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Jonathan E. Martin

Basic Principles of Teaching as Coaching. by. Jonathan E. Martin. University of Wisconsin-Madison. 25 th AMS Symposium on Education January 2016 New Orleans, LA. The Principles.  The Importance of Practice and Solid Fundamentals  Teaching and Research are in Communion not Competition

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Jonathan E. Martin

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  1. Basic Principles of Teaching as Coaching by Jonathan E. Martin University of Wisconsin-Madison 25th AMS Symposium on Education January 2016 New Orleans, LA

  2. The Principles The Importance of Practice and Solid Fundamentals Teaching and Research are in Communion not Competition “Research” means “look again” Conceptual Simplicity as a Path to Insight NOTHING is more important than Curiosity

  3. The Principles The Importance of Practice and Solid Fundamentals Teaching and Research are in Communion not Competition “Research” means “look again” Conceptual Simplicity as a Path to Insight NOTHING is more important than Curiosity

  4. The Principles The Importance of Practice and Solid Fundamentals Teaching and Research are in Communion not Competition “Research” means “look again” Conceptual Simplicity as a Path to Insight NOTHING is more important than Curiosity

  5. The Principles The Importance of Practice and Solid Fundamentals Teaching and Research are in Communion not Competition “Research” means “look again” Conceptual Simplicity as a Path to Insight NOTHING is more important than Curiosity

  6. The Principles The Importance of Practice and Solid Fundamentals Teaching and Research are in Communion not Competition “Research” means “look again” Conceptual Simplicity as a Path to Insight NOTHING is more important than Curiosity

  7. (1) The Importance of Practice and Solid Fundamentals Practice with gameday intensity

  8. (1) The Importance of Practice and Solid Fundamentals Practice with gameday intensity

  9. (1) The Importance of Practice and Solid Fundamentals y y y x x x Practice with gameday intensity L L H H

  10. (1) The Importance of Practice and Solid Fundamentals y y y y x x x x Practice with gameday intensity L L H H

  11. (1) The Importance of Practice and Solid Fundamentals y y y y x x x x Practice with gameday intensity L L H H

  12. (1) The Importance of Practice and Solid Fundamentals y y y y x x x x Practice with gameday intensity L L H Come to class with examday intensity H

  13. (2) Teaching and Research are in Communion not Competition QG Omega Equation Sutcliffe 1947 Trenberth 1978 Vorticity advection by the thermal wind Deformation terms Hoskins et al. 1978 Fig 6.14 from book here to illustrate the importance of DEF

  14. (2) Teaching and Research are in Communion not Competition QG Omega Equation Sutcliffe 1947 Trenberth 1978 Vorticity advection by the thermal wind Deformation terms Hoskins et al. 1978 Fig 6.14 from book here to illustrate the importance of DEF

  15. (2) Teaching and Research are in Communion not Competition QG Omega Equation Sutcliffe 1947 Trenberth 1978 Vorticity advection by the thermal wind Deformation terms Hoskins et al. 1978 Fig 6.14 from book here to illustrate the importance of DEF

  16. (2) Teaching and Research are in Communion not Competition QG Omega Equation Sutcliffe 1947 Trenberth 1978 Vorticity advection by the thermal wind Deformation terms Hoskins et al. 1978 PVA/NVA by Thermal Wind

  17. (2) Teaching and Research are in Communion not Competition QG Omega Equation Sutcliffe 1947 Trenberth 1978 Vorticity advection by the thermal wind Deformation terms Hoskins et al. 1978 PVA/NVA by Thermal Wind Deformation Terms

  18. (2) Teaching and Research are in Communion not Competition Development of Upper Level Jet/Front Systems . . . J Shearing deformation of an along-front θ gradient Geostrophic CAA in cyclonic shear

  19. (2) Teaching and Research are in Communion not Competition Development of Upper Level Jet/Front Systems Jet streak with along-flow geostrophic CAA Curvature vorticity advection by the thermal wind Shear vorticity advection by the thermal wind Frontolytic diffluence Frontogenetic confluence

  20. (2) Teaching and Research are in Communion not Competition Development of Upper Level Jet/Front Systems Jet streak with along-flow geostrophic CAA Curvature vorticity advection by the thermal wind Shear vorticity advection by the thermal wind Frontolytic diffluence Frontogenetic confluence

  21. (2) Teaching and Research are in Communion not Competition Development of Upper Level Jet/Front Systems Jet streak with along-flow geostrophic CAA Curvature vorticity advection by the thermal wind Shear vorticity advection by the thermal wind Frontolytic diffluence Frontogenetic confluence

  22. (2) Teaching and Research are in Communion not Competition Development of Upper Level Jet/Front Systems Jet streak with along-flow geostrophic CAA The operation of geostrophic CAA in cyclonic shear (i.e. the Shapiro effect) involves BOTHhorizontal frontogenetic and vorticity advection forcings AND THEY DESCRIBE DISTINCT PHYSICAL PROCESSES!!

