a nationwide. Over 100,000 requests for images and text look at application uses: From Jan-Mar 1994, CoVis arereceivedper dayinpeak usage periods school-based users launched approximately 14,000 (Ramamurthy & Kemp, 1993; Ramamurthy et al., 1994; applications. The overwhelming proportion of use is of Ramamurthy & Wilhelmson, 1993). Internet tools (e.g. e-mail, Gopher) at 59%, with an (3) The Greenhouse Effects Visualizer (Gordin, Pea, additional 13% representing CoVis tool launches (e.g. & Edelson, 1994) coordinates a collection of data sets Collaboratory Notebook, Climate Visualizer, Weather that include the sun's incoming radiation (insolation), Visualizer), 13% graphic tools, 8% word processors or the amount reflected by the earth (albedo), the spreadsheets, and 7% utilities and games. The CoVis temperature on Earth's surface, and the earth's outgoing community has not had time to develop well-defined radiation, to allow students to examine the balance of patterns of tool use, but early impressions are that incoming and outgoing radiation for the earth CoVis applications are very popular and may increase in use percentage with familiarity. Video conferencing (Greenhouse effect.) was introduced to students mid-January '94. We found Multimedia Modules In addition to providing real-time considerable increases in HPCC uses for the student weather information, one of UIUC's main contributions population from Fall 1993 to Spring 1994. to CoVis has been the development of an array of In its ongoing research, the CoVis Project studies and Internet-accessible multimedia instructional modules, reports on the design, implementation and use of these consisting of text, color diagrams, movies, audio, and network-based and media-rich learning environments scanned images, that introduce and explain a variety of for an audience of learning scientists, educators, important concepts in atmospheric sciences as they educational telecommunications policy analysts, and arise in project inquiry. These multimedia instructional corporations who are defining "new media" applications modules on various topics are being developed for use and services. CoVis is examining pedagogy and at the high s hool level, and are available from The technology questions such as: How should next- Daily Planetrm server, A Web server at UlUC. The generation information networking be implemented to modules are being tested at the two current CoVis spur science educational reform? What are proper schools in the Chicago area, and they are being revised educational support roles for networked multimedia and refined based on the feedback from them. Such technology, desktop videoconferencing, and other next- multimedia-based instruction provides an alternative generationcommunicationandcomputing approach to learning, one in which the student, through technologies?What are the details of a pedagogy interaction with the computer, becomes actively which will support diverse communities of practice? involved in the learning process. Ilow can today's teachers transform their work-roles in The first set of modules that has been developed new learning environments? What new curriculum describes pressure and wind, various types of weather materials and tools will be needed to support revitalized maps, satellite and radar images, and their use in science curriculum that keeps pace with developments weather analysis and forecasting (Ramamurthy et al.,

JOINT SESSION J6 (J6) 15 in the sciences and changes in the national information Internet, but will not have any form of synchronous infrastructure? conferencing. To support these Level 3 schools, we will be developing and distributing video tapes and CD- 5.0 New Developments in CoVis ROMs tohelp them take advantage of the materials/pedagogy we are developing throughout the To significantly scale the CoVis testbed over the next CoVis Collaboratory testbed. three years, we have developed strategies for realizing the innovative concepts and benefits of the CoVis In adding new functionalities to the Collaboratory over broadband technology approach for a spectrum of the next three years, as described below, we seek to schools with very different levels of technological build on the existing CoVis network architecture in readiness and infra.tructures. We have defined three order to extend the range of ways that students, levels we describe in terms of a Technology Pyramid. teachers, and other members of the community can Each level corresponds to a specific richness of communicate and collaborate with each other. In technology infrastructure.At Level 1, the Pyramid's building and extending the CoVis technology apex, will be a relatively small number of schools with infrastructure, our challenge continues to be taking the complete suite of CoVis technologies, including innovations that have been used in limited ways in new applications and services to be developed. Moving research tests and demonstrations and placing them into down the pyramid, Levels 2 and 3 represent service so that they can reliably serve the needs of a increasingly larger numbers of schools, requiring demanding population. successively lower levels of technology infrastructure. (1)Software Environments to Support Collaboration. Our goals are to include as many schools as possible to leverage use of the more common levels of installed In the early years of the CoVis Project we have technology in our testbed, and to define affordable entry developed an architecture for collaboration that levels for migration paths to higher levels of the combines the Collaboratory Notebook, specially- developed software for collaborative inquiry, video pyramid. The levels are not rigid but serve as a realistic conferencing, remote screen sharing, and a standard representation of the spectrum of schools that will come to join the NIL Schools will migrate across levels in package of Internet tools. In the next several years, we will continue development of the Notebook as we both directions and combine different capabilities extend from a single community of 12 classes to within a building.Including schools at these diverse technology levels will enable us to provide key data multiple communities of thousands of classes. This will involve, for example, the development of "libraries" of concerning the cost-effectiveness of the different levels notebooks that will allow students to locate relevant for educational networking connectivity for science prior work by other students through easy-to-use search education reform outcomes. mechanisms.In addition, it will be necessary to At the top of the pyramid representing our Level 1 sites, provide easy administration of the Notebook to school we will intensively work with a few schools but personnel. This goal will be achieved in collaboration increase their number and diversity from our current 2 with the National School Network Testbed Project at suburban Chicago schools (involving 12 classes) to six Bolt, Beranek & Newman (BBN) in Cambridge, total schools by 1996-97. These schools will include Massachusetts. We will migrate the management of urban, suburban, and rural sites and will cross states. In user accounts for the Collaboratory Notebook to BBN's six Level 1 schools, we will continue exploring high- Copernicus server, which already supports many end HPCC technological infusion and implementation important administration functions for schools. for schools atthe cutting-edge (below). The (2) Enhanced Video Conferencing Services. Today our considerable diversity of new sites at this level will help us to understand the challenges and particular benefits video conferencing network is used for point-to-point of adding high-bandwidth connections to schools in video calls.As part of our new work on the CoVis different types of communities, since the;r technical testbed, we will have multi-point video conference calls suite will approximate the current CoVis school profile: available.This ability to involve participants in a broadband data connections to the Internet (384Kb/s or variety of locations in a single call lets us extend how better), and at least three desktop videoconference the video network is being used to include two stations per school. telepresence experiments. Schools at Level 2 of the pyramid will have similar data (3) Video server. The CoVis video server will allow networks to Level 1schools except for desktop video users to both view and record digital video in real time. conferencing and video server access.However, Unlike current networked applications such as Gopher through ordinary phone lines and screen-sharing, Level and Mosaic, the users will not have to download 2 sites can participate in audio teleconferencing and will compressed video to the local workstation before have access to all CoVis software and materials via the viewing it.Instead, the video will be streamed live Internet. Schools at Level 3 will have low-bandwidth between the video server and the user's workstation, in connections to the Internet, via dialup, and will either playback or recording modes. The video server represent the typical network connection paradigm for will he supported by StarWorksTm, a video applications U.S. schools today. Through SLIP or PPP protocols, server produced by industry leader Starlight Networks they may access CoVis software and materials on the (Mountain View, CA).

(J6) 16 AMERICAN METEOROLOGICAL SOCIETY 2 (4)Geosciences Server, A multi-institutional design The server will also contain Exploratorium-produced will be developed and implemented for a World-Wide Video Answers to FAQs (frequently asked questions). Web Server for Geosciences Education to include tools, These will be produced multimedia responses to datasets, and diverse multimedia materials for use in K- questions on geosciences created using Exploratorium 12 science education involving the earth, atmosphere, resources (exhibits,materials, media) that are and environment.Initial contributors to design and distributed on demand from Exploratorium World Wide materials available over the server nodes will include Web and the CoVis Geosciences Server. These Video Northwestern, UIUC, U. Michigan, U. Colorado, FAQ's will also be available for real-time viewing Exploratorium Museum, and select schools. Materials through the CoVis video server. This material will be will include:datasets, editorially-reviewed student developed based on participation in the Collaboratory projects in Col laboratory Notebooks, directory services activities and from responses from teachers and for participants, and a comprehensive indexing scheme. students. In addition, a video introduction to the We will seek to assure compatibility of testbed science museum will be available for the usurs to help them curriculum resources and activities with the leading understand what they can get from the Exploratorium state frameworks and national science education and to give a personal introduction to the museum and standards.This same server will provide the major staff. dissemination vehicle for the project, and will include To increasethelevelof interaction between publications, papers, reports, images, animations, and atmospheric scientists and CoVis students, UIUC will brief Quick Time video clips to share its results on an be conducting daily weather briefings via the Cruiser ongoing basis with a broad community. For Level I videoconferencing system to CoVis sites.These schools that have video conferencing capability, the weather briefings will be tailored to the CoVis Geosciences Server will provide an interface to community, and offered by UIUC faculty and students. materials on the video server. During these video weather briefings, we will illustrate, The ultimate goal of the server is to develop a new through interpretation and analysis of weather charts, paradigm for Environmental Sciences education. Our satellite and radar animations, and forecast products, consortium will develop an on-line weather laboratory, key concepts that will enable a student to conceptualize to provide interactive access to a wide range of weather the structure and dynamics of the atmosphere. Students information. An important aspect of the server is that it may also participate in discussions of weather processes will provide access to observations, local forecasts, as depicted by weather maps, and learn techniques of watches and warnings, satellite images and numerical forecasting weather.The depiction of atmospheric model forecasts from any computer that is connected to kinematic and dynamic processes on weather charts will the Internet. Not only will any computer on the Internet be emphasized. We plan to record and digitize some of have access to the server, but we will also structure the the weather briefings and eventually make them information such that others who create their own available to the CoVis sites and explore the use of video servers can follow our model in setting up servers that server technologies in instruction and collaboration. point to ours. Such video servers are currently under development at several places, including NCSA at University of The educational and informational material on the Illinois, Urbana-Champaign. server will initially be focused on atmospheric sciences but will grow to include a broad range of earth science topics. One section of the server will be devoted to weather. The access to up-to-the-hour weather data that 6.0 Concluding Remarks is currently available through CoVis Weather Visualizer CoVis envisionswidespreaduse oflearning will be augmented with historical data that covers environments where next-generation communication recent years at daily or twice daily intervals and that and computing technologies enable: students, teachers, covers major weather events during those years at scientists and other professionals to work together in hourly intervals. A second section of the server will be networked communities focused on science education. devoted to climate. An example of the resources to be Today CoVis is a small-scale working model of this available thereisinformation drawn from the vision in two high schools.in the next phase of the Midwestern Climate Atlas, which was recently prepared CoVis Project, we are poised to provide some of the by tiT Midwest Climate Center at the Illinois State key national research and development required to Water Survey.The statistics in the atlas include inform large-scale and cost-effective implmentations temperature, rainfall, snowfall, and extremes and of reform-oriented science educational networking. probabilities of occurrence.In addition to these There are over 18,000 high schools and 12,000 primary climatic elements, the atlas includes a variety middle/junior high schools in the nation. We will be of other derived variables such as heating: cooling; and developing and researching the CoVis testbed as a growing degree days, growing season length, and frost National Science Education Collaboratory,by dates. Most of the development of the server and the systematically addressing the scaling issues inherent in resources on it will be conducted at UIUC with close achieving goals of critical mass of participation and in consultation on pedagogical matters from team diversityof schools, teachers, students and other members at Northwestern and the Exploratorium. participants in such an enterprise. In addition, CoVis is

JOINT SESSION J6 (J6) 17 ) expected o grow from a venue for addressing research Pea, R.D., and Gomez, L., 1992b: Learning through and development questions to an experimental facility collaborative visualization: Shared technology for informing governments and businesses about how to learning environments for science. Proceedings dothelarge-scaleimplementationof HPCC of SPIE '92 (International Society of Photo- technologies within the NII in a cost-effective manner Optical Instrumentation Engineers): Enabling that meets the reform needs of school communities. Technologies for High-Bandwidth Applications, Vol. 1785, pp. 253-264. 7.0 Acknowledgements Ramamurthy, M. K., K. P. Bowman, B. F. Jewett, J. G. We are grateful for research sup9ort of thc CoVis K:inp, and C. Kline, 1992:A Networked Project by the National Science Foundation Grant Desktop Synoptic Laboratory.Bull. Amer. #MDR-9253462, by Apple Computer, Inc., External Meteor. Soc., 73, Cover and 944-950. Research, by Sun Microsystems, by our major induscrial Ramamurthy, M. K., and J. Kemp, 1993: The Weather partners Ameritech and Bellcore, and by contributions Machine: A Gopher server at the University of from Aldus, Farallon, ScienceKit, Sony, and Spyglass. Illinois. STORM, 1(3), 34-39. We would also like to thank our colleagues trcra the Ramamurthy, M. K., and R. B. Wilhelmson, 1993: A CoVis Project and community of users fcr extended networked multimedia meteorology laboratory. discussions, and continual useful feedback on design, Proceedings of the Second Symposium on rationale, and pedagogicaiissues.For further Education, Anaheim, California, American information, see The CoVis World Wide Web Server Meteorological Society. (url: http: //www.covis.nwu.edu). Ramamurthy, M. K., R. B. Wilhelmson, S. Hall, M. Sridhar and J. G. Kemp, 1994: Networked 8.0 References MultimediaSystemsandCollaborative Visualization, Bellcore Information Networking Research Laboratory, Proceedings of theThird 1993:The Touring Machine System. Symposium on Education, Nashville, Tennessee, American Meteorological Society. Communications of the ACM, 36(1), 68-77. Searight, K.R., D.P. Wojtowicz, K.P. Bowman, R.B. Edelson, D.C., and O'Neill, D.K., 1994: The CoVis CollaboratoryNotebook: Wilhelmson, and J.E. Walsh, 1993: ENVISION: supporting A collaborative analysis and display system for collaborative scientific inquiry. Proceedings of The 1994 National Educational Computing large geophysical data sets.Preprints of the Sixth Conference, Boston, MA. International Conf.onInteractive Fish, R. S., Kraut, R. E., Root, R. W., and Rice, R. E., Information and Processing Systems for Meteorology, Oceanography, and Hydrology, 1993: Video as a technology for informal American Meteorological Society. communication. Communications of the ACM, 48-61. Sridhar, M., Ramamurthy, M. K., R. B. Wilhelmson, S. Gordin, D., Edelson, D. C., and Pea, R. D., 1995: The E. Hall, R. Panoff and L. Bievenue, 1994: Increased student participation in collaborative Greenhouse Effect Visualizer: A tool for the multimedia systems. science classroom. Proceedings of the Fourth FifteenthNational Symposium on Education, EducationalComputingConference, American International Meteorological Society, Dallas, TX. Societyfor Technologyin Gordin, D., and Pea, R. D., 1994, in press: Education (ISTE), Boston, MA. Prospects Willielmson, R., S. Koch, M. Arrott, J. Hagedorn, G. for scientific visualization as an educational Mehrotra, C. Shaw, J. Thingvold, B. Jewett, and technology. Journal of the Learning Sciences. L.Wicker,1993: PATHFINDER-Probing Gordin, D., Polman, J., and Pea, R. D., 1994: The Climate Visualizer: Sense-making through ATmospHeric Flows in an INteractive and Distributed EnviRonment.Preprints, Sixth scientific visualization. Journal of Science International Conf on Interactive Information Education and Technology. Lederberg, J.,and Uncapher, K. (Co-Chairs). 1989: and Processing Systems for Meteorology, Towards a National Collaborator): Report qf Oceanography, and Hydrology, American an Invitational Workshop at the Rockefeller Meteorological Society'. Wilhelmson,R.B., 1994, University, March 17-18, 1989. Washington, February:NCSA PATHFINDER: Probing ATmospHeric Flows in DC: NSF Directorate for Computer and an INtegrated and Distributed En viRonment. Information Science. NASA Science Information Systems Newsletter. Pea, R.D.,1993: Distributed multimedia learning environments: The Collaborative Visualiz- ation Project. Communications of the ACM, 36(5), 60-63. Pea, R.. and Gomez. L., 1992a: Distributed multi-media learning environments: Why and how? Interactive Learning Environments, 2(2), 73- 109.

