Charlie Murphy's notes;
Unidata-COMET Summer Workshop (June 22-27, 1997 Using Satellite Data and Computing Technologies for Research and Education in the Earth and Atmospheric Sciences
1. Moisture Convergence and Flash Flooding (Nageshwar Bhaskar and Eugene Tackle) a. This is a first step to couple meteorological analysis and hydrological data to approach the problem of flash flooding situations. b. The WEB allows students to explore using near real-time output of numerical models (LAPS) without requiring the capability to run those models at home institution.2. Earth Atmosphere Interactions on the Meso-Scale (Elen Cutrin, Avrille Goldreich, Yair Goldreich, May Yuan) a. Demonstrates how to connect a lesson to related issues in the scientific news as found on the WEB. The WEB is a good tool for finding current information in science. b. This module provides interactive questions for group discussions and lab exercises.
3. Regional Climate Analysis for Agriculture Using Satellite Data (Robert Gilles and Andre Erasmus) a. This course gives senior/graudate level students hands-on experience with satellite data, there are opportunities to work with the data. b. This is a project based courses that gives students a sense of how to apply technology to real-world problems. c. The course uses satellite datasets and McIDAS as a tool for data analysis, it does not require a source of real-time data.
4. Understanding El Nino Using Satellite Data (Pedro Ramirez and Steve LaDochy) a. This course shows how attractive graphics can be used to enhance learning and maintain student interest. b. The authors found that there is are a tremendous number of resources on the internet, selection is difficult and time consuming, and the quality and pedagogic relevance of these resources is an issue in developing a WEB-based course.
5. E.S. 2001: The Lab is Outside (John Merrill, