Development and Evaluation of
High School Science-Camp Using
EdGCM
Yukimasa Tsubota1，Mark A. Chandler2 and Linda Sohl2
1J.
F. Oberlin University in Tokyo, Japan
2Center for Climate Systems Research, Columbia University and
NASA/GISS
1
Outline of our presentation
Background of presentation
 Science Camp
 EdGCM
Development of Our Three Day Camp
Evaluation of Our Science Camp
2
What is the science camp?
3
Strategies for promoting science education and
public understanding of science and technology in
Japan.
(http://rikai.jst.go.jp/eng/)
4
Science Camp
 Executed by: Universities, Research institutes, Private
companies.
 Intended for: High school students
 Purpose of the project: Enhancing high school
students’ interest in science, technology, and further
intellectual interest comprehensively.
 Activities involved: Offering experiences provided by
universities, public research institutes or enterprises.
 Offered 3 times a year; summer, winter and spring.
 Approximately 100 programs offered per year.
5
What is EdGCM?
6
EdGCM Project Goals
 Educational Global Climate Model
 The main goal of the EdGCM Project is to improve the
quality of teaching and learning of climate-change
science through broader access to GCMs, and to
provide appropriate technology and materials to help
educators use these models effectively.
(http://edgcm.columbia.edu)
Documentation








EdGCM Manual
EdGCM Quick Start Guide
EVA Manual
EdGCM Workshop Guide
Workshop Agenda
EdGCM Global Warming Exercise
EdGCM Presentation
Earth Exploration Toolbook: Envisioning Climate Change Using A Global Climate Model
(http://edgcm.columbia.edu/support2/supplemental/)
(http://edgcm.columbia.edu/support2/documentation/)
8
EdGCM Built-in Scenarios
Modern Specified SST
 Can be used as training session
Modern Predicted SST
 Can be used as a control run
Doubled CO2
Global Warming
 2000 and afterwards CO2 increase 1% per year.
IPCC A1F1_CO2 Scenario
 Uses the CO2 increase from IPCC’s A1FI scenario.
9
Developed our three day camp.
10
Objectives of Our camp
The purpose of the science-camp project is to enhance
high-school students' interest in science and
technology; and to foster intellectual interests in
general.
Our science camp is part of our climate-change education
program.
Our concrete objectives are:
to understand the climate system;
to understand a Global Climate Model (GCM) and its use;
to experience the scientific process and to acquire scientific
strategies; and
to develop an attitude toward global environmental-issues.
11
Contents of our science camp
 Lecture should be minimum.
 Climate Literacy
 Field Measurements (Observation)
 Meteorological Observatory
 Theory into Practice
 Laboratory experiments
 Seeing is believing
 Sea level rising
 Properties of CO2
 Computer Laboratory
 Computer model and simulation
 Presentation and Discussion
 Scientific research and Methodology
12
Time Table for our Science Camp
Day 1
13:00～13:30
13:30～14:20
14:30～15:20
15:30～16:20
16:30～17:20
Opening Ceremony
Lecture: Global warming and Climate Model (Climate Literacy)
EdGCM Lab: Introduction to EdGCM
Observation: Measuring Atmospheric pressure and temperature
EdGCM Lab: EdGCM Basics and 2xCO 2 experiment
09:00～09:50 EdGCM Lab: Review of EdGCM Basics
10:00～11:00 EdGCM Lab: Global warming and post processing
11:10～12:00 Laboratory: Green house effect and CO 2’s properties
Day 2
Day 3
13:00～13:50
14:00～14:50
15:00～15:50
16:00～17:30
EdGCM Lab: Feedback of Climate System
EdGCM Lab: Warming of Greenland
Laboratory: Thermal expansion of water and cloud formation
EdGCM Lab: Discussion and Setting up for the final project
09:00～09:40 Lecture: IPCC Reports and Climate Updates
09:50～10:50 EdGCM Lab: Post-processing of the final project
11:00～12:00 EdGCM Lab: Group discussion and preparation for presentation
13:00～14:30 Presentation of the final project and discussion
14::40～15:00 Closing Ceremony
13
How was our science camp?
14
Participants
We accepted ten for 2009
and twelve for 2010 and
2011, respectively; based on
essays written in their
application forms that
demonstrated their
motivation and intelligence.
Applied Accepted
2009
38
10(6)
2010
21
12(6)
2011
27
12(6)
10th
4(2)
4(2)
3(1)
11th
5(4)
6(3)
7(4)
12th
1(0)
2(1)
2(1)
15
Four components of our camp
16
Final Scenarios
A: Comparison of the global warming impacts on the Antarctica and
Greenland
2009 B: Cloudiness comparison with CO2 concentration of 1.5xCO2, 2xCO2
and 3xCO2
C: Changes in low-level cloud and albedo due to the global warming
A: Comparison between A1F1 scenario and B1 scenario for next 100
years
2010 B: CO2 increase up to 480ppm by 20 years and then stable in 20years
after that down to 420ppm by 20 years
C: Seasonal impacts of the annual CO2 increase rate of 1% and 0.1%
A: Impacts of the annual CO2 increase rate of 2%
B: Impacts of the solar constant change among 1366, 1375 and 1350 W
2011 per m2
C: Comparison of A1F1 scenario and 3xCO2 condition
17
Evaluation of our science camp.