(J8) 18 AMERICAN METEOROLOGICAL SOCIETY J6.6 The Daily PlanetTM: An Internet-Based Information Server for the Atmospheric Sciences Community and the Public

Robert Wilhelmson, Mohan K. Ramamurthy, David Wojtowicz, John Kemp, Steve Hall, and Mythili Sridhar

Department of Atmospheric Sciences University of Illinois at Urbana-Champaign 105 S. Gregory Avenue, Urbana, IL61801 Tel: (217)333-8650 Fax: (217)244-4393 e-mail: [email protected] 1.0 Introduction Machine's products, most of which are updated on a near-real-time basis.The products include surface, The availability of information about the behavior of upper-air, and operational model forecasts from the our atmosphere and about atmospheric science activities National Weather Service, GOES and AVHRR satellite on the Internet is of growing importance inmaking images, severe weather watches and warnings, some progress in both our understanding of the atmosphere climatological data, and other informational documents and in weather forecasting.It is also of substantial of interest to the atmospheric sciences community. value to the general public, particularly in informal and formal educational settings, providing access to current The Weather Machine has become one of the most as well as historical information in a timely mannerand highly visible landmarks on the rapidly expanding in stimulating curiosity in the behavior of the atmosphere. information super-highway. Time and time again Beginning in theearly 90's, we began to develop newspapers, magazine articles, and other presentations Internet-based resources for the atmospheric science it has been pointed to as an excellent example of the community that include the popular University of potential usefulness of the National Information Illinois (UofI) Weather Machine accessible through Infrastructure. We t:ave seen a steady increase in the Gopher and more recently The Daily Planetrm (TDP). number of requests made to the server. In the past year- The latter is accessed through NCSA (National Center and-a-half, server requests have gone from less than for Supercomputing Applications) Mosaic software, 1,000 to an average of over 80,000 per day (Fig. 1). On which is based on World Wide Web (WWW) active weather days, such as during hurricane Emily, thisserver increased technology, andincludes access to the Weather the number of callsto Machine. The Daily Planetrm is becoming a full-scale dramatically, exceeding 100,000 daily. The number of Environmental Information Server that will provide organizations connecting to the Weather Machine has transparent access to meteorological, climatological, also grown to include nearly 5,000 different Internet domains, each containing many individual machines. It hydrological, and Earth Observing System (EOS) Private databases, multimedia educational modules, distributed is being used in research and education. archives of data sets (both real-time and retrospective), citizens, pilots, sailors, skiers, and community centers and other Internet-based resources. who have access to the Internet often request information.In addition, the Weather Machineis accessed by high schools, community colleges, 2.0 The Weather Machine universities, businesses engagedincomputers, (gopher://wx.atmos.uiuc.edu) networking and publishing, insurance companies, utilities, museums, organizations providing emergency The Department of Atmospheric Science at the services, media outlets, and several government University of Illinois has a proven track record of organizations. providing earth and space sciences data to the public. In the initial implementation of its weather distribution 3.0 The Daily PlanetTM from theUofl system, raster image products were created and made available, along with textual information, using the X- (http://www.atmos.uiuc.eduf) window System software to any computer or terminal on the Internet (Ramamurthy, et. al.,1992).This In March, 1994, the Weather Machine Gopher server information was expanded and made available via a was extended to a hypermedia environment,which we a WWW) Gopher server, the 1.1ofl Weather Machine, in January call The Daily PlanetTM, using Mosaic of 1993 (Ramamurthy and Kemp, 1993). Using Gopher browser. NCSA Mosaic provides a unified interface to client software, any Unix workstation, Macintosh or an various protocols, data formats, and information IBM-compatiblc PC on the Internet has a simple, archives accessible over the Internet and there are straight-forward way of accessing theWeather already millions of copies of Mosaic (both public and

JOINT SESSION J6 (J6) 19 tJ t3 commercial versions) in use.Currently,The Daily embedded links. SGML is a specification language for PlanetTm features real-time weather information the structure of a document, including headers and (including all Weather Machine data), a collection of references, that has been widely adopted throughout the lists of other weather servers and sources of weather publishing industry.Information on HTML can be data, local information about the Department of found using Mosaic at the following URL (Universal Atmospheric Sciences' faculty and research, plus a Resource Locator address): growing number of on-line level (http://wx.atmos.uiuc.edu/kemp/hotlist.html). hypermedia/multimedia instructional modules.The real-time weather information includes over 200 current 3.1 The Weather World maps and images, over 1,100 archived images, and 52 (http://www.atmos.uiuc.edu/wxwoOd/html/top.html) MPEG (Moving Pictures Experts Group that generates stanthrds for digital video and audio compression) animations, many of which are updated hourly. The portion ofThe Daily PlanetTM that provides current Further, TDP is used to post important information weather data is called Weather World. The WWW relevant to the atmospheric sciences community. server differs from the Gopher server in that it provides Examples include a link to the NASA maintained up-do-date animations of a variety of images and fora Mosaic page describing the status of the GOES-8 variety of time periods. Currentanimationproducts for deployment and a feature on the GLOBE Project, the United States and vicinity include infrared satellite images, visible satellite images, satellite water vapor recently announced by Vice-President Gore. The latter includes a 3 minute video/audio clip of an interview images, satellite floater sector images, surface and upper air maps weather maps using WXMAP, 6-panel with the Vice-President that was made available within hours of Gore's appearance on ABC's Good Morning surface weather maps, and 6-panel ETA and NGM America program. surface and upper air forecast maps out to 48 hours. This is the largest animation-oriented display of MosaicisanInternet-basedgraphicalglobal weather information on the Internet to our knowledge, hypermedia browser that allows the user to discover, with the updating of images and maps totally retrieve, and display documents and data from all over automated. the Internet. Itis part of the WWW project, a To accomplish this we designed an distributed hypermedia environment originating at integrated processing system calledupro(a contraction CERN. Global hypermedia means that information of "unified product update processor") that handles the located around the world is interconnected in an processing of all Weather World products. Most of the basic image content in Weather World was already environment that allows the user to travel through being produced for distribution on our Weather information by clicking on hyperlinks-- terms, icons, or images in documents that point to other related Machine gopher server by a collection of scripts and other processes. The job ofupro documents. Any hyperlink can point to any document is to gather the output of these processes from the gopher server directories anywhere on the Internet. Mosaic also included forms and other places and to reprocess them into full sized capability for users to supply information such as that needed in making a database request.Users fill in images, small images (used for icons and samples in the forms typing in open fields, clicking on button HTML pages), image archives and MPEG animations. choices, or choosing a menu item- to build up a The HTML pages that provide access to these products complex query, which may then be sent to a database are also considered products because they always search engine and resolved, with data and other contain new information including new images. information subsequently sent back to the user. This feature can also be used to supply information to a Each product is defined in a product description. The server collecting data, i.e., a student providing local product description contains information such as the product's unique name, the type of product (image, environmental data to the a Globe Project server. MPEG, HTML page), the location of the input data Further information on Mosaic can be found in Schatz (such as in one of thc Weather Machine gopher and Hardin (1994). Mosaic is licensed software that is directories) and other type specific characteristics. For provided freely through NCSA. Versions of Mosaic for all image types these characteristics include items like the Mac, for PC Windows, and for Unix systems can be obtained via anonymous FTP at ftp.ncsa.uiuc.edu under output image size, cropping, labeling and even options to add a raised boarder around the edge of a reducecl /Web/Mosaic. The Mosaic Demo Page can be accessed from image to use as an icon with a three-dimensional within Mosaic a t appearance. MPEG and archive type characteristics (http://www.ncsa.uiuc.edu/demoweb/demo.html). Mosaic is also provided commercially by several include number of frames or number of images saved, companies with a variety of enhancements and full etc. suppol t. HTML products also contain a template for the html Hypetlinked documents in Mosaic are written in page to he produced. This template contains normal HTML, a Hypertext Markup Language. HTML is a HTML plus special layout macros that help to keep the subset of SGML (Generalized Markup Language), style consistent and to keep references to other products specialized for simple interactive displays with such as images. These references are replaced by the

(J6) 20 AMERICAN METEOROLOGICAL SOCIETY 1) 4 actual URL of the latest instance of a given product. computationally intensive tasks such as MPEG This keeps the HTML menus on the server in productioninparticular. At presentittakes synchronization with the products available through approximately 45 minutes to process each hour's worth them. of data on the machine running upro.

There is also the capability to use template products. A future version will be more comprehensive and use a These template products form a class-like hierarchy that more sophisticated database, possibly even to store the simplifies product definition.All products need not image and animation data itself. redefine every characteristic. A parent class for that product type can hold default characteristics while the 3.2 Multimedia Modules Available in The specific product description holds only information unique to that particular product. As many levels can Daily Planet TM be added to the hierarchy as desired. (http://www.atmos.uiuc.edu/covis/modules/html/mod ule.html) Upro keeps all of this information in its internal database and is launched automatically about once an Internet-accessible multimedia instructional modules that introduce and explain a variety of important hour.It scans its database and looks for products that need updating. An MPEO satellite loop may need to concepts in atmospheric sciences are available inThe have a new frame added to it, for example, when a new Daily PlanetTM. They consist of text, colorful image has appeared in its input directory (in this case, diagrams, animations and movies, audio, and scanned gopher server). The images, that introduce and explain a variety of one of the image directories on the These image is processed and added to the animation. If this important concepts in atmospheric sciences. particular animation is set to hold only the last 24 multimedia instructional modules are being developed frames, the oldest frame is removed to make room for for use at the high school level, but are also useful for general undergraduate education (Ramamurthy and the new one. The new MPEG file is then placed in one The of the TDP server's directories. The HTML pagethat Wilhelmson, 1993; Ramamurthy et al., 1994). references it is also updated to reflect the newly updated modules are being tested at the two current CoVis schools in the Chicago area, and they are being revised animation.This sequence is repeated in a similar manner for all other products. and refined based on the feedback from them (Ramamurthy et al., 1995).Such multimedia-based Nearly all of our weather data files (before and after instruction provides an alternative approach to learning, the one in which the student, throughinteraction with the processing) have the time and date encoded into learning filename. Upro can interpret this (via a filename format computer, becomes actively involved in the specification in the product description) and use this process that includes current weatherdata. information to better track the files and organize them The Pressure and the Forces and Wind modules include properly. descriptions of high and low pressure centers and the These are Because it maintains information in its database about balance of forces that generate winds. the contents of both input and output directories as well enhanced through the use of colorful diagrams and changes in any of these animations, video clips, and audio narration. A module as the products, upro can detect provides places and respond accordingly. It can take note of new entitled Guide to Weather Maps and Images files important information on understanding many ofthe files in input directories and sense he removal of also in output directories. For example, if one were to start weather displays available in TDP. We have randomly deleting files from the WWW server developed a hypermedia Glossary for the modules that directories, these files would automatically be replaced have been developed thus far. Other modules currently during the next upro run. With the product definitions under development include: (1) Cloud Catalog, (2) safely backed up, the system is fully self-recoverable Guide to Atmospheric Optics, (3) Tornado Spotters deleted Guide. and (4) Severe Storms Guide The ultimategoal from major problems. In fact, we've purposely the the entire server directory structure in rare instances to is to deliver an entire multimedia textbook over Internet for use by students and the general public. force a complete rebuild.

Efficiency is of major concern.If there are products 4.0 Future Development that need to be updated every hour and it takes more than an hour to process them all, the serverwould The growth in data available over the Internet hasbeen certainly not be able to keep up with incomingdata. astronomical and with the availability of data through One of our approaches has been to distributethe load such programs as EOS will continue to grow. Itis vital (by task) across multiple machines.Input data is that appropriate information be locatable by an generated and stored on two machines, while output interested researcher, educator, .)ir the general public. data is served to the WWW on a third machine.A For the most part, data archives and digital libraries'n fourth machine sits in the middle of the chainrunning earth sciences have been generally established to aid upro. The other approach hasbeen to develop special scientists in carrying out research. T ypically, scientist ! software toincrease the efficiency of certain know a lot about the type of data they are studying or

JOINT SESSION J6 (J6) 21

BEST COPY AVAILABLE have the ability to find what they need to know. relationship between rainfall amount and vegetation Further, they generally have the skills to deal with cover or to overlay GOES water vapor data with differentdata formats, user interfaces, and query precipitation to note their relationship.A Mosaic- requirements, and they have conside-able computer based interface that extends the data browse and resources available to handle the massive volumes of subsetting features would allow selections from data which might have to be filtered in order to obtain different datasets to be compared. New Mosaic the desired data.However, even they will have features such as the extended GIS (Geographical difficulty locating useful information within the Information System) hypermedia interface would also growing number oi Internet data servers.Mosaic be incorporated in The Daily Planet Tm. development and digital library research is currently underway at the University of Illinois to address these Finally, through other funding and collaborations,new needs. multimedia modules, new weather products, and additional climate data will be added to The Daily Recently, support from NASA has been obtained to test Planet TM.This will include data from the Midwest applications and digital library technologies in Support Climate Center and other midwest hydrologic data,as of Public Access to Earth and Space Science Data. This well as flood and water quality information. The Daily joint work involves the Department of Atmospheric PlanetTm will be adapted to include environmental data Sciences, NCSA, and the Computer Science collected in the Globe Project and adaptations will be Depaninent faculty and staff at the University of made to maximize its usefulness in K-12 education in Illinois.Data from the earth and space science both the urban and rural settings and to improve community (including supplementary information and scientific literacy both nationally and internationally. education modules) will be utilized to testserver technologies needed to support effective access to the 5.0 Acknowledgments data and information. These technologies will address the issue of scalability needed to deal with the growth in available data. In the data management area, the focus The support of NCSA, NSF, NASA, NOAA, and the University of Illinois is gratefully acknowledged. is on integrating data from different sources without undergoing costly data conversion and the need for 6.0 References rapid access to parts of very large data sets.For information technologies, work is being undertaken to provide the users with the server-side tools needed to Ramamurthy, M. K., K. P. Bowman, B. F. Jewett, J. G. find the information they desire, to interact with it, and Kemp, and C. Kline, 1992: A Networked desktop to analyze it. The scalable server technologies merges synoptic laboratory. Bull. Amer. Meteor. Soc., 73, the other technology areas, addressing problems of Cover and 944-950. dealing with large and numerous files on webservers Ramamurthy, M. K., and J. Kemp, 1993: The Weather along with tertiary storage issues related to these files. Machine: A Gopher server at the University of In addition, client software development, the only Illinois. STORM, 1(3), 34-39. component directly seen by the user, will include Ramamurthy, M. K., and R. B. Wilhelmson, 1993: A Mosaic enhancements and associated software networked multimedia meteorology laboratory. development needed to improve the use of images in Proceedings of the Second Symposium on providing hyperlinks and hypermedia and in overlaying Education, Anaheim, California, American and subsetting of data and images. Meteorological Society. Ramamurthy, M. K., R. B. Wilhelmson, S. Hall, M. The Daily PlanetTM will serve as the major initial Sridhar andJ.G. Kemp, 1994: Networked testbed of the new software developeJ. A prototype multimedia systems and collaborative visualization, interface, designed in Mosaic, will allow users to Proceedings of the Third Symposium on Education, browse the available metadata and select subsets of this Nashville, Tennessee, American Meteorological data to be delivered in either HDF or netCDF formats Society. for downloading. The available data would initially Ramamurthy, M. K., R. B. Wilhelmson, R. D. Pea, L. include GOES and AVHRR processed and value-added M. Gomcz, and D. C. Edelson, 1995: CoVis: A data and images. The amount of data available from nationalscienceeducationcollaboratory. on-line will be signiticantly increased in order to assess Proceedings of the Fourth Symposium on Education, scalabilityandtertiarystoragetechnology Dallas, Texas, American Meteorological Society. developments.This will be accomplished using the Schat7 R. R. and J. B. Hardin, 1994: NCSA Mosaic above data togetherwithadditionaldatasets and the World Wide Web:Global hypermedia (specifically DMSP or SMM/I data and UARS). protocols for the Internet.Science, Vol. 265, 12 August 1994, 895-901. The Daily Planet Tm will also incorporate software developed to allow the comparison or overlaying of data in order to examine relationships. An example would be to overlay AVHRR derived vegetation data with SSM/1 derived precipitation data to note the

(J6) 22 AMERICAN METEOROLOGICAL SOCIETY J6.7 COMET': A PROGRAM UPDATE AND LOOK TO THE FUTURE

Timothy C. Spangler* and Victoria C. Johnson

Cooperative Program for Operational Meteorology, Education and Training Boulder, CO 80301

1. BACKGROUND The three COMET programs thathave been developed to meet these objectives are the Residence During the 1980s. the National Weather Service Program, the Distance Learning Program, and the (NWS) embarked on a major r .Jdernization program that Outreach Program. These three programs are described includes the installation of state-of-the-art observing in the following sections. COMET is also reviewing ways systems and extensive reorganization of the NWS field in which it can broaden its scope of activities in areas office structure. As part of this effort, a strong emphasis consistent with the general UCAR objectives related to education and technology transfer. A vision for what hasbeenplacedonenhancingtheprofessional backgound and capabilities of operational meteorologists these activities might include is described in Section 3. andhydrologiststousemesoscaleinformation. Additionally, the NWS rmognized the need to accelerate 2. CURRENT COMET PROGRAMS the transfer of information from research activities into practical operations. Three means by which these goals 2.1 The Residence Program could be accomplished were identified: 1) intensive and ongoing education and training for meteorologists now The Residence Program was created to develop and employed; 2)increased collaboration betweenthe offer courses, symposia, and workshops that provide operationaland researchcommunities;and 3) operational weather forecasters, hydrologists, and other improvements to university education throughout the atmospheric scientists with new skills and concepts in country in order to provide future meteorologists with mesoscale meteorology. Classes offered through the stronger educational and professional qualifications. Residence Program are conducted by both academic and operationally experienced instructors, using a case study Attherequestofthe NWS, theUniversity approach to teach advanced-level topics. The program is CorporationforAtmosphericResearch (UCAR ) dedicated to bringing meteorologists and hydrologists established the Cooperative Program for Operational withspecializeddutiestogetherwithnationally Meteorology. Education and Training (COMET) with recognized experts for the purpose of improving their the following objectives: collective understanding of mesoscale meteorology.

