This activity has benefited from input from faculty educators beyond the author through a review and suggestion process.
This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This activity has been selected for inclusion in the CLEAN collection.
This activity has been extensively reviewed for inclusion in the Climate Literacy and Energy Awareness Network's collection of educational resources. For information the process and the collection, see http://cleanet.org/clean/about/selected_by_CLEAN.
This page first made public: Oct 24, 2008
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Consider the impact of climate change on hurricanes
Understand how scientists go about examining trends in tropical cyclone activity
Higher order thinking skills goals for this activity
Develop a hypothesis regarding the effect of climate change on hurricanes
Synthesize ideas about hurricanes and climate as presented in a journal article
Other skills goals for this activity
Develop a short written and oral summary of a journal article
Formulate questions/hypothesis about the relationship between hurricanes and climate change in the future
Description of the activity/assignment
Determining whether students have met the goals
- A clearly articulated (both oral and written) hypothesis regarding hurricanes and global warming based on sound scientific reasoning
- Understanding of the physical processes involved in hurricane initiation and evolution (as evidenced by their ability to describe such processes on an exam)
- The ability to summarize the main points of a scientific journal on a homework assignment
- The ability to formulate questions about a scientific journal article that go beyond details about vocabulary or the meaning of a particular figure (as evidenced through homework and class discussion)
- The ability to synthesize new information about tropical cyclone trends (from articles, and re-evaluate their hypothesis regarding the effect of climate change on cyclones). Students will be evaluated informally on this point through class discussion.
Download teaching materials and tips
- Template for Student Handout (Microsoft Word 34kB Oct23 08)
- Instructor Notes (Acrobat (PDF) 110kB Oct23 08)
- This activity has supplemental information submitted as part of the InTeGrate Teaching the Methods of Geoscience workshop in June 2012.
Emanuel, K., 2005. Increasing destructiveness of tropical cyclones over the past 30 years. Science, 436, p. 686-688.
Webster, P.J., et al., 2005. Changes in tropical cyclone number, duration, and intensity in a warming environment. Science, 309, 1844-1846.