Using the AMS Online Course and
Real-time Weather Data for Inquiry
Based Learning
Julie Snow
Dep. of Geography, Geology, and the Environment
Slippery Rock University of Pennsylvania
My classroom stats
• Classroom size ~40 students
• 95% non-science majors
• Part of GEN ED requirements
– Develop skill in using materials, techniques, tools, and technology central to
STEM programs.
– Demonstrates basic knowledge of facts, terms, concepts and theories central to
STEM programs
– Develop skill in using materials, techniques, tools, and technology central to
STEM programs
– Demonstrates synthesis and integration of information and ideas
• Dept has received grants to supply laptops to
every student
• Classroom is wireless
My classroom
Discussing a surface weather map
with a student.
Discussing a lab question with two
students.
Advantages of
AMS Weather Studies Course
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Meteorological charts are very accessible to students
Daily weather summary provided
Current weather news
Diversity and critical thinking components
Quantitative skills
Imbedded laboratory exercises
Quickly and easily meshes with Blackboard
Allows students to be responsible for their own data
collection and analysis
• Encourages independent curiosity
Daily Weather Reports
• Required for every student
• Consists of:
– 3 surface maps, 3 500 mb maps
• Current day and 2 days prior
– Current station symbol for Slippery Rock
– Current air quality index for Slippery Rock
– 24 hour forecast based on their own analysis
– Current Weather News
• Encouraged to look outside of local area
“EYE ON THE TROPICS”
• Current Weather News
• Provides an opportunity to discuss:
– Hurricanes
– Severe weather
– Climate
– Expand into other areas such as:
• Diversity
• Ethics
• Environmental perception
Assessment, Assessment, Assessment
Student Weather Report Evaluation Form
Excellent
Satisfactory
Unsatisfactory
Liberal Studies Outcome:
- Develop skill in using materials, techniques, tools, and technology central to STEM programs.
1. Provides
Presents a surface and 500
Presents surface and 500 mb
Does not present surface
appropriate
mb analysis map for the two analysis maps that are not for and 500 mb analysis maps.
supporting weather
days prior to report plus a
the appropriate times or do not
maps.
current surface and 500 mb
cover all requested times.
analysis map.
Liberal Studies Outcomes:
- Demonstrates basic knowledge of facts, terms, concepts and theories central to STEM programs.
2. Uses meteorological Uses language that is
Uses language that is
Uses incorrect or
terms that are correct scientifically correct and
scientifically correct and
inappropriate
and appropriate.
appropriate and enhances
appropriate but does not
meteorological terms.
audience comprehension of enhance the audiences
the weather.
understanding.
Liberal Studies Outcome:
- Develop skill in using materials, techniques, tools, and technology central to STEM programs.
3. Appropriately
Demonstrates an
Demonstrates an
Fails to reference weather
references the
understanding of the science understanding of the science
maps during the weather
weather maps.
by correctly referencing
but some times incorrectly
report.
weather maps.
references the weather maps.
Liberal Studies Outcome:
- Demonstrates synthesis and integration of information and ideas.
4. Creates and clearly Short range weather forecast Short range weather forecast is Short range weather
explains a short range is correct and well
slightly incorrect or forecast is forecast is incorrect and not
weather forecast.
explained.
not well explained.
well explained.
think, pair, share (TPS)
• I use this technique in almost every single lecture.
• I’ve used it in large classrooms >100 students and
it still works!
1) Look at the graph axes- understand what you
are looking at.
2) Jot down some observations- Can you explain
the observations?
3) Pair with a partner and share your findings.
4) Come back as a whole class and discuss.
Lutgens and Tarbuck
CNN: Saturday, March 27, 2004
“Rare hurricane stirs South Atlantic”
"We know there hasn't been a
hurricane in that area since at
least the satellite era, the mid-60s
at the minimum."
March 26, 2004,
Moderate Resolution
Imaging
Spectroradiometer on the
Terra Satellite
Why are hurricanes not generally found
in the South Atlantic?
Water temperatures too cool
Vertical wind shear too strong
Lack of viable disturbances
ITCZ does not extend far enough
South (coriolis)
TPS: Why they work
• Encourages students to be responsible for
their own curiosity
• Breaks up the lectures- “awakens the mind”
• Helps break down barriers between students
• Helps increase student confidence
– They figured it out on their own
– Share with a friend before speaking aloud
• Students are more vested in their learning if
they are actively participating in it!
The Interactive Website
• Aiming a hurricane:
– Students love this- it’s like a video game
– Helps me speak to them in a language they
understand
– Write some predictions and test those predictions.
– Was your prediction correct? Why/why not?
– Really would like to see a “college level” version of
this! Anyone?????
Student Comments about AMS Course
• “Made me feel like a ‘real’ meteorologist.”
• “Made me loosen up and open up to science.”
• “I really like the AMS online sessions- They
addressed weather that was going on now
that we could relate to.”
• “The structure of the course serves as a good
way to learn material.”
• “…encourages you to seek more knowledge on
the subject.”
Useful Links
• AMS Online Course:
– http://www.ametsoc.org/amsedu/online/info/
• Aim a hurricane:
– http://www.nhc.noaa.gov/HAW2/english/kids/mo
vncane.htm