1) Support the professional development of weather The cornerstone of the Residence Program is a forecasters and hydrologists through a program of classroom that currently relies on personal computer (PC) in-residence interactions with research scientists and workstations. The classroom, located at the UCAR the creation of an effective means of delivering such Foothills Laboratory in Boulder, is approximately 2000 knowledge remotely to both students and operational square feet in size and has classroom seating in the front forecasters; of thefacilityfor 24 students and visitors. Nine 2)Facilitatethetransferofresearchresultsto workstations (for a class of 18 students) are located in the operational forecasting through the development and rear of the classroom. testing of forecasting techniques; 3) Provide a mechanism for the participationor An extensive library of mesoscale case studies of operationalforecasters, research scientists, and integattxlsurface, upper air, satellite, and radar data has academic scholars in advancing the weather services been developed by COMET staff for use in both the of the nation: Residence Program and the Distance Learning Program. 4)Stimulate the further advancement of basic and A typical Residence Program course uses up to 16 case applied research in the science of forecasting :Ind studies to support lecture topics and displaced real-time nowcasting tedm iques. (DRT) laboratory exercises. DRT exercises contain data

* C ponding author ,uttirrAs- Timothy I'. Spanyler, 11 'ARA *()V1F1 1.1 1 1025, 1450 NAnchdl Lane, linilder, CO 50101

JOINT SESSION J6 (J6) 23 that have been previously collected and integrated in a meteorology or improve a course that is already being format that allows the student to review essentially the taught. same products that a forecaster would see in real time. As interesting weather events occur, new case studies are Manager's Course: The Manager's Course is a one- creattx1 using COMET-developed software that can week mesoscale meteorology course designedfor process operational data, as well as experimental data government and private sector managers. The course such as field study observations. Real-time data displayed demonstrates the new opportunities that now exist for with Forecast Systems Laboratory software, GEMPAK. improving short-range forecasts of significant weather and the PC Gridded Information Display and Diagnosis through the use of new observing systems. System are used to support weather briefings and other class discussions during significant weather events. Residence Program activities planned for the next five years will focus primarily on the presentation of the

The main focus of the Residence Program during the core courses. Table 1 lists the number of weeks the last few years has been to offer the following courses: various courses will be taught each year through 1997. Starting in 1996, a two-week course on GOES satellite COMAP Course: The COMET Mesoscale Analysis interpretation will be taught twice per year. The course and Prediction Course (COMAP) provides an in-depth will be designed for satellite focal points and other review of mesoscale meteorology andisdesigned individuals who will lead on-station training. In addition, specifically for the science and operations officer (SOO) COMAP symposia will be offered two or three at each NWS Weather Service Forecast Office. The SOO times a year beginning in1995. These one-wwl at each field office serves as the scientific leader and symposia will cover recent advances in mesoscale coordinates research projects between the office and research and will provide a mechanisn, for the excb.ge academic/research institutions. COMAP, an eight-week of training and forecast technique devet Tment ideas. course, is taught at the graduate level, and includes case studies to illustrate inesoscale phenomena, DRT case 2.2The Distance Learning Program studies to simulate the forecasting environment, seminars by visiting scientists, discussions of new observing Cost and staffing limitations make it impossible for systems. and supervised interactions with local Boulder the nation's forecasters to meet their education needs scientists on independent research projects. entirely through the Residence Program at COMET or through similar on-site courses and workshops. The Annual Mesoscale Course: This course provides an COMET Distance Learning Program was established in overview of mesoscale meteorology and lasts three response to this need for professional development weeks. Taught at the graduate level, the Mesoscale opportunities in the field office. The objective of the Course uses many of the same materials as the COMAP program is to provide education for operational weather Course and also provides the students with opportunities forecasters, university faculty and students, and other to utilize COMET computer-based learning modules. The meteorologists in the teclmiques of modern weather course is offered to regional headquarters and national forecasting, including the use of new observational tools. center meteorologists within the NWS, U.S. Department Efforts to date have focused almost entirely on developing of Defense, private sector, and foreign governments. interactive, multimedia computer-based learning (CBL) instructional materials. Hydrometeorology Course: This course is a three- week overview of hydrometeorology and meteorological A CBL system consists of an interactive software events producing both flash and systemic flooding. The module that teaches a specific topic and the computer course is designed for service hydrologists, hardware required to run the module. A typical CBL hydrometeorological analysis and support forecasters, module contains tour to eight hours 3f highly interactive hydrology focal points, and other hycirologists. The instruction and utilizesa mixture of case studies. principleobjectiveistoincrease the participants' graphics. animation, and video to provide an effective knowledge of the interaction between hydrology and educational experience. Concepts are introduced via both meteorology durinr flood events and to improve their computer text and spoken dialogue and are reinforced by knowledgeof newhydrometeorologicalobserving displays of such graphic materials as time-sequenced systems. satellite and radar data and vid os demonstrating laboratory experiments or showing experts explaining Faculty Course: The Faculty Course is a two-week concepts. At various points throughout each ithidule, the course in mesoscale meteorology designed for university student has the opportunity to practice using concepts faculty who wish to offer a new course in mesoscale covered in the module by answering questions and/or

(J6) 24 AMERICAN METEOROLOGICAL SOCIETY working through sample case studies. If the student and forecasting meteorological conditions and events would like more detailed information during the process using this increasing supply of new data. The focus of this or provides an incorrect response to a question, additional module is on developing and applying such a systematic material is presented, often by an expert in the particular approach to operational forecasting. Len Snellman, a field. retired NWS Scientific Services Division chief, and Eric Thaler, the SOO at the NWS Denver Forecast Office, The development of a CBL module is a complex served as content experts. process,requiringtheinteractionofinstructional designers, meteorologists. hydrologists, graphics and Marine Meteorology Volume I:In this module, media specialists, computer scientists, and other experts through a unique set of interviews with mariners involved in the specific field addressed by each module. Eight in a variety of activities ranging from military operations modules have already been produced, and over 20 to rtx:reational uses, the learner gains an understanding of additional modules will be developed during the next six the need for accurate marine forecasts. The module also years.Allof the COMET modules will form an provides a basic understanding of wave and swell operational forecaster's multimedia library covering dynamics and forecasting. Both deep water wave importantaspectsofoperationalforecastingand development and shallow water wave interactions are emphasizing mesoscale meteorology. Published modules presental through a simple set of wave equations and (as of the end of 1994) include the following: graphics. The concepts of fetch length, wind duration, and wind speed are used in a wave nomogram to forecast Workshop on Doppler Radar Interpretation: Three wave generation. A case study demonstrating a technique learning methods are highlighted in this module: basic for forecasting the arrival time and height of swell at a interpretationofpatternsassociatedwithfronts, coastal locationis presented by one of the content convergence and divergence, etc.: integration of other experts, Steve Lyons, of the National Hurricane Center. meteorologicalinformationwithradardata;and The two other content experts are Carlyle Wash of the compensation for complications in radar data, such as Naval Postgraduate School and Steve Reinard of the range folding and aliasing. Content experts are Donald NWS Southern Region Headquarters. Burgess of the NWS Weather Surveillance Radar Doppler (WSR-1i8D) Operational Support Facility and Marine Meteorology Volume II: Forecasting in the Larry Dunn of the NWS Salt Lake City Forecast Office. marine environment requires an understanding of the differencesinthecharacteristicsof theplanetary Boundary Detection and Convection Initiation: boundary layer between the ocean and land. This module This module focuses on challenges frequently faced by is an extension of volume I and concentrates on stability forecasters in an operational environment. It teaches how :aidsurface roughness influences with respectto to detect, using a variety of observational data, important forecasting surface winds over open water. Use of a wind convergence boundaries embedded in the boundary layer nomogram and the geostrophic wind relationship are and how to make short-range forecasts ((1-1 h) using presented to develop surface wind forecasts. The forecast several forecast guidelines. hunes Wilson of NCAR and of surface wind speed is then applied to wave height and James Purdom of the National Environmental Satellite period forecasting through use of the wave nomogram. A Data and Information Service (NESDIS) are the content case study engages the learner in an exercise where the experts. surface wind speed, fetch length and duration must all be determined before providing a wave height and period Heavy Precipitation and Flash Flooding:This forecast for three different locations within the Gulf of module provides an introductory-level understanding of Mexico. The content experts for this module arc Steve the multiple factors and conditions that go into a forecast Lyons of the National Hurricane Center, Carlyle Wash of of t,1.! potential for flash flooding. Subject matter experts the Naval Postgraduate School, and Steve Reinard of the outline important flash flood forecasting and monitoring NWS Southern Region Headquarters. methodologies through step-by-step observation and analysis demonstrations. Content experts are Charles Extratropical Cyclows Volume I:Several of the Chappell of COMET. Rod Scofield of NESDIS. and Tim primary conceptual topics and forecasting methods Sweeney of the NWS Office of Hydrology. related to extratropical cyclogenesis and evolution are presented in this module. The relationships between Forecast Process: The modernization of sensing upper-level jet streaks, conveyor belts, heat and moisture and data acquisition systems makes it even more critical are discussed with regard to their role in the development that forecasters have a consistent general framework for and evolution of extratropical cyclones. The analysis of properly observing. organizing, analyting, diagnosing. ageostrophic motions, potential vorticity. Q vectors, and

JOINT SESSION J6 (J6) 25

2 ;3 theassessmentof numerical model formastsare mesoscale meteorology. In the past, operational weather presented to aid the learner in diagnosing and forecasting services and academic researchers have not often these storm systems. A case study engages the learner in communicated effectively. As a result,operational applying these techniques to forecasting the evolution of weather forecasters have sometimes been unaware of a frontal wave cyclone and its attendant weather at recent advances in meteorologicalresearch,while several locations. The content experts for this moduleare meteorological research conducted in universities has John Nielsen-Gammon of the Department of Meteorology tended to focus more on basic research than on issues of at Texas A&M University, and Roger Wel .ionof foremost concern to operational weather forecasters. The NESDIS, Satellite Applications Division. OutreachProgramisdesignedtoaddressthis communicationproblem bycreatingpartnerships Numerica Weather Prediction:In the COMET between members of the academic researchand course on Numerical Weather Prediction (NWP), each operational forecasting communities that will facilitate component of an NWP system is analyzed in terms of the the flow of ideas and concepts to the benefit of both processes that define it. An in-depth explanation of the groups. principles and practices of NWP data collection, quality control, analysi.s. forecast modeling, post-processing and Under the Outreach Program, COMET provides verification lead to a thorough understanding of the modest financial support for these partnerships in three strengths and weaknesses of NWP. Through the NWP areas: NWS Cooperative ?rojects, NWS Partners module, a forecaster is given the means to assess the Projects, and Air Weather Service (AWS) Projects. appropriateness of applying any particular NWP system to a given forecast problem. From this knowledge it is Cooperative Projects: Cooperative Projects typically possible to evaluate the validity of the guidance. The involvebroadinteractionsbetweenauniversity forecaster is then able to make criticalsubjective meteorology program and a local NWS office. These adjustments to NWP guidance based upon new insights projects undergo a competitive selection process and an into NWP and meteorological principles. The module annual review. Funding is usually for a two- ol three-year also includes an analysis of sources of possible NWP period at an average level of $20,000- $25,000 per year. forecast error, and two case studies that explore the effectiveness of NWP model nms for particular weather Partners Projects: Partners Projects involve a single situations. Fred Carr of the University of Oklahoma, university professor or laboratory researcher who School of Meteorology, and Ralph Petersen, of the NWS collaborates with a forecaster on a specific problem of Office of Meteorology, are the content experts. mutual interest. These are generally one-year research studies that are funded at a level of approximately Hydrology for the Meteorologist: Ln this module $5,000, subject to a favorable review and available basic concepts of hydrology are taught through the funding. application of preparing a river forecast. The module presents a review of current hydrologic forecasting tools. &KS Pr( jects: In1992,the AWS began as well as an introduction to future computerized tools. sponsorship of the Outreach Program when its first The content experts for this module are Gerald Nibler of project was funded. The two AWS Outreach Projects the Alaska River Forecast Center and C. Mike Callahan fundtxl thus far have been similar to Cooperative Projects of the NWS Forecast Office in Louisville, KY. in level of funding and duration.

Currently, COMET modules are published with the During 1994, 14 new Cooperative Projects, 2 AWS video portions on the laser disks. We are actively projects. and 15 Partners Projects received funding. working to transition by 1996 to digital video pablication Outreach Program efforts are described in an annual which will allow COMET modules to be playedon reportthat summarizes theresearchresultsfrom inexpensive multimedia personal computers. Outreach Projects. Table 2 lists some of the projects currently being supported. 2.1 The Outreach Progrwn The Outreach Program is continuing to expand in The Residence and Distance Learning Programs terms of the number of projects funded and total funds were created to address the objectives of improving the available. Although the support provided to each project education of operational forecasters and meteorology is relatively modest, the program has proven to be highly students. The Outreach Program is an important element successfulinpromoting educationalandresearch of the COMET program in that it meetsa different exchanges between academic researchers and operational COMET objectivethat of advancing applied research in foreca.ters, many of whom conduct part of the research

(J6) 26 AMERICAN METEOROLOGICAL SOCIETY 2cU on their own time. By 1996, itis expected that the countries by offering courses in modern weather number of projects funded by both the AWS and the foreca.sting, developing CBL modules for NWS will increase. operationalforecastersof othernations,and translatingexisting CBL modulesintoother Future plans for the Outreach Program include languages; organizing workshops that will address recent advances Assistanceinthe developmentof university in mesoscale meteorology inique to various regions. One correspondence courses in meteorology that make such workshop will occur in 1995 and will bring together use of COMET CBL materials; tropical meteorologists in Hawaii to discuss how new Improvementstotheeducationofthenext observing systems can be used to improve weather generation of operational forecasters by offering forecasting in the Pacific region. Special two- or three- courses and workshopsin modern mesoscale week mesoscale meteorology workshops for government. analysis and prediction to professors of synoptic and academic, and private sector forecasters will also be mesoscale meteorology and assisting meteorology offered in the future. departmentsintheintegrationof multimedia learning techniques into their curriculum. 3. THE FUTURE OF COMET 4.CONCLUSIONS Of the many possible activities COMET could pursue in the next five years. not all meet the original As the nation enters a new era in forecasting goals of the program. The first priority is, of course, to capabilities, the importance of having an educated and meet these ohjectives as stated in the agreement between well-trained professional hydrometeorological work force UCAR and the National Oceanic and Atmospheric cannot be overestimatod.Similarly,the needfor Administration(NOAA).However. COMET is collaborationbetweentheoperationalforecasting frequently contacted by other governmental agencies, community and the research community has never been educational institutions, and foreign governments that are greater. The COMET program is a key component in interested in making use of their services. The kind of meeting these needs and will likely continue to play a support COMET can give these organizations is currently majorroleinimprovingmesoscalemeteorology governed by the availability of resources for taking on education in this country and throughout the world. additional projects, as well as by how well the request fits with the basic COMET mission and UCARs goals and 5. ACKNOWLEDGEMENTS objectives. Available resources will be very limited in the next few years, however, given the intensive Residence This paper is funded by a cooperative agreement Program schedule and the CBL module production fromthe NationalOceanic and Atmospheric schedules. In future years, when the core objectives have Administration. The views expressed herein are those of been largely met or have diminished somewhat, COMET the author (s) and do not necessarily reflect the views of may well he ready to take on additional activities.Those NOAA or any of its sub-agencies. chosen will likely be ones that promote improved forecasting techniques and/or education in the field of meteorology and, consequently. fit best within a broad defmition of the COMET program. Some of the activities that COMET may undertake in the future include:

A pilot program in the use of videoconferencing; Development of a performance support system to provide critical information at the time of need on operational workstations; Development of an on-line reference system for integration into meteorological workstations: Support for regional information exchanges and workshops on new mesoscale research and data findings: Development of CBL modules for other populations. includingweather broadcasters,privatesector' meteorologists, and pilots; Promotion of improved weather forecasts in other

0 0 JOINT SESSION J6 (J6) 27 s.s., Table 1: Number of weeks of teaching in each year

1991/1992 1993 1994 1995 1996 1997 Total COMM' 8 8 16 16 16 16 80

HYDROMET 9 9 0 6 9 6 39

Follow-on symposiUM 0 0 0 2 4 4 10

Mesoscale Meteorology 1 3 3 1 3 18

Manager's course 0 0 2 2 2 2 8

Faculty course 0 0 2 0 2 0 4

Faculty workshop 0 1 0 1 0 2

Regional workshop* 0 0 0 2 6 10 IS

Courses for foreign govts 3 0 0 0 0 0

GOES 0 0 0 0 6 6 12 Total 14 17 33 34 49 47 194 *Off-siw

Table 2: Example Research Topics Supported by the COMET Outreach Program in 1994

UNIVERSITY FORECAST OFFICE TOPIC

I .niv. of California (San Diego) NWS Alaska Region Integration of Optical Line Scanner (OLS) and Special Sensor Microwave Imager (SSW) data into operational weather forecasting.

'mv. of Hawaii NWS Honolulu Regional environmental analysis project for the Pacific.

Iowa State University NW'S Chicago. Minneapolis, Forecasting nocturnal mesoscale convection. Des Moines

I Me. of Oklahoma NWS Norman, Arkansas-Red Improving estimates of surface rainfall and river stage forecasts. Basin RH'

Mv. of Virginia NWS Pittsburgh. RFC Pmhabilistic river stage forecasting. Cincinnati

Colorado State I 'my. NWS Phoenix NFXRAD and lightning studies.

I 'my. of South ( 'arolina NWS Columbia :se of prototpe (3(S to integrate topographic, hydrologic, and climatic data with WSK-881) data.

Nonh Carolina State l 'my AWS/Cape ennet.y1 Nowcastmg convective activity during space shuttle launches and landing.

BEM COPY AVAILABLE

(J6) 28 AMERICAN METEOROLOGICAL SOCIETY 0 ) J6.8 AN UPDATE ON NCDC'S CD-ROM PRODUCTS AND ON-LINE SERVICES AVAILABLE FOR EDUCATORS.

Thomas F. Ross

National Climatic Data Center Asheville, North Carolina

1. INTRODUCTION NCDC averages over 9,000 user contacts per month concerningdataavailability. Requestsfrom The National Climatic Data Center (NCDC) is part of educators and university researchers make up 2 to 5 the National Oceanic and Atmospheric Administration % of that total or about 200-400 requests per (NOAA), whichisunderthe umbrellaofthe month. The. majority of requests are handled by Department of Commerce (DOC). NCDC's mission telephone, electronic mail, letter, or fax. The yearly is to manage and disseminate national and global number of contacts is shown in Figure 1.NCDC environmental data. As operator of the World Data contacts include a wide spectrum of users in the Center-A for Meteorology, which promotes business, academic and government fields.Major international data exchange, NCDC collects data user groups include: consultants, business, legal, from around the globe.NCDC performs different engineering, government, researchers, and data management techniques depending on data type education. Users have different capabilities for archived.NCDC archives nearly a quarter-million receiving and using climatological data. Researchers magnetic tapes/cartridges,1.2 million microfiche may have access to Internet, whereas the legal records, and 319 million paper records. NCDC has community requires paper copy records.NCDC's more than 150 years of data on hand and adds55 commitment to data dissemination spans all these gigabytes of new information each day. users. New CD-ROM products developed by NCDC One of the major efforts in data management at can be useful classroom tools to teach meteorology, NCDC is the development of CD-ROM products using climatology or even basic geography in an int.eractive NCDC's digital database. NCDC has produced a suite way. Students can select and define geographic of CD-ROM products ranging from hourly U.S. regions and climatic variables using the CD-ROM observational data, gridded global monthly upper air display, and then print or capture the data to a file analysis, to tropical storm plots worldwide. and even graph selected products.

