EdTech provides consulting, training, outreach and educational services
for faculty, instructors and staff using educational technologies.
EdTech provides consulting, training, outreach and educational services
for faculty, instructors and staff using educational technologies.
In Atmospheric Sciences 120 (ATMS 120) - Severe and Hazardous Weather, Instructor Eric Snodgrass teaches students to interpret and use satellite imagery to study weather phenomena such as hurricanes, super cells, blizzards and El Niños. The class, while guided, allows for significant independent student exploration.In class, Eric uses multimedia presentations such as vodcasts (a podcast that includes video) to colorfully explain complicated concepts such as why rotational velocity changes with latitude. Finally, he likes to end every class with interesting facts that may leave an impression on the students. By thoughtfully integrating satellite imaging technology in service of his course learning objectives, Eric has created a truly interactive class environment.
As Eric described how he teaches with imagery and data from satellite technology, one could see how these rich multimedia resources support his efforts to communicate and teach complicated natural phenomena. Since the middle part of the last century, satellite imagery has provided large-scale aerial coverage of clouds across earth and has revolutionized our understanding of the behavior of all types of weather systems. However, nearly all satellite imagery is two-dimensional and typically shows either the brightness of the reflected sunlight or emitted infrared temperature of a cloud or the surface of the Earth. At the same time, satellites are also evolving and extending their capabilities.
California Wildfires
Eric contrasted the two major kinds of satellite imagery: geostationary and low-earth satellites. Geostationary satellites are used mostly for communications, GPS and the remote sensing of clouds and the earth’s surface. He shows how they may be used to track hurricanes, utilizing a camera sensitive to the temperature emitted by objects. The low-earth satellites have even more utility. Eric displayed the use of these satellites to capture ocean swirl patterns called von Karman vortices, as well as images of trade wind cumulus clouds (his research specialty) and images of the California wildfires. The one drawback of these sun-synchronous low-earth satellites is that they always cross the equator at the same local time, so one cannot get different viewpoints for a given time of the day.
Eric focuses his teaching especially on one type of low-earth satellite imagery system: MISR (Multi angle Imaging Spectro-Radiometer). He finds it is especially useful in the classroom for its ability to capture dramatic 3-D images and stimulate a class beyond typical obstacles of tiredness and distraction. Launched in 1999, a MISR satellite orbits Earth, capturing a thin strip (400 Kilometers) of earth data, taking about 16 days to compile a complete image of all of the planet.It can create 3-D cloud images by combining pictures taken of cloud formations from two separate vantage points.With 3-D glasses, students can see these two perspectives atop one another, thus creating the effect that our eyes perceive naturally.Eric always mentions to his classes that governments tend to have two orders of magnitude resolution superior to what is ever available to the public – so they can see down to meters and centimeters. MISR is a strong example of how a superior sensory or visual experience can be a catalyst for learning in the classroom.
Plume from 9/11Choosing compelling images of natural and man-made structures further engaged the students in the technology. By focusing on exciting or timely applications, students can see the practical and even exciting nature of the technology. Pictures included one of Manhattan on September 12th, 2001, with the rising smoke flume. Eric showed the phenomenon of rising moisture creating a cloud "anvil" higher than the weather below. Other 3D images included canyons, volcanic eruptions, snow patterns, and tropical cyclones.Eric also discussed how MISR can be used to capture data to understand greenhouse gases.
Hurricane
Eric described how he introduces his students to a wealth of online weather tools and shows them how one can use them to identify key weather structures and patterns, such as the use of high-resolution radar images to identify super cells. While in class, Eric uses a tablet PC to bring in live weather data from weather balloons, allowing students to examine real-time graphs. Eric paused to mention how 99% of this information is freely available, but people just do not know and are not aware of the resources. It should make us think about how much free information may be available from satellites for a wide range of subjects and disciplines. Even more broadly, we educators should explore how much free information the government makes available from all sorts of sources.
In addition to sophisticated scientific tools and data, Eric also uses technology with which his students may be more familiar. He shows a YouTube video each day related to that week's content.In one example, Eric described a complicated law of physics, the conservation of angular momentum, with a YouTube video of a boy break dancing – as the boy pulls his legs in tighter the radius of rotation narrows and his spin rate accelerates.
Correlating the hands-on study of weather with the discussion on global warming brings it home for the students.Eric notes that his most popular lecture is the one he gives on global warming.He presents the lecture content at the highest graduate level and yet his undergraduate students eagerly follow along with interest. Understanding how clouds will change with climate change is a big deal.He explained how he focuses on trade wind clouds, which experts have traditionally ignored since they produce little rain. However, their numerousness is so great that small changes in their presence can affect climate. Clearly, this is more engaging than just describing trade wind clouds in isolation.
In Spring 2008, Eric intends to teach an innovative "Blended Learning course. "Blended Learning, often called "hybrid learning" is a new style of teaching that has grown out of the extensive use of the internet in the US. In this style of learning, students will spend time out of class reviewing material and learning the basics so that in-class time may be spent on guided exploring and societal impacts of extreme weather. This structure, therefore, removes the review of material during class that students can obtain through reading and instead focuses on application of the information during the classroom meetings. The "blended learning" format is new to Illinois for large class sizes and the ATMS Science department will be the first to try to implement such a course. The class, while guided, allows for significant independent student exploration. This complements the style of motivated students who can learn on their own and want class to be further enriching.
Through the intelligent use of both advanced research technology and more familiar, interactive, and user-friendly applications, Instructor Eric Snodgrass creates an ideal environment for learning inside the classroom. When engaged, he found students will perform and interact with high-level material with enthusiasm and greater understanding.
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