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EAS 100 Planet Earth web.ics.purdue/~braile/

Introductory Earth Science Courses. Larry Braile , Purdue University braile@purdue.edu. Teaching Public Policy in the Earth Sciences Workshop April 20-23, 2006. EAS 100 Planet Earth http://web.ics.purdue.edu/~braile/. Some information about the EAS 100 Planet Earth course:

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EAS 100 Planet Earth web.ics.purdue/~braile/

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  1. Introductory Earth Science Courses Larry Braile, Purdue University braile@purdue.edu Teaching Public Policy in the Earth Sciences Workshop April 20-23, 2006 EAS 100 Planet Earth http://web.ics.purdue.edu/~braile/

  2. Some information about the EAS 100 Planet Earth course: Earth, ocean, atmosphere and astronomy 200 – 450 students/semester (I now limit to ~275) Almost all non-science majors No Laboratory component Highlights, fundamental concepts, material that is most interesting and relevant to students, attempt to minimize memorization and jargon  Interdisciplinary connections Material available at: http://web.ics.purdue.edu/~braile/

  3. Rationale (my colleagues ask, “Why do you do this?”) and Goals • Science literacy; voters, decision-makers, parents of the future generation of students • Earth science is relevant to their lives; chance to enhance their appreciation of Earth and of science • Future teachers (impact on the next generation of students; some may become scientists or even Earth scientists!) • I would rather have these students take an Earth science course than some other science course

  4. There are good reasons to be sure that students are engaged in science at an early age! “More than half of scientific professionals with a Ph.D. say their first interest in science came at age 5-10.”

  5. One of the first activities that I do with students –the “Draw a Scientist” activity • Used to illustrate common stereotype and attempt to adjust their view of science • Lead-in to discussion about what is science and the scientific method This is actually a classic activity that has been used with students of all ages, and adults

  6. Scientist Drawings – 5th grade students

  7. Scientist Drawings – 5th grade students

  8. Scientist Drawings – college students

  9. Results • Stereotype (glasses, weird hair or bald, lab coat, male, pens in pocket or pocket protector, chemistry experiment – “the mad scientist” stereotype) • This stereotype is firmly ingrained in students as young as 2nd grade and does not change • Male students (college class) drew male scientists 100% of the time How is stereotype formed?

  10. How is science communicated to the public? Popular movies: Back to the Future, Independence Day

  11. “Draw a Scientist” Themes Chemistry 65% Biology/Ecology 15% Astronomy 6% Computer 6% Other 8% Earth Science 0% Drawings often include science themes 5th Grade Students

  12. EAS 100 includes topics related to public policy leading to discussion about building codes, zoning, emergency response, forced evacuations, government regulations, etc. Loma Prieta Earthquake Topics include: Natural Hazards(earthquakes, eruptions, floods, tsunami, hurricanes, tornadoes) Natural Resources(petroleum, energy, groundwater) Environment (air and ocean pollution, global warming) Exxon Valdez

  13. Students in EAS 100 write a term paper on an Earth science topic of interest to them. Natural hazard and environment topics are most popular.

  14. Students in EAS 100 also write a one page letter to their congress person, or a letter to the editor on an Earth science topic of interest to them. Environment topics are most popular, with natural hazards and natural resources topics also being popular. The students can also choose to write a career report on a geoscience career.

  15. One example of our discussion of a natural hazards and public policy topic in the EAS 100 course: Hurricanes Note these colors: Hurricane Track Site: http://hurricane.csc.noaa.gov/hurricanes/viewer.html

  16. 150 Years of Hurricanes EAS 100 students complete a hurricane tracking exercise in homework # 4 using Hurricane Hugo. (Also, Nova video, Camille.)

  17. In the past two years, there have been notable natural disasters such as the December 26, 2004 Indonesian earthquake and tsunami, and many hurricanes, including Katrina. These events illustrated the need for much improved education and public awareness about natural hazards. (There is a similar need in natural resources and the environment.)

  18. In order to avoid “education by disaster”… Scientists need to become more effective and assertive communicators of hazards, probabilities, and expected impact. Scientists need to clearly and strongly recommend appropriate response (short and long term). There is a great need for public awareness and education at all levels (simple probability and statistics, the concept of magnitude, frequency- magnitude relationship; Katrina experience). Hurricane Frances

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