2. CD-ROM PRODUCTS

--InternationalStation Meteorological Climate Summary (ISMCS) Ver 3.0.This product has detailed climatological summaries for 2200 worldwide locations. They include National Weather Service offices, domestic 41, 00D and overseas Navy and Air Force sites, and selected foreign stations. Limited summaries are included for almost an additional b,000 worldwide sites. Tabular or statistical data can be exported to aprinter, spreadsheet. Version 3.0 supports mouse capability and graphics.Joint NCDC, USAF, and U.S. Navy product.

Fig 1. NCDC Yearly Contacts. --National Climate Information Disc Vol 1.0.This CD-ROM contains monthly sequential temperature, precipitation, and drought data for 344 climate divisions in the contiguous U.S.The data can be viewed in a tabular or graphical format and output sent to a printer.The CD-ROM covers the period Corresponding author address: Thomas F. Ross, 1895-1989 and contains 1032 time-series graphs, National Climatic Data Center, Research Customer 4180 maps, and 5400 frames of video aniniatuin. Service Group, Room 123, Asheville, NC 28801. NCDC product.

JOINT SESSION J6 (J6) 29 0 I) -- U.S. Navy Marine Climatic Atlas of the World meteorological elements for the period 1961-1990. Ver 2.0. This CD-ROM includes analysis and display It encompasses 237 NWS stations in the United software for climatological averages of atmospheric States, plus offices in Guam and Puerto Rico. The and oceanographic data. The data are summarized dataset includes both observational and modeled with user-defined 1 and 5 degree grid areas covering data. The hourly solar elements are: the global marine environment. The summaries are Extraterrestrial horizontal and extraterrestrial direct produced using predominantly ship data collected normal radiation; global, diffuse, and direct normal between 1854-1969. The major elements include air radiation.Meteorological elements are:Total and and sea temperature, dewpoint temperatufe, scalar opaque sky cover, temperature and dew point, wind speed, sea-level pressure, wave height, wind relative humidity, pressure, wind direction and speed, and ocean-current roses. This product allows users visibility, ceiling height, present weather, precipitable to define element intervals (e.g. 5 to 10 knots, 2 water, aerosol optical depth, snow depth, days since degreetemperatureintervals). Contouringfor last snowfall, and hourly precipitation. Joint NCDC explicitly user-defined regions and exporting data to and NREL product. a printer or diskette are supported.Ocean basin narratives and Mediterranean port guides were added in this version.U.S. Navy sponsored product. --Radiosonde Data of North America 1946-1993. Containsallavailable radiosonde data for North America (U.S., Canada, Mexico, and Caribbean --Global Upper Air Climatic Atlas (GUACA).This Islands) through the 100-mb level on four disks. two-volume CD-ROM set uses 12-year (1980-1991) Disk periods are 1946-1965, 1966-1979, 2.5 degree gridded upper air climatic summaries 1980-1989, and1990-1993. Dataincludes derived from the European Centre for Medium Range significant, mandatory, and special wind levels for all Weather Forecasts (ECMWF) model analyses. This observation times and includes geopotential height, product presents monthly upper air statistics for 15 temperature, dew point, wind direction, and scalar different vertical levels in the Northern and Southern speed.The user can select for output to printer, Hemisphere for dry bulb and dewpoint temperature, screen, or file: A single station or multiple stations geopotential height,air density, and vecto' and for a defined time period, or all stations within a scalar wind speed. Access/display software for specified geographic region in either synoptic or gridpoint data, contouring capability for user-defined station sort.The CD-ROM also contains available areas, and vertical profiles are also supported. The station metadata.Joint NCDC and ERL product, climatology covers the 12-year period as well as available as 4 volume set only. individual year-months. Joint NCDC and U.S. Navy product. -- Global Tropical and Extratropical Cyclone Climatic Atlas (GTECCA) Ver 2.0. This single volume CLIVUE CD-ROM. The National Climatic Data CD-ROM contains global historic tropical storm track Center (NCDC) developed a CD-ROM in support of a data available for five tropical storm basins. Periods museum exhibit which traveled across the U.S. The of record varies for each basin, with the beginning as CD-ROM contains a 1,500-station subset of NCDC's early as the 1870s and 1993 as the latest year. nearly 8,000 U.S. daily cooperative stations. The Northern hemispheric extratropical storm track data user selects a date and area of the U.S. and the will be included from 1965 to 1993. Tropical track CD-ROM database is queried for stations within the data includestime,position,storm stage (and specified domain having data.Then, the system maximum wind, central pressure when available). displays daily maximum and minimum temperatures, The user has the option to display tracks, and track precipitation, and snowfall for the site. Graphs data for anY basin or user-selected geographic area. showing 7 years, 21 years, and the full period of The user can select storm tracks passing within a record(varies by station) for the station(s) are user-defined radius of any point.Narratives for all available. Visual displays allow users to view trends, tropicalstorms (varyingperiodsbybasin)are vviability, and extremes. Joint NCDC and Franklin includedaswellasbasin-widetropicalstorm Institute product. climatology. Requires 520K of RAM memory. Joint NCDC and U.S. Navy product.

-- SAMSON CD-ROM Set. NCDC developed a Solar and Meteorological Surface Observational Network Global Daily Summary (GDS). This CD-ROM (SAMSON) three-volume CD-ROM set.The three provides access to a 10,000-world wide station set of CD-ROMs are divided geographically intoregions: daily maximum/minimum temperature, daily eastern, central, and western U.S., and contain precipitation, and 3-hourly present weather for the hourlysolarradiation data alongwith selected 1977-1991 period of record. Data can be selected

(J6) 30 AMERICAN METEOROLOGICAL SOCIETY for viewing or output to file for geographic areas or 3. ON-LINE DATA ACCESS by a predefined user-selected list of stations. The datasetincludeselementflagsforsuspected a. NCDC On-Line Access and erroneous data. A data inventory contains station Service Information System name, latitude and longitude, elevation, period of (OASIS) record, and the number of observations of available data. Requires a bare minimum of 4 MB of RAM with NCDC hason-linedata and 8 MBofRAM recommended for superior metadataavailableby FTP performance. computer access. Data are placedon-lineassoonas possible after receipt and -- Station Climatic Daily Summary Ver 1.0. Summary processing. These data are available without charge statistics and access software provided to present via FTP for immediate downloading (up to 50MB), or daily data for over 500 major NWS , U.S. Navy and userscan order data for off-line delivery (standard USAF stations worldwide.This CD-ROM provides NCDC charges). OASIS datasets include Wind menu driven software utilities which allow multiple Profiler,SurfaceHourlyandUpperAirData, typequeries tothe database. Frequency Cooperative Summary of the Day, Climate Division distributions, bivariate distributions are included. The data, Hourly and 15-Minute Precipitation data, and general Period of Record (POR) is 1948-1993 but is General Circulation Model data. Most datasets are longer for some stations. Joint NCDC , U.S. Navy available from NCDC in either enhanced BUFR or and USAF product. ASCII format. Details about formats and format translators are available on-line.In addition to data, important metadata are included with the on-line Hourly Modeled Sounding Data. This 12 volume data. Stationhi-tories,data dictionaries,field CD-ROM set contains hourly 60 KM gridpoint U.S. experiment information, and data inventories are sounding data for 1990. This data is the output available. from the Penn State University MM4 model which used available daily sounding data for 1990 as input. Access to the system is via Internet using telnet. One of the applications of this CD-ROM is to access Please use the address 192.67.134.72or air pollution impacts on a local scale.Joint NCDC hurricane.ncdc.noaa.gov and ARL product. The Login is: storm

The Password is : research NCDC Cooperative Station Data. This 19 volume CD-ROM set has TD-3200 Cooperative station data. b. Bulletin Board Access at NCDC. Majorelementsincludedailyhigh andlow temperatures, daily rainfall, daily snowfall and snow The National Climatic depth and evaporation. General POR is 1948-1993 Data Center (NCDC) but is longer for selected stations. This version will Bulletin Board System contain inventories, station history, and raw data, (BBS) is a PC-based but no access display software.Joint NCDC and system with 400 mb of ARL project. data storage. The bulletin board operates 24 hours/day using PC -- Global Historic Fields.This CD allows users to Board software for its primary operating system, and view daily surface charts for the period 1899 can be accessed using most commercial modems. through April 1994. Daily upper air charts (700 mb, Simply follow the instructions given after dialing into 500 mb, 300 mb) are available from the 1940's the system. through April 1994.Charts have pressure fields contoured, and can be exported to a file or printer. Modem Specifications for Accessing BBS Joint NCDC and U.S. Navy product. Telephone: (704) 271-4286 Baud rate: 1200, 2400, 4800, or 9600 Climatic Data and Summaries for Buoys and C- Parity: No MAN Stations.This CD-ROM presents statistical Data bits: 8 summaries and hourly data for NDBC moored buoys Stop bits: 1 and coastal marine (C-MAN) stations.Period of Echo: Y or N record willvarybysitedepending ondata (Please call 704-271-4619 if you have availability.Joint NCDC and NDBC product. technical questions.)

JOINT SESSION J6 (J6) 31 225 NCDC Bulletin Board Products d. NCDC FTP Access

There are several different products available on Newlyevolving computer the Bulletin Board, each having unique file name(s). technology has allowed the Product documentation is available for several of the NCDC to offer anonymous data files listed below. This documentation provides FTP via Internet as a data formats and further interpretation and clarification of transfer mechanism. the data.Without using these files, the data are often difficultor impossible to understand. A e.NCDC FTP Inventory separatefilehas been developedforselected Access products.It is suggested that you download and print the documentation file for each product you will be using and save for future use. The same format The following are instructions for obtaining certain will be used for all files with the same product name. data inventories via internet from NCDC. An NCDC workstation has a subdirectory called "inventories" where the inventory files are located. User's should --Preliminary Monthly Summary login to the workstation uing internet via FTP. --Printable Local Climatological Data Please enter commands in lower case letters. These --Spreadsheet Local Climatological Data files are also available through our mosaic/homepage --Station Narratives server at http://www.ncdc.noaa.gov --Printable ASOS Local Climatologkal Data --ASOS Unedited Summary of the Day NWS F6 a) Enter: open 192.67.134.72 or --Daily Weather Highlights open hurricane.ncdc.noaa.gov --Major Weather Events --Other Data and Services b) Login is: anonymous

c) Password is:your email address Selected Products on NCDC BBS d) You are now logged onto a UNIX workstation. Enter "help" if you'd like a list of available commands. A complete BBS users manual with details and subscription information is available from NCDC. el To move to the correct subdirectory, enter: cd /pub/data/inventories

f) To get a copy of the file descriptions, enter: c. NCDC Home Page get README.TXT destination (destination is Via the your output location and name)...e.g.-- World Wide Web get README.TXT c:README.TXTcopies to hard drive c: NCDC hasdeveloped a Note that file names are in all CAPITAL letters. Home Page accessible via the World Wide Web g) Then, to get a copy of any of the inventory (WWW) usir,g Mosaic. The files, use the same procedure. NCDC Home page, with information about products and services, can be accessed at the following h) To logoff the system when finished, enter: WWW address: bye

http://www.ncdc.noaa.gov The "README.TXT"filedescribesthevarious inventory information that is available. The inventory files cover many of NCDC's most popular databases A wealth of information and data are available via and products. the NCDC Home Page. Sample products range from NCDC technical reports, LCD annual summaries, Notes:All files are ASCII text format with a "TXT" inventories,globalsummaryoftheday,and name extension (e.g., COOP.TXT).File names are Interactive On- Line Climatological Products. strictlyupper-case. The fileswillbe updated ! Explore the System ! periodically as soon as resources/information allow. To read any of the files, you can use Wordperfect or

(J6) 32 AMERICAN METEOROLOGICAL SOCIETY

1 any other editor.In Wordperfect, the "TEXT Other periods of historical summary of day data can IN" command (CTRL-F5) will read in a large file be obtained oft-line from NCDC. Additional rather quickly, and the "SEARCH" command (F2) will informationandcompletedocumentation are locate a character string (e.g., a station name). Of available from NCDC. course, Fortran or any other language may be used to access any of the data. 5. CONCLUSION The data to which these inventories pertain (e.g., hourly surface data) are not available on-line NCDC has developedasuiteo;products and (internet, etc).To place orders for data (magnetic services useful to teachers and educators. These tape, cartridge tape, 8 mm tape, diskette, paper products can easily be added to any earth science copy), please contact our Climate Services Branch. curriculum.

NCDC CONTACT INFORMATION f)Global Summary of the Day Data NCDC'S Climate Services Branchisthe group responsible for distribution of information about On- These summary of day Line access. They can be contacted via the following datafiles include the phonenumber,Internet,electronicmailboxor latestmonth'sdata, facsimile. normally available about 1 month after the end of the data month, for Please call for latest availability and pricing of any of over 8,000 worldwide locations. They are accessible these products and services. through our mosaic/homepage server at http://www.ncdc.noaa.gov or through Telephone Number 704-271-4800 direct ftp connection as follows: Fax Number 704-271-4876 Internet Access [email protected] open 192.67.134.72 OMNET Mailbox NCDC.SERVICE login is: anonymous password is:your email address directory for global summary of day: /pub/data/globalsod

The directory has a "readme.txt"file with information about the contents and individualfile names. The data are available as 7 regional files or

as 1 file containingallof the data (in ASCII or compressed mode). The daily elements included in the dataset (as available from each station) are:

Mean temperature (.1 Fahrenheit) Mean dew point (.1 Fahrenheit) Mean sea level pressure (.1 rnb) Mean station pressure (.1 mb) Mean visibility (.1 miles) Mean wind speed (.1 knots) Max sustained wind speed (.1 knots) Maximum wind gust (.1 knots) Maximum temperature (.1 Fahrenheit) Minimum temperature (.1 Fahrenheit) Precipitation amount (.01 inches) Snow depth 1.1 inches) Indicatorfor occurrence of: Fog, Rain, Snow, Hail, Thunder, Tornado

I) . JOINT SESSION J6 A. ,T (J6) 33 J6.9 The Use Of Hypertext ClimatologiesTo Train Weather Fomeasters

Scott A. Straw, and Kenneth R. Walters, Sr.

United States Air Force Environmental TechnicalApplications Center Scott Air Force Base, Illinois

1. INTRODUCTION. Withinhypertexteddocuments,subjectsare The use of hypertext climatologies to train weather interconnected by links which give immediateaccess forecasters has great promise. Hypertext climatologies between linked topics. A good example of a provide forecasters informationon areas of the world hypertext document is a "Microsoft Windows" that they may know little about. help They discuss file.In a paper document you have to turnpages to generalgeography of landareas,major find more information. The hypertextdocument is meteorological features and climate controls. These structured so that whenevermore information is major areas are then broken down intosmaller needed, the user can link to it by clickingon a word, climatic regions by season with typical weatherand graphic, or phrase on which they need information. local effects addressed. By putting this informationon This can be described as a non-linear flow. a computer and providing the ability to "link"or "jump" to specific topics, understanding is greatly 3. DISCUSSION enhanced.Graphics can also be included, and by pointing a mouse to a particular area on a graphic, Hypertext climatologies promise to be betterfor you can jump to text which provides informationon training weather forecasters than conventional books. the area. Narrative climatologies area good example of nonlinear reading. Many chapters referto other The use of hypertext climatologies has several sections in the book. In hypertext terminologythese advantages that allow forecasters to increase their references would be calledlinks. Due tothe knowledge of remote areas of the worldquickly. extensive indexing and organization ofmost narrative Thumbing through pages of a narrative climatology climatologies, multiple referencesor links can be while trying to locate information can be time followed. With conventional books, if theuser is not consuming. Hypertext climatologies can enhance the familiar with a term, they have to referto another speed with which the informationcan be located. location in the book to find it.This is a manually I lypertext allows the reader tofollowtrails of difficult processtofollow, and can inhibit the information that interest them or are relevant to their retention of a person trying to study the weather for task. This is very different from paper documents or a particular location.Everything isn't in one place books which typically force the readerto move for a person to quickly grasp and retain. though large numbers of pages to retrieve onlya single piece of information. A normal session spent studying the weatherfor Equatorial Africa might go something likethis. 2 TERMINOLOGY AND DEFINITION Suppose you need tostudyinformationfora particular area to which you may deploy. You first Although easy to use, hypertext is noteasy to define. look into the index and find Equatorial Africa. You The traditional definition of hypertext is"nonlinear then turn to the correct page,skim over the writing or reading". A clearer definition describes paragraph headings, and begin reading the material hypertext as "a technology for authoringor reading within each paragraph. As you read about the general information on a computer screen". landmassfeatures,the"greatescarpment" is mentioned and you have no idea what this is. You * Corresponding author address: Scott A. Straw, locate a map a couple of pages into the chaptcr and USAFETAC/D0J, 859 13uchanan Street Room 511, find the "great escarpment".It turns out to he a Scott APB, IL 62225-5116 mountain range that runs along the western coastal region of Africa. You have lostyour place in thc