  23. (3) “Research” means “look again” Warm Occluded Structure and Dynamics

  24. (3) “Research” means “look again” Warm Occluded Structure and Dynamics 700 hPa Qe: 0000 UTC 20 JANUARY 1995

  25. (3) “Research” means “look again” Warm Occluded Structure and Dynamics Qe : 0000 UTC 20 JANUARY 1995

  26. (3) “Research” means “look again” Warm Occluded Structure and Dynamics EQUIVALENT POTENTIAL TEMPERATURE 1800 UTC 19 JANUARY 1995

  27. (3) “Research” means “look again” Warm Occluded Structure and Dynamics EQUIVALENT POTENTIAL TEMPERATURE 1800 UTC 19 JANUARY 1995

  28. (3) “Research” means “look again” Warm Occluded Structure and Dynamics

  29. Topography of the 309 K qe Surface 1200 UTC 19 January 1995 Topography of the 309 K qe Surface 0600 UTC 19 January 1995 Topography of the 309 K qe Surface 0000 UTC 20 January 1995 Topography of the 309 K qe Surface 1800 UTC 19 January 1995

  30. Topography of the 309 K qe Surface 1200 UTC 19 January 1995 Topography of the 309 K qe Surface 0600 UTC 19 January 1995 Topography of the 309 K qe Surface 0000 UTC 20 January 1995 Topography of the 309 K qe Surface 1800 UTC 19 January 1995

  31. Topography of the 309 K qe Surface 1200 UTC 19 January 1995 Topography of the 309 K qe Surface 0600 UTC 19 January 1995 Topography of the 309 K qe Surface 0000 UTC 20 January 1995 Topography of the 309 K qe Surface 1800 UTC 19 January 1995

  32. Topography of the 309 K qe Surface 1200 UTC 19 January 1995 Topography of the 309 K qe Surface 0600 UTC 19 January 1995 Topography of the 309 K qe Surface 0000 UTC 20 January 1995 Topography of the 309 K qe Surface 1800 UTC 19 January 1995

  33. (3) “Research” means “look again” Warm Occluded Structure and Dynamics

  34. (3) “Research” means “look again” Warm Occluded Structure and Dynamics

  35. (3) “Research” means “look again” Warm Occluded Structure and Dynamics

  36. (3) “Research” means “look again” Warm Occluded Structure and Dynamics Mistaken hypotheses lead to advances in understanding

  37. (3) “Research” means “look again” Warm Occluded Structure and Dynamics Mistaken hypotheses lead to advances in understanding There is no such thing as a failed experiment!

  38. (4) Conceptual Simplicity as a Path to Insight How can the severity of winter be measured? “Coldest” day in the last 66 winters January 21, 1984

  39. (4) Conceptual Simplicity as a Path to Insight How can the severity of winter be measured? “Coldest” day in the last 66 winters January 21, 1984

  40. (4) Conceptual Simplicity as a Path to Insight How can the severity of winter be measured? DJF Average Area : 1948/49 – 2013/14 T= -5°C T= -10°C T= -15°C T= -20°C T= -25°C NCEP Reanalysis/GFS ERA-40 Trends are significant at the 99.9% level CFSR

  41. (4) Conceptual Simplicity as a Path to Insight How can the severity of winter be measured? December Correlation: 66-month time series of T850 and standardized cold pool area

  42. (4) Conceptual Simplicity as a Path to Insight How can the severity of winter be measured? January Correlation: 66-month time series of T850 and standardized cold pool area

  43. (4) Conceptual Simplicity as a Path to Insight How can the severity of winter be measured? February Correlation: 66-month time series of T850 and standardized cold pool area

  44. (5) NOTHING is more Valuable the Curiosity How “wavy” is the hemispheric flow?

  45. (5) NOTHING is more Valuable the Curiosity How “wavy” is the hemispheric flow?

  46. (5) NOTHING is more Valuable the Curiosity How “wavy” is the hemispheric flow?

  47. (5) NOTHING is more Valuable the Curiosity How “wavy” is the hemispheric flow? SIN = 1.2719

  48. (5) NOTHING is more Valuable the Curiosity How “wavy” is the hemispheric flow? April 27, 2010 2 PVU and Isotachs 340:355 K layer SIN = 1.622

  49. (5) NOTHING is more Valuable the Curiosity How “wavy” is the hemispheric flow? April 27, 2010 2 PVU and Isotachs 315:330 K layer SIN = 2.417

  50. (5) NOTHING is more Valuable the Curiosity How “wavy” is the hemispheric flow? PJ STJ DJF Averages

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