Page 29 - UD Research Magazine Vol5-No2

acting president. Targett has been a strong supporter of the MADE CLEAR program. “Wechosetodothisinaverysystematic
way throughout two states,” Boesch said. Participating educators have studied
the science and theory, experimented with heat and ice, charted data and tromped around beneath UD’s 256-foot-high wind turbine during a daylong workshop at the Lewes campus.
This year, the academy included ex- perts such as physicist Ross Salawitch, who talked about the underlying mechanisms of climate change, and polar scientist Alek Petty, who shared his understanding of Antarctic sea ice, ice shelf dynamics and sea level rise.
Salawitch, professor in the Department of Atmospheric and Oceanic Science and the Department of Chemistry and Bio-
ities for students to use in classroom and field work, and asked lots of questions.
Chris Petrone, marine education specialist with the University of Delaware Sea Grant program, discussed photovol- taics and energ y alternatives, then led participants through several kit-based projects that demonstrated the difference between windmills and wind turbines and gave them a chance to test power generation efficiencies.
As their understanding and experi- ence grew, education specialists from
the University of Maryland and UD helped educators develop plans for future instruction. The goal is to help students build critical thinking skills, examine evidence, think through the challenges and impact of climate change and explore potential solutions.
an idea how science works, making the best explanation based on incomplete information. You’re never going to know everything, but that’s how science works. It’s not only open to, but depends on, new and more complete information.
So having the science and having to translate it for your own students is a very complex task.”
Appoquinimink’s Ferrell has partici- pated since the first year of the program and now is among its cadre of teacher leaders. In an August workshop, he led participants through an engineering activity to demonstrate different ways to address specific problems.
“The first year had lots of informa- tion—here’s the science,” he said. “Then they gave us a lot more freedom to develop how to teach it. Last year was much more
“I am really, really enjoying the opportunity to stand
with expert scientists and expert teachers.”
chemistry at the University of Maryland, discussed such things as atmospheric radi- ation, heat-trapping gases and rising tem- peratures. He underlined the importance of solar energy as a source of sustainable electricity for developing countries.
Petty, a research associate at Maryland and a polar scientist with the National
Oceanic and Atmospheric Adminis-
tration (NOAA), described changes
in polar regions and helped educa- tors understand the different kinds of ice—sea ice, ice sheets, ice shelves, glaciers, icebergs, ice caps—and how they interact.
They spoke to classroom teachers from middle schools and high schools as well as “informal” community-based educators from the National Aquarium in Baltimore, NorthBay Adventure and the Midshore Riverkeeper Conservancy.
Educators studied charts of data showing global changes in ocean temperatures, sea levels,
air temperatures and other vital measurements, discussed the difference between weather
and climate, commiserated over how to leverage time and other resources, tested a variety of activ-
“The carbon cycle, weather systems, general climate science—when you hear the technical reports from research you can provide a more deep, accurate and relevant presentation,” said Pat Har- court, Maryland project manager for MADECLEAR.“Youalsogetmoreof
— Robert Ferrell
classroom-centric. This year has been a blend of the two philosophies.”
He loves the collaboration and the chance to think things out together.
“I am really, really enjoying the oppor- tunity to stand with expert scientists and expert teachers,” he said.
Eighth-grade science teacher
Robert Ferrell (lower right) of Appoquinimink School District gets his team’s model spinning during a study of turbine mechanics.
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BETH MILLER