(J6) 34 AMERICAN METEOROLOGICAL SOCIETY .) 4 text, so now you have to retrace your steps. Another unfamiliar, you have the chance to absorb what you three minutes into the reading there is a reference to are studying. "savanna area" anda "savanna plain". You're curious as to what a "savanna" is, so you turn to the Hypertext is a communication medium that draws its reference section in the back of the book and find basis from conventional writing but surpasses it in the that "savanna" is defined in the beginning of that depth that it offers the reader.However, unlike chapter. You find out that "savanna" is a subtropical conventional writing, hypertext is nonlinear in nature. and tropical grass area. Now you return to the It eliminates the one basic assumption that pervades original text,move onto the temperature of the all paper based writing, that, is "one page comes after Equatorial Africa, and find that you don't understand the other". A hypertext climatology is designed to be the term "maritime tropical airmass". You now have explored by the reader.There is not a definite to concentrate on looking up "maritime tropical orderly progression of pages in a hypertext document. airmass". While finding out what the meaning of the Readers arefreetofollow whatever paths of phase is by referencing the back of the book, you information they feel are significant. remember seeing "continental tropical airmass" and look this up also.Back you go again to find the Neophyte users sometimes fail to recognize that a correct spot you were at before you were sidetracked. hypertext climatology is very similar to a book. The problem ;.s that a reader may feel they are not in Now for contrast, consider this description of the control of the hypertext document ac :ney believe sameresearchintoEquatorialAfricausinga they are over a book. Once a user ;-,ecomes confident hypertext climatology.You click on the icon that in both the computer system and the document starts the program. Once the program is running you interface, theyare much more likelytouse a are led into the table of contents. From this point hypertext document than a paper document. you choose Equatorial Africa. You are then given a chapter table of contents or you can choose to read Hypertext documents contain many additional useful through the chapter as one continuous document. tools.One provides a method to leave electronic You choose to read through the chapter as a "notes" attached to a topic or document.This is the continuous document and are shown the general electronic equivalent of writing in the margin of a landmass features. When the "great escarpment"is book.Notes allow forecasters to add detail to the mentioned, you click on the phrase and a window hypertext climatologies. The "home" command appears with information on the "great escarpment". returns the reader to where he began reading.It is It is a mountain range that runs along the western very useful to quickly jump back to a document's coast of Equatorial Africa.You now close the beginning. Another functioninthehypertext window and the mouse is pointing to the exact climatology document that is similar to a book is the position where you stopped reading. You continue bookmark. When you find a section of the book that your reading and come across a referenceto you would like to return to, the bookmark gives you "savanna area" and a "savanna plain".You click the ability to jump to that location at any time. your mouse on the phrase and find that "savanna" is Hypertext climatologics can also include tests. End of a subtropical and tropical grass area. You close this chaptcrtestscanhelpimprovethelevelof information window and continue scrolling through understanding.A question can be linked with a the document. Now you move onto the temperature specific topic.If the student answers the question of the Equatorial Africa and find that you don't wrong, the student will be sent to the text from which understand the term "maritime tropical airmass". By the question was developed. clickingyour mouse onthisphrase youare immediately linked to the chapter that explains about 4. SUMMARY tropical airmass.You also note that "continental tropical airrnass" is explained. You press a function By putting narrative climatologies on a computer with key and you arc back in the text at thc point where the ability to be able to link or jump to specific you left. topics, depth and speed of comprehension is greatly enhanced.Hypertext allows the readei to follow You can see by this example that the hypertext trails of information that interest him or are relevant document can be quickly studied without distractions to histask. Thisisvery different from paper Everything is interwoven and right at your fingertips. documents, which typically force the leader to move By not continually turning pages to reference the though large numbers of pages to retrieve only a

229 JOINT SESSION JO (J6) 35 BEST COPY AVAILABLE single piece of information. It has beensaid that the human mind operates by association. Withone item in its grasp, it snaps instantlyto the next that is suggested, in accordance withsome intricate web of trails connected with the brain. Mancannot hope to fully duplicate this mentalprocess artificially, but he certainly ought to be able to learn from it.This technique is the basis of hypertext documents.

(J6) 36 AMERICAN METEOROLOGICAL OCIETY A., J6.10 A NATIONWIDE NETWORK OF AUTOMATEDWEATHER STATIONS: USING REAL-TIME WEATHER DATA AS A HANDS-ONEDUCATIONAL TOOL

Robert S. Marshall

Automated Weather Source, Inc. Gaithersburg, Maryland

science and 1. INTRODUCTION Many studem 3 find mathematics concepts intimidating, abstract, Students Intoday'sinformationage, we are and too difficult to comprehend. required to collect, analyze and interpret vast are often discouraged and turnedoff to amounts of data.To prepare students for exploring math and science at an early age. this world, educators are challenged to bring real-world concepts and experiences into the In addition, school systems throughout classroom. Automated weather systems the country are faced with budget shortfalls, lendthemselvesreadilytothistask. limiting the ability to bring current technology Teachers and students have found that into the classroom. Yet, educators recognize inthe networks of automated weather observation that the use of high technology stations in schools can provide a hands-on, classroom is essential for today's students to technology based approach to learning that succeed tomorrow. interestsstudents.Thenetworksalso provide an avenue to TV meteorologists and 3. AN APPROACH businessesforcreating ameaningful partnership with the educational commur.... Now that we have defined the problem, that benefits all. let us employ some of our own scientific problem solving skills to formulate a possible solution. We should develop a hypothesis, 2. THE PROBLEM test it, interpret and analyze our findings and Today's teachers are competingfor then draw conclusions based on them. students attention. Advanced technology, often outside of school, including computer We need to incorporate a subject that nd video games, television, and multimedia interests all--state-o`-the-art technology, seems to be more enticing than ascience computers and software, captivating textbook.Motivating students to learn is a teaching techniques, broadcast television, and business/educatio ial partnerships (see constantchallengefacedbyeducators. Many traditional teaching methods do not Figure 1: Concept). capture the interest of students. Local TV Broadcast 'weather System & Network Teaching problem solving techniques to studentsiscriticalinour complex and constantly changing world. Finding examples of data to collect, analyze and difficult. Many times, interpret can be Education problem solving exercises are awkwardly constructed and unmeaningful because the data is not relevant to real world situations.

*Corresponding author address: Robert S. Marshall, Automated Weather Source, Inc., 2-5 Metropolitan Court, Gaithersburg, Figure 1 - Concept Maryland 20878

JOINT SESSION J6 (J6) 37 2 3 4. A POSSIBLE SOLUTION 5. ESTABLISHING A NETWORK Weather affects everyone's life:the The approachoutlined above is student hoping for snow, the pilot preparing presently being setup throughout theUnited to land, the landscaper planninga days States.Meso-networks of fully automated work... Weather is not intimidating! Weather weatherobservationstationsarebeing is in the news! We all relate to it in some established in schoolsthroughoutthe manner on a daily basis (see Figure 2). country (see Figure 3). Over 45 cities have initiated school weather networks. State-of-the-art automated weather stations, networked through telecommunications, can provide the technology we need. Advanced software to access real- time data from these networked weather stations will provide the computer interface. Data displayswilluse interesting,color graphic thatareinformative,easyto understand and allow for data interpretation and analysis.

Figure 3 - The National Network

The Washington / Baltimorearea is leading the way with a rnesonet ofmore than 130 stations (Bob Ryan's 4-WINDSNetwork on WRC TV, see Figure 4).

Figure 2 - Educational Impact

Interdisciplinary lessons can be developed using the latest teaching techniques utilizing the weather stations and software. Why not provide software to televisionmeteorologiststoaccess and broadcast real-time data from the network of Figure 4 - Washington/Baltimore Area Network weather stations in schools?This would instill a sense of pride in the community and In addition to schools being ableto school and further motivate the students. access and use real-time weather data in the classroom, broadcast meteorologists also In addition,this concept can obtain participateinthe program by presenting business support! Businesses recognize that viewers with "live" weather conditions from theirfuturedepends onaneducated neighborhoodschools. Studentsand workforcewhoare literate in many teachersareexcitedbythebroadcast disciplines, most particularly the sciences exposure, and they translate that.ccitement and technology. They are willing andeager into an enhanced interest in the sciences. to partner with schools to achieve these Businesses are also participating by goals. partnering with broadcasters and schools

(J6) 38 AMERICAN METEOROLOGICAL SOCIETY The following are several examples of All data can be plotted and graphed active business/educationalpartnerships: over varying time periods, providing Giant Food and Hughes Information excellent tools for mathematics and sCie.' Systems (Washington DC area); Fifth-Third curriculum. The data alsoprovides a Bank (Dayton, Ohio); Best Buy (Chicago, foundation for formulating weather Illinois); and Motorola Corporation (Austin, predictionsandsubsequentlyanalyzing Texas). weather events.

6. THE SYSTEM 7. EXAMPLES OF USE

The system used for this concept has This section of the paper will provide been developed by Automated Weather and discuss a few examples of incorporating Source (AWS),Inc. The AWS system datageneratedbyautomatedweather consists of a sensor suite(temperature, stationsinto classroom curriculum. The relative humidity, barometric pressure, wind examples given here are just a small subset speed and direction, precipitation and light of what is being done and what can be done intensity), datalogger, digitaldisplay, with systems of this type. modem and software for a PC or Macintosh computer. Data is transferred throughout The beauty of an automated weather each mesonet through telecommunications. system and networkisthatitcan be incorporated into all facets of curriculum, not just math and science. The system can be Swum used at all grade levels and with students of Temporatut Rlattra Humidity allskilllevels. Many schools use an Swornoht dM 14.4 interdisciplinary approach, that is, Vand Olteo Ion Dialtal Display Pradpita Ion UOM utar-ttaaaty incorporating the system inall disciplines "Rool-Date HIght/LOwa and subjects and tying the lessons/concepts Thaws, Amman Roma Change together with a single theme.

Computst llottwore Awlanalogi Cnwounicaloes 7.1 Language Arts and Public Speaking 14.1-11ora" Color Ckaphte. Atolopb11.1.N.4 Awkonale avo.. iknaryel Idueolonel Lessons 47 EC L ,41\ Almost all schools participating in the program usetheweather system and Figure 5: System Components softwa:e for morning announcements. Stuc'ents use the software to gather weather The AWS software has been data from schools throughout their region specificallydesignedbyengineersand andproduceaweatherreporttobe teachers for use in education. Students can broadcast to the entire school.Upper level view real-time weather data from their own students also include a forecast with their weather station or any other station on the weather report. school weather network. Interdisciplinary lessons based on the system and software Some schools have in-house video are included with the system and incorporate equipment and are capable of producing the latest teaching techniques. their own TV weather broadcast. One school in Jacksonville, Florida has The automated data logging features of documentedacaseinwhichdropout the system are critical to education.The prevention students consistently arrived 30 system can store internally up to four months minutes early to school to use the weather of weather data, which can be effortlessly software and produce a daily TV weather transferredtothe computer. With the broadcast, No small feat for students at risk software, schools can maintain a permanent of dropping out of school! record of hourly weather conditions at any site on the network.

JOINT SESSION J6 (J6) 39 233 7.2 Social Studies of climate, weather and geography to arrive at conclusions. An interesting lesson being performed by many schools ties social studies to math 7.4 Math and Science andscience. Studentsareaskedto hypothesize how weather may affect a The opportunities to incorporate the number of social variables, including student weather system and network into math and attendance, student behavior, test science curriculum are endless, so just a few performance, or even economic will be presented here. performance of various industries. Graphing and interpreting data can take Studentsuse the weatherstation and on special significance and generate a great softwaretotrackand graphweather dealofinterestwhensevereweather variables over time.They also collect data phenomena occur. Usingthe weather from other sources to track the social studies station's data logging and software features, parameters. The students correlate and students were able to collect and analyze analyze the data and draw conclusions. This data from the "Blizzard of 93" that traveled is a fine example of a real-world problem that up the East coast of the US, as shown in is readily integrated into the classroom. Figure7. While only temperature and barometricpressureareshown here, 7.3 Geography students discovered interesting correlations byplottingseveralvariables,including, The network of weather stations fits barometric pressure rate, wind speed, and perfectlyinto geography studies, as the relative humidity. computersoftwareallowsanyweather variable to be auto-plotted on a variety of The Blizzard of 93' : Bates Middle School custom maps. Students can access current Annapolis, Maryland weather data from anystationonthe Baromettic Pressure and Temperature vs Time network. They then can plot the data on a 30.25 map and discuss the results. Many students 36 34 are challenged to explain the reasons behind 32u. - 30 a. the variety of weather data exhibited on the 211.1 e maps. Figure 6 depicts an example of a 24 weather mapping display. 1.- 22 20 Lwow ',OW.. Evor 26.1 10 Wind Gust II 22 2 6 10 14 10 22 2 0 10 14 10 I :Am 11-Mw %Mar Friday Saturday Sunday Night Seale ES Time (Day/Hour) 32_, SabUlasville ES 58, WiIIINnp.AE Figure 7 - Blizzard Analysis 66 Sally.914 Ee So s'z48.9 Shanendo ES Y. IA May Infact,aplotof temperature and M. Pearce E -32- relative humidity at the beginning of the op 'IlriInceEdward MS Bret .1 snow storm producedseveralunique 47 features. One of particular interest was

SI. Chnatotiers. evaporative cooling of the atmosphere (an exothermic reaction) as the snow began to Figure 6 - Example Weather Map fall, producing a nice link between science and chemistry. In another higher level thinking activity, students were given network data in the form Interpreting data many times requires of tables and asked to associateitwith statistical analysis. Students often do not unmarked locations on a map. Students understandstatisticaltermslikemean, were required to draw upon their knowledge median and mode. When lessons dealing

(J6) 40 AMERICAN METEOROLOGICAL SOCIETY 2 3 q with statistics use data from the weather Temperature and Relative Humidity vs Time network, these terms are given concrete meanings to which the students can relate.

Understandingrelationshipsbetween variables in science and math is very difficult for some students. Weather data provides a varietyof fundamentalrelationshipsthat students can readily relate to and 40 understand. Linear, cyclical,proportional, 0 2 4 0II 10 12 14 14 14 20 12 0 2 4 6 6 10 12 14 16 14 20 2224 inversely proportional, and cause and effect Time (Hours) relationships can be demonstrated with ease Figure 9: Inversely Proportional using the weather system. Relationships

Cyclical relationships can be 8. CONCLUSIONS demonstrated by plotting hourly temperature data over an extended period of time (3 days While feedback fromstudents and or more). A cause and effectrelationship teachers continues to come in from all over can be shown byplottinghourlylight the country,initialresults look extremely intensity and temperature data over a one promising. Weather provides a perfect day period, as shown inFigure 8. An window of opportunity for teachers to link a increase in the light intensity causes an relevant real world environment with state- increase in the outdoor temperature. of-the-art technology via an interdisciplinary

Temperature and Light Intensity vs Time curriculum. This system represents an 100 100 example of authentic testing. 90 95- 80 Networks of automated weather 70 observationstations inschoolsprovide 60$ 50 students and teachers with an excellent tool 40 foraconcrete,hands-onapproachto 30 learning. The weather data generated by 20 these systems interests students, easy to is 65 10 understand and lends itself to use in any 60, 0 0 2 4 6 8 1012141618 20 22 24 curriculum. Time (Hours)

Figure 8 - Cause and Effect Relationship 9. FUTURE PLANS supportof educators, TV Plotting temperature and relative With the broadcasters, and corporate sponsors, the humiditytogetherdepictsaninversely proportional relationship in most cases, as school weather networkwillcontinue to nation and shown in Figure 9 with two days plotted on expand to cover theentire AWS will also be introducing a the X-axis. beyond. newsletter andanenhanced computer Since the weather stations also track bulletin board system to help AWS users and log hourly change rates, the data fits share ideas and ask questions about the naturallyintohigh school levelcalculus weather. Studentscanplothourly curriculum. Many schools have recognized the temperatures along with the hourly temperature change rates and grasp the benefitsof the AWS system and have concept of a derivative in all its many facets. incorporated it into their curriculum planning. Monthly climate data (highs and lows for As the number of students and teachers each day) can be integrated to compute involved in the program increases, so will the heating and cooling degree days as well. innovative ideas for the application of this system.