18
Two way evaluation of our camp
 General questionnaires given before the closing
session.
 The effects of our camp were assessed by pre- and
post- questionnaires with the Risky Business project
by the Centre for Science Education, Sheffield Hallam
University, funded by Sciencewise and Nesta.
 http://www.sciencewise-erc.org.uk/cms/assets/Uploads/Risky-Business-Final-Report.pdf
19
Awareness and Brief
1.
2.
3.
4.
5.
6.
Climate change is happening now.
Climate change happening more quickly because of humans.
We must take action now even if we don't know whether
what we do will be successful in stopping global warming.
Science and technology can be relied on to provide solutions
to climate change.
Governments should introduce laws and taxes now to slow
down climate change, even though it will make some things
more expensive.
The risks of generating electricity by nuclear power are
worth taking compared with risks of climate change
20
Change in their awareness and brief
0%
B efore
A frer
10%
20%
30%
40%
61
50%
60%
76
79
Strongly agree
N either
80%
90%
48
75
A gree
70%
D isagree
100%
15
34
4
12 3
Strongly disagree
21
Policy options
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Invest more money in science and technology.
Introduce a 'carbon tax' to charge greater taxes for companies who
produce more greenhouse gases.
Aim to ensure that 60% of all household waste is recycled.
Promote renewable energy, as part of a strategy of having a mix of energy
sources.
Ensure that Japan is at the forefront of international climate change.
Invest more money in the railways.
Invest more money in science and technology.
Make manufacturers of goods and products more responsible for what
happens to packaging.
Ensure that fewer aircraft flights take off half-empty, by cutting the
number of flights allowed.
Calm traffic down using barriers.
Support ‘convergence’.
Make sure all homes use water meters.
Not replacing exiting nuclear power stations.
22
Change against policy option
0%
B efore
A fter
10%
21
31
20%
30%
40%
50%
137
70%
80%
212
129
D efinitely against
60%
M ight for
100%
63
195
M ight against
90%
83
D efinitely for
23
Answers to general questionnaires
24
Q1: How was the seminar?
Q 1:H ow w as the sem inar?
c.not interesting
0%
d.can't judge
0%
b.interesting
18%
a.very interesting
82%
25
Q2: Were the contents of seminar easy to
understand?
Q 2:W ere the contents of sem inar easy to understand?
c.unclear
0%
d.can't judge
0%
a.very intelligible
36%
b.intelligible
64%
26
Q3: Did science interest you?
Q 3:D id science interest you?
c.Science did not
interest m e at all.
0%
d.I can't judge.
0%
b.Science
interested m e
som e how .
32%
a.Science
interested m e
very m uch.
68%
27
Q4: Do you want to be a scientist?
Q 4:D o you w ant to be a scientist?
d. can't judge
5%
c. not really
5%
a. definitely
32%
b. if possible
58%
28
Q5: Do you have a intension to attend the
similar seminar?
Q 5:D o you have an intension to attend the sim ilar sem inar?
c. not really
0%
d. can't judge
0%
b. if possible
27%
a. definitely
73%
29
Q14; Most favorite activity in the science
camp?
Q 14:M ost favorite activity in the science cam p
Experim nts &
O bserbation
26%
com m unication
w ith researchers.
26%
P resentation
9%
EdG C M
Sim ulation
39%
30
Q18: Did you participate in a science camp and have
some influence in an attitude to environmental problem?
Q 18:D id you participate in a science cam p and have som e influence in an
attitude to environm entalproblem ?
No
5%
N egatively,yes
0%
Yes
14%
Yes,very m uch.
81%
31
Overall performance
0%
20%
40%
60%
80%
100%
Q 10:H ow w as the
lectures?
Q 11:H ow w as the
EdG C M sim ulation?
Q 12:H ow w as the
experim ents and
observation?
a.very good
b.good
c.average
d.below average
32
Let's use EdGCM with us!
(http://www.clustrmaps.com/counter/maps.php?user=83d6891)
Acknowledgments
 This work was partly supported by Grant-in-Aid for Scientific
Research (C） No. 19500757 and 22500820, the Japan Society
for the Promotion of Science.
 The EdGCM Project is supported by NASA’s Innovations in
Climate Education Program. Prior support was provided by the
National Science Foundation’s Paleoclimate Program and
NASA’s High-Performance Computing Program. We gratefully
acknowledge the help of the scientists and programmers at
NASA’s Goddard Institute for Space Studies who have
worked for decades developing Global Climate Models,
including the model at the core of EdGCM. Model
development at GISS is supported by NASA’s Modeling,
Analysis, and Predictions Program.
34
Corresponding author’s address
-Yukimasa Tsubota
J. F. Oberlin University
3758 Tokiwa-machi, Machida-shi
Tokyo 194-0294, Japan
Phone & Fax: +81-(0)42-797-8563
E-mail: tsubota@obirin.ac.jp
<= 2012/9/17-2013/9/14 =>
Yukimasa Tsubota
CCSR/GISS at Columbia University
2880 Broadway, New York
NY 10027, U.S.A
E-mail: yt2107@columbia.edu