JOINT SESSION J6 (J6) 41 2 3 5 J6.11 APPLICATIONS OF SATELLITE IMAGERY AND REMOTESENSING IN ENVIRONMENTAL /SCIENCE EDUCATION: AN EARTH SYSTEMS SCIENCE APPROACH

John D. Moore

Burlington County Institute of Technology Medford, New Jersey

1. INTRODUCTION 2. RATIONALE

The purpose of this paper is to examine the In 1983 an advisory council of NASA use and effect of satellite imagery, direct read established an Earth Systems Sciences out data, and other remote sensing sources of Committee to review the science of Earth as an real time data, and their impact on issues integrated system of interacting components. identified in science education research. The stated goal of Earth Systems Science is to Imagery generated from international remote "obtain a scientific understanding of the entire sensing satellites provide real time data for Earth System on a global scale by describing monitoring global natural resources and other how its component parts and their interactions atmospheric and environmental phenomena. have evolved, how they function, and how they These images presentinterdisciplinary may be expected to continue to evolve on all opportunities for students and teachers to time scales." NASA's Earth Observing System examine and study Planet Earth on a local to Program states, " observations from space have global scale, and opens a new chapter in the field provided extensive global views that allow us to of environmental interpretation. The following study the Earth as a unified system. This observations, review of current literature, and systematic approach to Earth Science will help documentation of technological developments, us understand how local activities might produce lead to the following conclusions, and provide effects on a worldwide scale. The goal is to for the foundation of this paper. understand relationships among atmosphere, land, and ocean processes on scales that range The science education community, as well from chemical reactions to global climate as the nation, is calling for reform in science change. To do this, earth science needs an education. interdisciplinary approach that combines the There is rapidly growing concern for classical disciplines of physics, chemistry, and environmental issues ranging from the local biology." In 1990 the U.S. Congress adopted the to global level, and a call for mandatory Global Change Research Act. The U.S. Global incorporation of environmental education in Change Research Program was established the K-12 curriculum. "aimed at understanding and responding to There is a call for incorporation and global change, including the cumulative effects application of new technologies in the of human activities and natural processes on the classroom. environment ..." with a recommended FY 1995 Costs of powerful (high capability) budget of $1.8 billion. The U.S. Global Change computer systems are in rapid decline. Research Program identifies their scientific There exists today, an archive of scientific objectives as follows: environmental data. NASA and NOAA have planned and Establish an integrated, comprehensive budgeted for future environmental long-term program of documenting the monitoring satellites that provide time data Earth System on a global scale. through the turn of the century. Conduct a program of focused and exploratory studies to improve the

(J6) 42 AMERICAN METEOROLOGICAL SOCIETY 236 understanding of the physical, chemical, these changes in the global environment in an biological, and social processes that initiative called "Mission to Planet Earth." Early influence the Earth System changes and documents did not include the K-12 curriculum trends on global and regional scales. as a potential user. More recently. the document Cevelop integrated conceptual and "Public Use of Earth and Space Science Data predictive Earth-System models on global over the Internet" (NASA 94) which was a and regional scales. solicitation to "stimulate broad public use, via the Internet, of very large remote sensing The education component of this program has databases maintained by NASA, and other identified the following objectives: agencies to stimulate US. economic growth, improve the quality of life, and contribute to the Involve public and institutional decision National Information Infrastructure," was makers in program planning and introduced. The announcement identifies its examination of policies and options purpose and focus. The potential applications of Expand public awareness of global change, remote sensing databases, and areas of interest including awareness of the prominent issues, include: atmospheric, oceanic, and land their scientific complexity, and research monitoring; publishing; agriculture; forestry; needed for predicting consequences and transportation; aquaculture; mineral exploration; evaluating national and international policy land-use planning; libraries; cartography; options for responding education (especially K-12); entertainment; Train future scientists, engineers, and environmental hazards monitoring; and space educators by promoting understanding science data applications" (CAN-OA-94-1, among educators and decision makers of the NASA, 94.) This project is representative of the multidisciplinary nature of global change future impact of dialog between teachers, issues and solutions students, schools, and scientists in science education. The FY 1995 U.S. Global Change Research Program budget allocates funding to the following federal agencies to accomplish these 3. APPLICATIONS, RESOURCES AND goals, and therefore have an educational TOOLS responsibility: A Shift in the Pr ,digm Department of Agriculture Department of Commerce/NOAA Three distinct educational disciplines have Department of Defense been evolving over the past three decades As we Depai tment of Energy approach the 25th Anniversary of Earth Day Department of Health and Human (April 22, 1995), Science Education, Services/National Institutes of Health Technology Education, and Environmental Department of Interior Education have the opportunity to unite their Environmental Protection Agency common educational goals and objectives and National Aeronautics and SpLce embark in a new direction leading education Administration towards the classroom of the 21st Century, a National Science Foundation classroom where students practice real science, Smithsonian Institution in real time, interacting with international Tennessee Valley Authority scientists representing an array of agencies and organizations. The development of thinking As we approach the 21st Century, the skills, cooperative and hands-on learning monitoring of the planet's environmental systems utilizing the power of technology, while applied has been coordinated into a massive scientific to real world applications can lead to and technological undertaking. The "Earth improvement in , math, and geography as well. Observing System" (EOS), is an internationally Archives of scientific environmental data exist in coordinated, multidisciplinary spacebourne a variety of formats, and plans are in place that program that will study the interactionsof will increase the quantity, quality, and Earth's land, sea, and atmosphere, and documcnt availability of such environmental data.

JOINT SESSION J6 (J6) 43 "3'1 Technological advancements, which include interest and performance. Ground truth satellite receivers, cable/television, radio, and verification of satellite data is an essential telephone lines (traditional and fiber optic) make component of data reliability, and therefore, it possible to receive, and exchange, real time students from around the plant may have the data in the classroom within reasonable opportunity to contribute to the process. economical limits. The increasing availability additional formats, such as CD-ROM, allows one Satellite Imagery/Direct Readout Data to access and examine achieved data sets, consisting of a variety of historical NASA and NOAA have a full slate of er..f-onmental data and information. It is environmental data gathering satellites planned important to note that if the required technology to be operation by the turn of the century, thus is not yet available in the schools, many opening the door to advance opportunities to resources exist in printed form. Agencies have study/monitor our planet, and revolutionizing the developed monographs, resource guides, educational opportunities in environmental curricula, and other supporting teaching science. Students can today utilize NOAA materials on global change, thus allowing weather satellite data and experience the students to engage in similar activities using the following practical applications of science Earth Systems Science approach, using recent conCepts and principle which include but are data and images usually available through limited to: educational outreach programs within both industry and government. The K-I2 audience is Develop a knowledge and understanding of not only capable of utilizing these technologies environmental satellites, their operation, and and information, but research indicates that application of data students exhibit higher interest, and therefore A hands-on application of data processing motivation in their science studies. The success skills and work with computers and necessity of Science Technology and Application of satellite images as they apply Society (STS) format in science education is to: weather forecasting, identification of well documented. An Earth Systems Science land masses, location of geographical areas Approach satisfies the STS agenda. via coordinates, tracking weather phenomena, and developing forecasting One of the national educational goals in skills from a visual data base America is for students to globally place first in Develop a knowledge and understanding of science education by the year 2000. This of global conditions and how environmental course has spurred the Science Education factors such as weather are globally community to examine what exists, and begin interconnected exploration of possible new directions. National Identify visually, weather phenomena such science standards have been drafted and will as: cold, warm and stationary fronts, areas likely be implemented. An Earth Systems of precipitation, hurricanes, tropical Science approach to science education models depressions, global cloud formations, and current science research. Part of the educational global weather movement agenda is to address the need for future Apply meteorological terminology, and generations to move into the scientific research National Weather Service reports/data to community. As students develop proficiency in observable satellite images the identification, acquisition and applications of Develop and conduct individual research available real time data, student initiated projects using data and/or the technology to research can begin. Students have the expand student experiences in the areas of capabilities to globally observe, record, and Meteorology and/or the use of technology exchange data, which may lead to solutions of Acts as a demonstration project to global environmentally related problems. encourage and develop interest by women Technology provides the forum for rapid and other minorities in the study of exchange of information. In the process, students environmental sciences have exposure to real issues, and real applications, factors that have been identified in science education research as improving student

(J6) 44 AMERICAN METEOROLOGICAL SOCIETY

4 Co NASA's "Mission to Planet Earth," when television's The Weather Channel. The WSI fully functional, will produce environmental data Corporation is participating in the project by that includes ocean circulation and atmospheric providing the access and free use of The chemistry, the ',zone hole, ocean productivity, Domestic Data Service data stream it delivers to marine winds, tropical rain, influence of clouds, The Weather Channel. During the 1993-94 heat transport, rainfall patterns, atmospheric school year, a pilot study designed to CO2, and seeks to answer the questions of how "investigate the educational potential of real- is the atmosphere changing, and the role of the time scientific data for use across the curriculum solid earth. K-12 was implemented. The objectives are as follows: Geographic Information Systems (GIS) The determination of the technical and GIS applications have advanced considerably economic feasibility of delivering a real- in the past two years. Once viewed as an time meteorological data stream to schools exclusive domain of researchers and highly across the country at no additionai recurring experienced professionals in the field, it is today costs to schools available to the K-12 community. ArcView and The investigation of the educational; ArcData CD ROM software, marketed as a potential of using real-time scientific data in "geographic exploration system," is available to school learning environment through the K-12 schools enabling students and teachers to development, implementation, and create an almost complete GIS database. evaluation of prototypical instructional Applications identified in the science curriculum strategies and materials include: The preliminary identification and teaching of understandings and skills employed in the Expand analyses of environmental processing, analysis, evaluation, application. relationships by displaying the micro and and interpretation of a continuous data macro systems as they occur stream to seek answers, trends and Expand local environmental analyses by predications. seeking similar patterns in other places Study the impact on visible patterns altering THE GLOBE PROGRAM the electromagnetic radiation received in satellite imagery The GLOBE Program (Global Learning and Overlay satellite imagery with ground Observations to Benefit the Environment) mapping to examine the impact of introduced by Vice President Al Gore on April environmental characteristics on people and 22, 1994 will link students worldwide in an vice versa effort to monitor changes in the world's environment. The objectives of GLOBE are: ArcData products include data sets "structured to fulfill a wide range of map display, query, and To enhance the collective awareness of analysis applications. Regional, national, and individuals throughout the world concerning global analyses can be performed using the the environment demographic, economic, and environmental data To increase scientific understanding of the sets, and can be supplemented with other sources Earth from specific thematic mapping applications." To help all students reach higher standards Electronic mapping can help students learn in science and mathematics concepts in geography, science, math; develop data analysis, visualization and spatial reasoning A worldwide network of K-12 students will (Barstow). It enables the student to explore making environmental observations including topics of local regional, and global impact. temperature, wind speed and direction, precipitation, land cover, water chemistry, and PataStreme soil moisture content. Via Internet, satellite transmission, and television the network will DataStreme is a cooperative effort between support: Project ATMOSPHERE of the AMS and cable

JOINT SESSION J6 (J6) 45 The acquisition of environmental data by Bednarz, S. 1994. GIS in Schools? Why? students How? ArcSchool Reader, Winter 1994,p. 3. Transmission of data to processing sites in NASA, FOS: A Mission to Planet arth, EOS the U.S. and other countries Program Office. Distribution of vivid, graphical Report of the Earth Systems Sciences environmental pictures of the world to Committee, 1988, Earth System Science. A students at their schools Closer View, Distribution of student data to Report by the Committee on Environment environmental scientists throughout the and Natural Resources Research of the National world. Science and Technology Council. 1995, Our Changing Planet: The FY 1995 U.S. Global 4. SUMMARY Change Research Program The GLOBE Program. 1994. The White In order to understand global change and the House, Washington D.C. demands on human activity, the science community is documenting global environmental systems so we can better comprehend how the Earth works as a system. The science education community can likewise respond by encouraging students to begin use the data and technology in the classroom that will prepare them to transition into the rapidly emerging professions of the 21st Century. This paper did not venture into the resources available via the Internet. There exists today, a wide menu of images, real time data and diversity information and products that is growing at rapid rates. An Earth Systems approach applies environmental systems principles to traditional Earth Science, Biology, Chemistry, and Physics core proficiencies, and more importantly provides the structure, or focus of instruction. It is Science with a purpose. The Earth Systems Science Approach is science for the 99%. The Earth Systems Science approach to environmental /science education will apply, model and teach skill proficiencies that are representive of the science research community. Equally as important, the Earth Systems approach will develop interest and prepare students for careers in the science, technology, and environmental fields. while fostering an environmentally literate and conscious society, leading towards better local and global decision makers.

REFERENCES

American Meteorological Society. 1993. ProjectAIMSPHERE: Teachers Manual Baker, D. J. 1990. Planet Earth: The Vim. from Space, Harvard University Press. Barstow, D. 1994. Geographic Information Systems: New Tools for Student Exploration. }lands On! TERC, Vol. 17, No.1: 10-13.

(J6) 46 AMERICAN METEOROLOGICAL SOCIETY J6.I 2

THE GREENHOUSE EFFECT VISUALIZER: A TOOL FOR THE SCIENCE CLASSROOM

Douglas N. Gordin* Roy D. Pea

School of Education and Social Policy Northwestern University Evanston, Illinois

projects like these will help students to view science 1.INTRODUCTION within a social context, rather than as isolated formulas. The Greenhouse Effect Visualizer (GEV) is designed to help students visualize data sets related to the earth's energy balance. This work was inspired by 3. WHY SCIENTIFIC VISUALIZATION? the benefits scientific visualization have provided to scientists in discovering patterns and presenting the Students need specialized resources in order to results of their work to broad communities. The participate in scientific practices.This need is hope is that scientific visualization can provide equal documented by sociologists of scientific knowledge assistance to students trying to learn science. The who have analyzed therole of specialized philosophy underlying this approach links learning representations in negotiating scientific questions with practice. Hence, students are encouraged to learn (Latour and Woolgard, 1979). Their findings show science initiating and pursuing scientific questions that when a scientific community adopts a new and throughinteractingwith thescientific representation, it signifies an important change in the community. This approach is by no means new, the field.Arguably, scientific visualization is such a difference is the auetnpt to ease the task through the change for atmospheric science.Hence, giving assistance of selected technologies. This framework students usable access toit can help them to is basic to the Collaborative Visualization Project understand and perform atmospheric science.In (Pea, 1993) of which the GEV is a part. This paper practice, the most common usage of visualizations is describes the GEV, including its data sets, models and to portray scientific processes that varyspatially. visualizations, supported operations on data, and This allows increasing or decreasing values to be suggested uses.In addition, since the GEV is still easily picked out through noticing distinctive colors very much under development, currentshortcomings and patterns. As detailed below, these observations are described along with potentialremedies. can help students to understand processesinvolved in the greenhouse effect. 2. WHY THE GREENHOUSE EFFECT? 4. DATA SETS IN THE GEV The greenhouse effect has become the focusof an international research effortinthe scientific The GEV data is based on the Earth Radiation community that views the earth and its atmosphere as Budget Experiment (ERBE; Barkstrom, 1984) data a unified system affected bythe fuel policies of sets. These data sets provide monthly meansof the industrial and emerging nations (Silver and DeFries, quantities involved in the radiation balance through 1990). This intertwining of scientific and social which the earth system reflects, absorbs, and re-emits concerns is useful since it providesdiverse hooks or radiation. In addition, surface temperature is provided entryways for students to become involvedwith from European Common Model World Forecast science.Optimally, this variety allows students to (ECMWF) data. The data sets provided by the GEV choose an angle that combines with theirexisting are: interests, yet relates to a common topic.For I.Sunlight coming to earth (insolation) example, one project might propose a cap on carbon- 2.Reflectivity of Earth-Atmosphere system dioxide emissions, while another evaluates the cap's (albedo) impact on developing nations. Projects of this type 3.Reflected sunlight (reflected shortwave involve substantial amounts of science, yet are not radiation flux) traditional science projects, since they integrate social 4.Absorbed solar radiation (insolation minus and political concerns.It is hoped that integrated reflected sunlight) 5.Surface temperature *Douglas N. Gordin, Northwestern University, 6.Outgoing terrestrial radiation (longwavc School of Education and Social Policy, 2115N. radiation flux) Campus Dr., Evanston, IL 60208

JOINT SESSION J6 (J6) 47

Az .4 7.Net radiation (outgoing minus net incoming true, since greenhouse effect refers to the energy radiation) trapped by the atmosphere and this model specifically 8.Greenhouse effect amount (amount of energy excludes an atmosphere. Similarly, the net radiation retained in the atmosphere) is zero as the outgoing radiation is assumed to equal 9.Greenhouse effect percent (percent of the incoming radiation. terrestrial radiation flux that is retained in the The primary problem with this model is that it atmosphere) does not take into account thermal inertia; this is These data sets were selected to help students particularly significant for the poles and oceans, since understand how increased greenhouse effect could ice and water retain significant amounts of heat. A increase surface temperatures. possible solution is to use the current monthly mean radiative calculation for land (due to its low thermal 4.1 Models in the Greenhouse Effect Visualizer inertia) and use annual mean radiative calculations for water (due to its high thermal inertia). The poles are The GEV offers three models under which to more complicated because of the latent heat of ice. view the above data sets: The overall temperature cannot rise until the ice has 1.Earth without atmosphere melted. A several month moving average could be 2.Earth with atmosphere but no clouds (i.e. used to smooth out the excessively quick changes, clear atmosphere) thus taking into account the time needed to melt and 3.Earth with atmosphere and clouds freeze polar ice. This sequence of models is motivated by order of magnitude effects involved in producing our climate. 4.3 Model 2: Earth with an atmosphere, but no This is demonstrated by calculations that show that clouds the global temperature of an atmosphere-free Earth would be around 254° Kelvin.. Adding an atmosphere The presence of an atmosphere increases the brings this chilly average up above freezing, to surface temperature, since the atmosphere traps around 276° Kelvin (freezing is 273° Kelvin). The outgoing terrestrial radiation, but allows incoming effect of clouds is to refine this number still further solar radiation to pass through. The atmosphere is (exactly how is still being debated). The main point here modeled as a black body, thus all terrestrial is that the models provide successive approximations radiation is assumed to be caught. Further, when the to the Earth climate. The primary basis has been the atmosphere re-emits the trapped terrestrial radiation black-body model which relates energy to the fourth half is sent to outer space and half back to the earth. power of temperature. The specific formulas used are This means the measured outgoing longwave listed in Table 1.Each model is now analyzed in radiation flux equals incoming longwave radiation. turn, by discussing the derivation of the data sets, This allows the surface temperature to be calculated current limitations, and potential remedies. using a black body model as follows:

4.2 Model 1: Earth without an atmosphere ( 1 -acL,R) S+ FCLR T = a ( 2 ) An earth without an aunosphere would have a where iincoming longwave radiation flux simple energy balance where the amount of incoming - CLR (taken as equal to observed outgoing longwave flux) radiation would equal outgoing radiation. This allows and (1-aCLR) S is again the absorbed solar radiation. the calculation of surface temperature using a black body model as follows: This model uses a very simplified view of the atmosphere. In particular, the atmosphere is modeled as a single layer, hence the temperature profile (or ( -aeL,R) S T = (1) lapse rate) of the atmosphere is not taken into -/ a account. This leaves little room to answer a natural where a is the Stephan-Boltzman constant, S is the question from students: "If surface temperature is solar constant and acLR is clear sky albedo, so( 1- based on a radiation balance and your model already (XCLR ) S is the absorbed solar radiation. The use of assumes a black body atmosphere (i.e. one that acLR to model albedo without an atmosphere is a absorbs all terrestrial radiation), why would increasing substantial simplification, since aCLRincludes amounts of CO2 make any difference?" Indeed, in atmospheric gases, such as, watcr vapor and carbon- this model it would not cause a difference (Horel and dioxide.However, it is useful in identifying high Geisler,1993). Rising levels of CO2 in the albedo areas, such as, polar caps and deserts. The full atmosphere make a difference because as they raise the set of derivations used to calculate GEV data sets temperature of the atmosphere, the temperature at the from ERBE data, for this model and the others, is in surface of thc earth also rises due to the vertical Table 1 .Note that the greenhouse effect amount and temperature profile of the atmosphere (i.e., a lapse percent are zero for this model. This is definitionally rate of around 6.5°C per kilometer). The proposed

(J8) 48 AMERICAN METEOROLOGICAL SOCIETY 24 '4 Model 1 Model 2 Model 3 Earth without Earth with atmosphere Earth with atmosphere but no clouds atmosphere and clouds Insolation

Albedo aCLR aCLR a Reflected aCLRS aCLRS aS Shortwave Absorbed (1 acLOS (1-GCLOS (1-a)S Shortwave FaR Outgoing 1 ac..LR) S Longwave 0 F Net (1 aCLR)S FCLR (1-a)5 Radiation Surface Temperature (l (XoLR) S (1-aCLR) S FCLR

11\11 0 sJ 0 Greenhouse Effect 0 (1 aci_a )S ar4 _F Amount Greenhouse 0 FeLR 1 Effect 1 4 (1 aCLR)S FCLR aT-F Percent Key to datasets(source): s: Insolation (ERBE) a: Cloudy albedo (ERBE) aCLR: Clear albedo (ERBE) aS: Cloudy outgoing shortwave radiation flux (ERBE) aCLRS: Clear outgoing shortwave radiation flux (ERBE) F: Cloudy outgoing longwave radiation flux (ERBE) FCLR: Clear outgoing longwave radiation flux (ERBE) (1-(x)S F: Cloudy net radiation (ERSE)

( S F: Clear net radiation (ERBE) T: Surface temperature (ECMWF)

Table 1: Formulas used to calculate data sets

solution to these problems isto use a more lag that provides a window for compensating effects sophisticated model of the atmosphere provided by that could reduce the predicted surface warming (e.g., NCAR. This model parameterizes outgoing increased albedo from clouds)* . longwave radiation flux based on atmospheric temperature, relative humidity, and CO2. The plan is 4.4 Model3:Earthwithanatmosphere, to use tropical, mid-latitude, and polar reference including clouds profiles for temperature and humidity. This would provide a surface temperature data set that a student Although considered here as a model, this could adjust bascd on the CO2 level. In addition, the category is closer to observations.The surface model-based result should differentiate between temperature is not calculated from ERBE data sets, temperature increans caused directly by CO2 and the but based on data from the ECMWF. A strength of forced increase due to water vapor which is the using observed data is that these data sets can be used feedback mechanism that occurs when surface by students to study a wide variety of projects. For temperature increases.Separating out the direct example, by supplying several years more of data temperature increase from thc forced increase allows students to differentiate direct effects from feedback * Thanksto Roy Jenne of NCAR for effects. Further, the forced effects only occur after a emphasizing this distinction and its pedagogical It is this timelag, due to the earth's thermal inertia. value.

243 JOINT SESSION J6 (J6) 49 (currently only1987data is provided) El Nifio effects addition, subtraction, multiplication, and division. could be studied. More detail on using the GEV for These operations could be subjected to some semantic activities is provided below. checking (e.g. to ensure that only like units are added or subtracted). The intention is to provide for flexible 4.5 Greenhouse Effect Data Sets analysis of the data sets. Providing these arithmetic functions would allow students to calculate the Measurement of greenhouse effect is given in amount of cloud forcing* as detailed by Ramanathan two ways (for the models with an atmosphere which et.al(1989). Fifth, is the ability to spatially produce a greenhouse effect). First, a measurement of correlate data sets.This would provide a means to the energy contained in the atmosphere due to help determine the relationship that holds between greenhouse effect is provided by subtracting the top of two data sets (e.g., is one data set a linear or the atmosphere longwave radiation flux from exponential function of another). Such patterns can terrestrial longwave flux.This is called the help in understanding the underlying causality. greenhouse effect amount. Second, the greenhouse Several means to perform such a correlation are being effect is shown as the fraction of energy leaving earth investigated, in particular, a multi-dimensional that is retained in the atmosphere, calculated by histogram cr scatter plot could be created where the subtracting from one the ratio of top of the values in the two data sets provide the x and y atmosphere longwave radiation flux divided by coordinate axes and points are plotted from the values terrestrial longwave radiation flux. This is called the at the latitude and longitude positions in the two data greenhouse effect percent.Figure 1 shows the sets (e.g., the values at location42°N, 88°Wwould greenhouse effect percent forJuly, 1987;equations for compose the x,y coordinates of a point).The these data sets are listed in Table 1. correlations are detected by the way the points cluster (e.g., in a linear correlation the points would line up). 5. VISUALIZATION AND MANIPULATION OF DATA SETS 6.USING THE GEV WITHIN THE SCIENCE CLASSROOM The GEV provides visualizations of all the data sets described for the three models, see Figure 1 for an Studying the greenhouse effect provides an example*. Several features have been included to integrated approach to science, since its understanding increase comprehensibility.In particular, the color relies on atmospheric chemistry (e.g., spectral palette, located below the visualization, records the characteristics of grcenhouse gases and their minimum and maximum data set values keyed to interactions in the environment), physics (e.g., their respective colors. Further, all numbers are listed electro-magnetic spectrum and relating temperature with their appropriate units (e.g. watts per meter and radiation through the black-body model), biology squared).Specific data values pop up on the color (e.g., role of forests and plankton in carbon cycle), palette when the student clicks on the visualizations; and earth systems science (e.g., consideration of the the latitude and longitude are given by call-out lines. earth, atmosphere, and oceans as an integrated A number of enhancements are planned to allow system). In addition, using models is essential, as is further manipulation of the visualizations and their assessing their limitations. A general goal for any underlying data by students.First, is the ability to greenhouse effect curriculum is helping the student to compute the average on parts of the data by sweeping understand why so many uncertainties persist. The out an arca. This provides a mean to convert part or GEV can aid inquiry in these areas by exploring all of the visualization to a scalar number, thus specific processes and use of models. assisting quick comparison, summary, and calculation (for examples of student projects of this sort see 6.1 Learningabouttadiationbalanceand McGee,1995). Second, is the ability to zoom in greenhouse effect on a portion of the visualization, so as to focus in on a selected section.For example, a student might Using selected visualizations from the GEV a want to zoom in on a single continent or the poles. variety of topics can be explored in the classroom. In Third, is the ability to look at data over time by general, the suggestions are either to compare averaging multiple data sets of the same quality, differing data sets within the same modelor to extracting point data over time,and creating compare the same data set visualizations in different animations. At a minimum, annual means should be models. The following arc example investigations: provided for the all the data sets. Fourth, we would add arithmetic operations on the data sets including

* Visualizations rendered in color can be found * Cloud forcing refers to the overall effect of on the Collaborative Visualization World Wide Web clouds on temperature, that is, do clouds cause a net Server (http://www.covis.nwu.edu). increase or decrease in surface temperature.

(J6) 50 AMERICAN MEMOROLOGICAL SOCIETY "A''4,14 Compare insolation for January and July to educational utility through learner and teacher observe the change over Seasons. Ground feedback and re-design. Earth science and the source of this change in the rotation of environmental science teachers and students will be the earth around the sun and the earth's tilt studied in their use of this visualizatith. package, and off the ecliptic. how it is complemented by print and video resources, Deduce how insolation would differ when in service of completing their curriculum. We will earthisindifferentstagesof the be particularly concerned to determine what forms of Milankovitch cycle.It might be attractive support are needed to guide students' use of their for this variability to be incorporated into physical intuitions and prior knowledge about heat, the GEV when calculatingsurface temperature, sunlight, reflectivity, feedback, and temperature. balance as they bear on the relationships among Examine insolation, albedo, and shortwave radiation, atmosphere, clouds, and the electro- reflection to find their relationship. Use this magnetic spectrum as used in service of understanding to explain why the poles stay relatively cool the greenhouse effect.Since key conceptual during their summer. relationships in the models are defined in terms of Compare clear and cloudy albedos to see the mathematicalformulainvolvingalgebraic impact of clouds.In particular, examine relationships and new kinds of semantic units (e.g., how the lack of the intertropical climate watts per meter squared), we will identify how the zone (ITCZ) affects the tropics. requisite knowledge for understanding these Compare the absorbed solar radiation with underlying mathematical considerations may be the surface temperature in order to see the effectively built up through instruction around effects of atmospheric heat transports. examples, when students do not have the proficiencies Observe the differing thermal inertia of ocean required.While section6.1outlines some and land by subtracting January's surface investigations the GEV will enable, the relative temperature from July's.Explore the difficulties of such projects for high school students, interaction between land and ocean by and modifications of their design required for student contrasting a El Nitio with a La Niiia year. success in their inquiries, remain to be determined Contrast the surface temperature between the through this fieldwork and curriculum design with three models to see the effects of an teacher guidance. atmosphere and of clouds. Look for a correlation between greenhouse 7 CONCLUSION effect amount and percent. Explore the effect of increased CO2 on The international focus on greenhouse effect can surface temperature by varying the amount serve to form a nexus for a course of study in science asingleissuethat combines present. Note and explain which areas of the by providing fundamental material from diverse scientific areas and globe are most affected. is of crucial importance to world wide economic 6.2 Learning about Models through the GEV policy. The GEV can help to explore some of this phenomena. In particular, the GEV allows: The GEV models exemplify several important physical processes to be shown, discovered, practices in the use of models by scientists that are of and analyzed visually value to students: exploration via a succession of models that Use of multiple models to understand a isolate order of magnitude effects single phenomena, where each model is differentiated student investigation of state-of-the-art research data sets by order of magnitude effects. Importance of feedback loops (including The goal is to enable science students to successfully than forcing agents) in describing effects of a change. engage in the practices of science, rather Use of balance to describe a complex memorizing a simulacrum of its products.We ecology. Br greenhouse effect the essential balance welcome feedback and use of the GEV as it develops is of eneigy; for a wetland the essential balance is of from both the scientific and educational community. water -- in both cases the ecology is analyzed by 8 ACKNOWLEDGMENTS tracing out a balance. We are grateful for research support of the CoVis 6.3 GEV in the classroom Project by the National Science Foundation Grant #MDR-9253462, by Apple Computer, Inc., External During the 1994-1995 school year, we will be Research, by Sun Microsystems, and by our including the GEV as a new educational resource in a industrial partners Ameritech and Bellcore. We would number of high school classrooms in the Chicago also like to thank our colleagues from the CoVis area, and formatively improving its interfaceand

(JO) 51 245 JOINT SESSION J6 Project and community of users for extended Princeton, NJ: Princeton University Press. discussions of these issues, and continual useful ftedback on design, rationale, and pedagogical issues. McGee, S., 1995:. Where is your data? A look at This work and paper was enormously aided by student projects in geoscience. In Proceedings of the the generous efforts of Professor Raymond T. Fourth Symposium on Education at the 75th Annual Pierrehumbert of the University of Chicago who Meeting of the American Meteorological Society suggested the models presented here, provided data Dallas, TX: American Meteorological Society. sets, and whose insightful critiques are presented here nearly verbatim.Thanks also to John Horel who Pea, R.D., 1993: Distributed multi-media graciously provided a pre-print of his climate change learning environments: The collaborative textbook. visualization project. Communications of the ACM, 36(5), 60-63. 9 REFERENCES Ramanathan, V., R.D. Cess, E.F. Harrison, P. Barkstrom, B.R., 1984: The ear,h radiation Minnis, B.R. Barkstrom, E. Ahmad, D. Hartmann, budget experiment (ERBE) data sets. [Machine 1989: Cloud-radiative forcing and climate: Results Readable Data Filel. Atmospheric Sciences Division from the earth radiation budget experiment. Science, NASA/Langley Research Ccrter (Producer). NASA 243, 57-64. Climate Data System, Distributed Active Archive Ccnter (Distributor). Silver, C.S. and R.S. DeFrics, 1990: One earth, one future: Our changing global environment. Horel, J. and J. Geis ler, 1993: Climate change: Washington, DC: National Academy of Sciences. A survey of the variations of the earth's climate. Unpublished manuscript.

Latour B., and S. Woolgar S, 1979, 1986: Laboratory life: The construction of scientific facts.

1:5 Greenhouse Percent for January 87

Greenhouse Percent for January 8 7 900 North

45° North

00 13.rs 45° South

90° South 900 180° 900 66.81D 00 180° West West East East 8.54

Pementage from 0-1 -0.13 "1111111111111111111 0.65

Figure 1: Example GEV Visualization

(J6) 52 AMERICAN METEOROLOGICAL SOCIETY 24o J6.13

WHERE IS YOUR DATA? A LOOK AT STUDENT PROJECTS IN GEOSCIENCE

Steven McGee

Northwestern University Evanston, Illinois

1.INTRODUCTION with the nature of scientific inquiry (Rutherford & Ahlgren, 1990). Therefore, most of the CoVis teachers After eight years of science in elementary school, require a project to contain a research question, data many students view science as a set offacts to be analysis that supports an investigation of the question memorized that have little bearing to their life outside and conclusions based on data analysis. of the classroom (Linn & Songer, 1992). At the high The goal of this work is to begin to gauge the school or college level, students who have successfully progress that the CoVis teachers have made toward completed courses in physics, often cannot solve basic implementing alternative project-enhanced or project- "real-world" Newtonian problems (Halloun & Hestenes, based curricula and to document their success at 1987). In an effort to address problems such as these in reinventing their curricula so that other teachers do not the textbook-based curricula, state agencies (California have to start from scratch when they want to reform State Board of Education, 1993), scientific organizations their own curricula. (Rutherford & Ahlgren, 1990), and the federal government (U.S. Department of Education, 1991)have 2.THE STRUCTURE OF STUDENT PROJECTS all callet: for a revamping of science education through science education standards that emphasize higher-order All of the CoVis teachers went through at least two cognitive abilities. project cycles during the 1993/1994 school year, which Unfortunately, teachers are often caught in the is defined as the time from which a project is first middle between science standards, on the one hand and assigned until the day the project is due. Student-directed published curricula, on the other hand, which usually project cycles ranged in length from three to sixteen lag far behind reform efforts. Teachers are often left with weeks. The importance that the CoVis teachers placed a choice between using a publishedtextbook-based in project pedagogy can be seen in their allocation of curriculum which docs not support thc science standards time to classroom activities. Overall, the CoVis or creating their own alternativecurriculum. Because of teachers allocated 58% of their class time to project the isolated nature of teaching, even teachers who are related activities (see Table 1). Textbook-based lecture successful in implementing an alternative curriculum and lab activities account for only 30% of overall find it difficult to share their successful experiences with CoVis class time. Even those teachers who are other teachers (Ruopp et. al., 1992). As a consequence, extending their textbook-based curriculum, have placed teachers may often be reinventing solutions that others an emphasis on project activity. have developed before them. This makes it very difficult In a typical project cycle, students were given an for most teachers to reform their teaching practices. initial period of time to explore a topic through reading With the support of the Learning Through reference material, through watching videos, or through Collaborative Visualization (CoVis) Project, six high class discussion. During this exploratory period students focus to a research school earth science and environmental science teachers were expected to narrow their have undertaken an effort to reinvent their own curricula question and to decide on their project team. The (Pea, 1993). number of team members on a project team ranged from to inPorporate open-ended science projects number of Some of the teachers are extending their textbook-based one member to ten members. The average curriculum to include science projects, while others tcam members fell somewhere between twoand three have completely abandoned the textbook and are almost members. entirely pursuing a project-based approach. As is called After deciding on a research question students for in many of the science standards, most of the CoVis typically developed a formal research proposal that was teachers feel that project inquiry should be consistent submitted to the teacher. This offered an opportunity for teachers to provide feedback and guide students' project work. Once a proposal was accepted, students conducted their research and shared their results. For most of the Corresponding author address: Steven McGee, projects, students shared their results by submitting a Northwestern University, 2115 N. Campus Dr., writtcn report to the teacher and by giving an oral Evanston, IL 60208. For more information on The presentation to their classmates. For the remaining CoVis Project, use Mosaic to accev the CoVis World- projects, students shared their results in other formats, Wide Web Server (URL: http://www.covis.nwu.edu).

(J6) 53 2 4 JOINT SESSION J6 ClassroomActivity Percent of Total Data Source Percent of Data- _ Class Time orientedProjects Project 58% Hands On 36% Lecture or video 13% Community Dataset 35% Lab or activity 17% Reference Material 36% Test or review 7% TABLE 2: Proportion of student projects that acquired TABLE 1: Proportion of overall CoVis class time devoted their data from different sources to different classroom activities

Reference Material category includes data acquired from such as, making a video, a poster, or a computer reference material such as books, almanacs, newspapers, animation or hypermedia document. periodicals, etc. A central concern that the CoVis teachers have The CoVis Project provides students with direct shared at teacher meetings is the difficulty that students access to the scientific community. Each high school have in working with data. Research indicates, that has one CoVis classroom with 6 CoVis workstations. students gain very limited experience in school using The workstations are networked to the Internet and the tools that scientists use to reason about phenomena provide a standard suite of Internet tools that allows (Pea et. al., in press). Therefore, it is no wonder that students to communicate with scientists via email and students in the CoVis classes have had difficulty in news and to access datasets available at various ftp sites. using data in their projects. The teachers reported that The CoVis Project has produced three visualization students had difficulty in finding and selecting the right environments with student appropriate interfaces to data data for their question, in organizing and manipulating from the scientific community. The Climate Visualizer their data, and in conducting systematic (either provides access to visualizations from a National quantitatively or qualitatively) analyses of their data. Meteorological Center dataset of temperature, pressure By analyzing the final project reports from the and wind over the northern hemisphere from a 25 year CoVis student projects, it is possible to gain insight period (see Gordin, Polman, & Pea, in press). The into the nature of these difficulties in such a way that Weather Visualizer provides access to the real-time other students and teachers can benefit from these satellite photos, weather maps, and station reports that experiences. The projects have been categorized University of Illinois, Urbana-Champaign generates according to the source of the data, the format of the from the National Weather Service data (see Fishman & data, and the use to which the data was put. D'Amico, 1994). The Greenhouse Effect Visualizer provides access to visualizations from the Earth 3.STUDENT USE OF PROJECT DATA Radiation Budget Experiment dataset, such as albedo, insolation, and outgoing radiation for the purpose of Of 298 student-directed projects that were conducted investigating the earth's energy balance. (see Gordin & across all twelve of the CoVis classes, 231 final project Pea, 1995, in this volume). reports were obtained (78%). The remaining projects This Community Dataset category is one in which either did not have a final report or the reports were the CoVis Project had a direct influence on the unavailable. An analysis of the project reports revealed classroom. Without the technology that the CoVis that 54% (n=125) of the projects did not incorporate any environment provides it would be very difficult for substantive data in their project analysis. These projects students to gain access to datasets from the scientific were not considered further in this report. community. They would be limited to phone and postal mailinteractions. Using theInternet and the 3.1 Sources of data for student projects Visualizers, students can gain easier access to datasets from the scientific community. Of the remaining 106 projects, Table 2 indicates the percentage of projects that acquired their data from 3.2 Format of data for student projects different sources. The numbers do not sum to 100% because several projects used data from more than one Table 3 indicates the percentage of projects that source. The Hands On category includes data collected used different formats. The first number in each cell from experiments, observational measurements such as represents the percentage of projects that received data in water testing, and the construction of physical models, that format. The number in parentheses indicates the such as the construction of a wave tank to simulate percentage of projects that used that format for drawing tsunami waves. The Community Dataset category conclusions. Many of the projects transformed the includes data that was acquired directly from the initial data they received. In the Hands On category, scientific community, either from one of the CoV is students for the most part recorded their data in Visualizers (see below), from internet ftp sites, from numerical or qualitative format. In the Community scientists or from scientific organizations. The Dataset category, students were as likely to get a

(J6) 54 AMERICAN METEOROLOGICAL SOCIETY 24, Graph Map Visuali- Numbers Qual- Photo- Satellite zation itative graph Image Hands On 3%(31%) 0%(0%) 0%(0%) 77%(49%) 28%(26%) 3%(3%) 0%(0%) Community Dataset 3%(41%) 14%(19%) 38%(14%) 41%(30%) 8%(5%) 0%(0%) 11%(I/%) Reference Material 3%(38%) 26%(23%) 0%(0%) 67%(31%) 18%(13%) 3%(3%) 0%(0%) Total 3%(40%) 14%(15%) 13% (5%) 67%(40%)I 20%(16%) 2%(2%) 4%(4%) TABLE 3: Proportion of student projects using different data formats as a function of source

visualization from one of the visualizers as they were to Dataset category and the Reference Material category receive a table of numbers. Maps and satellite images was finding patterns. In this case, the students took one were also prevalent in these projects. In theReference variable and plotted it either temporally or spatially. Material category, students were most likely to get a There was no attempt made to draw a cause/effect table of numbers, but also received maps and qualitative conclusion. The students were interested in the temporal data. Overall, students mostly received their data in or spatial distribution of a given variable.Itis numerical format, followed by qualitative descriptions, interesting to note that very few Hands On projects visualizations and maps. attempted to find patterns. It is possible that since the In many cases, the format that students ultimately students, in the Hands On category, collected the data used for drawing conclusions involved a transformation themselves and there was a relatively small amount of of the original data format. Such transformations data, they had a better understanding of where the usually involved creating a graph from a table of numbers came from and they could better take advantage numbers. In the Community Dataset category, students of the data to build relationships with other variables. also created maps and used the visualizations to create Since the students do not necessarily understand the data tables of numbers from specific points in the that they have received from the scientific community visualizations which were sometimes graphed. or from reference material, it becomes an importantgoal Overall, students were as likely to draw conclusions just to try to understand what, the data is telling them from a table of numbers as they were to draw about the given phenomena. conclusions from a graph. A significant number of In all but one of the projects in the Make projects in the Community Dataset category (14%) used Prediction category, the students based their prediction visualizations to draw conclusions through visual on a mathematical extrapolation from currentdata. In analysis. However, in very few instances did students the other project, the students gave a weather prediction attempt to build a mathematical model of theirdata. for the next day based on the previous weeks worth of Results were mostly based on intuitive inspection of a satellite and temperature data. Even though they made a table of nunitbers, a graph, a map, or a visualization. numerical prediction, it was not clear from the report We consider this an important instructional finding, how they came up with the numbers. since we would hope for movement toward model-based Although most of the projects in the Make inquiry and argumentation. Prediction category developed simple mathematical models to create their predictions, none of them tested 3.3 Use of data in student projeca their model predictions in order to refine the model. Theretbre, there were no projects in the Reference Table 4 indicates the percentage of projects that Material and Community Dataset categories that tested made different uses of the data. In most cases the their own models. Instead, the projects in those projects attempted to describe a cause-effect relationship categories tested the accuracy of scientist's model between two or more variables. As was mentioned predictions. For example, one student tested Iben earlier, most of these cause-effect relationships were not Browning's earthquake prediction model against actual described mathematically. The students mainly earthquakes and the phases of the moon. In the Hands developed qualitative and descriptive relationships. On category, several projects attempted to build A use that was prevalent in the Community physical simulation models of physical phenomena. For

Cause/Effect Make Test Find Compare toClassifica- Relationship Prediction Model Patterns Norm ti on 13% 3% Hands On 67% 0% 23% 3% 3% Community Dataset 59% 11% 3% 30% 0% 0% 3% Reference 64% 10% 5% 13% 5% 3% Total 69% 8% 11% 16% TABLE 4: Proportion of types of data use in student projects as afunction of data source

JOINT SESSION J6 (J6) 55 249 example, one group built a wave tank to simulate the 6. REFERENCES formation of a tsunami wave. Unlike the other two categories, the collection of numerical and qualitative California State Board of Education (1990). Science data in the Hands On category was in the service of not Framewoek for California Public Schools. only testing the accuracy of the model, but also Sacramento, CA: California Department of providing information for refining the model in Education. subsequent model runs. During the course of the school year, the theme of Fishman, B., & D'Amico, L. (1994, June). Which way water quality emerged as an important topic to the will the wind blow? Networked computer tools for CoVis students. Most of the projects in the Hands On studying the weather. Paper presented at the category that collected data to compare to a norm meeting of ED-MEDIA 94. Vancouver, B.C. involved testing water quality. Students either collected water samples from their school drinking fountains or Gordin, D. & Pea, R. D. (1995, January). The they collected water from local rivers to determine how Greenhouse Effect Visualizer: A tool for the science clean the water was. In some cases, students tried to classroom. In Proceedings of the Fourth infer the effect of local conditions such as the location Symposium on Education at the 75th Annual of a water treatment plant on the quality of the North Meeting of the American Meteorological Society Branch of the Chicago River. Dallas, TX: American Meteorological Society. Gordin, D. N., Polman, J., & Pea, R. D. (in press). 4. CONCLUSION The Climate Visualizer: Sense-making through An analysis of the final reports from the CoVis scientific visualization. Journal of Science student projects has provided insight into the nature of Education and Technology. students' difficulties in working with data. ( I ) Only Halloun, I. A., & Hestenes, D. (1985). The initial 44% of the projects used data for drawing conclusions. knowledge state of college physics students. Many of the projects were well designed but the American Journal of Physics, 53(11), 1043-1055. students were not able to find the appropriate datasets to conduct their research. More student-appropriate datasets Linn, M., & Songer, N. B. (1993). How do students need to be provided to extend the number of data- make sense of science? Merrill Palmer Quarterly, oriented projects that students can conduct. (2) None of 39(1), 47-73. the projects incorporated mathematical comparisons between variables. Since many of the datasets that the Pea, R. D. (1993). Distributed multimedia learning students used were relatively small, it might be possible environments: The Collaborative Visualization to provide tools for doing simple correlations and t- Project. Communications of the ACM, 36(5), 60- tests. (3) Several of the projects developed simple 63. models for the purpose of prediction. However, these students should be encouraged to create and compare Pea, R. D., Sipusic, M., & Allen, S. (in press). Seeing alternative models and to test the model predictions for the light on optics: Classroom-based research and the purpose of refining their models. (4) Environmental development of a learning environment for science issues are highly motivating for high school conceptual change. In S. Strauss (Eds.), students. By having students collect their own data Development and Learning Environments: Seventh around a highly motivating topic, students may gain a Annual Workshop on Human Development better understanding of the relationship between the data Norwood, NJ: Ablex. and the phenomena. Ruopp, R., Gal, S., Drayton, B., & Pfister, M. (1992). 5. ACKNOWLEDGMENTS LabNet: Toward a community of practice. Hillsdale, NJ: Lawrence Erlbaum Associate. This research has been supported in part by thc National Science Foundation (#MDR-9253462), and the Rutherford, F. J., & Ahlgren, A. (1990). Science for all CoVis industrial partners, Ameritech and Bellcore. Americans: Project 2061. New York: Oxford CoVis isgratefulfor hardware and/or software University Press. contributions by Aldus, Apple Computer, Farallon U.S. Department of Education (1991). America 2000: Computing, Sony Corporation, Spyglass, Inc., and Sun An education strategy. Washington, D.C.: U. S. Microsystems. I am grateful to my colleagues on the Department of Education Washington. CoVis project and to the CoVis teachers and students.

(J6) 56 AMERICAN METEOROLOGICAL SOCIETY J6.15 ANALYSIS AND DISPLAY OFSINGLE AND MULTIPLE DOPPLER RADAR DATA USINGGEMPAK AND VIS-5D Michael R. Nelson, Svetla Hristova-Veleva, John W. Nielsen-Gammon*, andMichael Biggerstaff Texas A&M University College Station, Texas

and OVERVIEW OF GEMPAK AND VIS-5D completecontrolovertheplotting 1. appearance of the graphical strength comes GEMPAKis a softwarepackage information. With this attheGoddard thecostofrelativedifficulty in originallydeveloped the GEMPAK Laboratoryof theNationalAeronautic understandingandusing and SpaceAdministration (NASA) and programs. Vis-5Disalmostentirely now under continueddevelopment at the mouse-based and built for speed, and as a Center (NMC), resultisrelatively easy tolearntouse. NationalMeteorological lack of precision withadditionalfunctionalitycontributed Itsweaknesses areits by Unidata (a program of theUniversity andtheneedtospecifyuser-defined CorporationforAtmosphericResearch). functions ahead of time. surface Neitherpackagewasdesigned to GEMPAK isdesigned toutilize but there weatherdata(frombothfixedand analyze and display radar data, rawinsondedata,gridded are obvious advantages tobeing able to mobilesites), With GEMPAK, one could perform numericaldata,satelliteimagery,and do so. distributed precise,quantitativecross-sectionsof lightningdata. GEMPAK is and touniversitiesthrough rawfields,suchasreflectivity, freeof charge asdivergence. Unidata. derivedfields,such software package under Streamlinecapabilitiesandtime-height Vis-5Disa available as well. With developmentattheSpaceScience and cross sections are University ofVis-5D, onecouldsynthesizethe Engineering Centeratthe data into Wisconsin,Madison. Thepackage ordinarily vast amount of radar visualizationofthree- athree-dimensional image and examine permitsthe betweenfeatures dimensional griddedmeteorological spatialrelationships isosurfaces, two- and airflow through the system. fields, using reports on the dimensionalslices,trajectories,and This paper isavailable developmentofsoftwaretotransform looping. Vis-5D software into GEMPAK andVis-5D freeof chargefromtheUniversityof radardata formats,andtheuse of thesesoftware Wisconsin. and Together, these two software packages in radar research packagesallowtheuniversityscientist education. t o undertake comprehensive explorations of gridded datasets. The 2. TRANSLATION SOFTWARE strength of GEMPAK lies in itsflexibility itsupports Bothpiecesoftranslationsoftware andrangeofapplications: data is available in arbitraryuser-definedfunctionsand assume that the radar aCartesianformatknownasMudras. by JohnThisformatiscommonlyused * Correspondingauthoraddress: Atmospheric W. Nielsen-Gammon, MS 3150,Dept. ofNational Center for Research software packages for Meteorology,Texas A&MUniversity, analyses. College Station, TX 77843-3150 performingmultiple-Doppler Existingsoftwarc,suchasReorder, Telephone: 409-862-2248 performs a Cressman analysis to convert Email: [email protected]

2 5 1 JOINT SESSION J6 (J6) 57 Universalformatradardata,inpolar Thegeoreferencingcapabilitiesof coordinates,onto a regularlyspaced GEMPAKareespeciallyusefulwhen Cartesiangrid. dealingwithmobileradarplatforms. GEMPAK iscapable of transforming Observationsfromtwodifferenttimes andplotting in a widerangeofcan easily be overlaid and compared. An projections. To transformthe Cartesian additionalgriddiagnostic function, radar data onto a georeferenced gridin called MAX, has been added to GEMPAK Gempak format, we have developedthe forusewithairborneradarreflectivity programGeorad. Usingtheknown data. The MAX functionaccepts two Cartesiangridspacingandthelatitude colocated gridsasinput and selectsthe and longitude of areferencegridpoint largestvalueateachgridpointas (normallythelocationof aradar),the output. upper right and lowerleftlocations of In ourfirstclassroomapplication of thegridare computed and thegridis thiscapability,, the METR 452class storedasaLambertConformalConic (Dynamics of Weather Processes)used projectiontrueatthenorthernand Vis-5D during their study of squall lines. southern latitudes. The vertical Theclassconsistedofthirtystudents, coordinateremainsheight. whoutilizedourcomputerlaboratory, TheversionofVis-5Dpresently theLaboratoryforMeteorologicalData availabletousrequires alatitude- Analysis,whichincludesfourteenSGI longi tudegrid. Inordertoavoid workstations. The students,after interpolationof data andresultingloss hearing adiscussionofsquallline ofinformation,theprogramConvrad structure, were walked through a speci fiesa bogus gridlocation centered visualization of the 28 May 1985 PRE- along the equator.As a result, the aspect STORM squalllinesystem. They were ratio and angles of the Cartesian grid are shown, for example, how the location of preserved,butattheexpenseofany therear-inflowjetaffectstheintensity georeferencinginform ation. oftheconvection. Theywerethen MostmultipleDopplerradardata giventheopportunitytoexamine other existsatonlyonetime,oratafew fields and isosurfaces and torotatethe widely-spaced times. To take advantage view toobtaindifferentperspectives of of thetrajectorycapabilitiesof Vis-5D, the field.This gave the students a fully Convrad produces multiple copies of the three-dimensionalmentalmodelofa radargrids,evenly-spacedintime, If real-lifesquallline,includingthe thevelocitiesstoredintheradarfiles along-linevariability,thatwould have includestorm-relative winds,thisallows beenotherwiseunattainable. thecomputationof bothinstantaneous storm-relativestreamlinesandsteady - 4. AVAILABILITY statestorm-relativetrajectories. GeoradandConvradareavailable 3. USES freeof charge from the Department of MeteorologyatTexas A&M University. Examples of the use of GEMPAK and Pleaseemailusifyou wouldliketo Vis-5Dfortheanalysisand display of obtainthesoftware. radardatawillbepresentedatthe conference. We willincludea Vis-5D 5. ACKNOWLEDGMENTS videotapeofflowvisualizationforan observedmesosc aleconvectivesystem. TheLaboratoryforMeteorological These capabilities are used for classroom DataAnalysis wasfundedthroughthe instruction,forhands-onmanipulation Instrumentation a n d Laboratory of datainthe computer laboratory,and ImprovementprogramoftheNational forresearchintothestructureand ScienceFoundation,undergrant DUE- dynamics ofmesoscale convective 9352601, and by Texas A&M University. systems.

(J6) 58 AMERICAN MErEOROLOGICAL SOCIETY 252 9:5::49X*591A1.5.9. sax.

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spec s,o CI-Day: Invasion 1 of Europe 1 On 19 May 1994, as a commemoration of the 1 40th anniversary of the D-Day invasion of d? er''.1259...... Normandy, the American Meteorological 4,r8 Society sponsored a one-day symposium at 0,2F "eP':al&P.Xa.7. Fort Ord, California, to review and examine the $.1,t-tzs a metemlogical aspects of the invasion These r4 g I proceedings are a compilation of the formal ka24,.,ir; .; ",..5524m.45:. 4; ,....,- % presentations held that day and include such lork4 topics as weaerth intelligence for D-Day, 4114 Olt forecasts leading to the postponement of sea swell and surf forecasting for Operation I.,,, , Overlord, and "What if the D-Day forecast wa*<,-.6'" I wrong?" The softbound publication, complete 'e.:"rn`V. Y,,,,,,,,< , k..;

.<: with weather charts and diagrams, is 170 pages ,. and regularly sells for $28.j. ws Thor,

:,. Legions In tilts enlightening and compelling hismigy of combat from World War II to the Vietnam atlict, i r...N>....7 ,.=. :,. author John F. Fuller describes the adveigiire that twAl ogi gi,...... -....0,-. was the Air Weather Service and introduces its courageous family of forecasters who provided eS. Qt:S.,...1, vital weather support for the nation's armed forces , and made notable contributions to the field of ...ws.:1 i meteorology. Learn about the controversial events ...gr,.....,,. ,...?:. leading up to the pressure-packed D-Day forecast grrg 1 and the invasion forecasts of Hiroshima and 0

VP' Nagasaki, and discover how weather support "can .1i ,bc..t.ttp, margin between.the victor and the z,? ..VaininiihedP'Thig-tiatdbinintfinitilitiniok;......

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253 BEST COPYAVAHABLE Weather ise

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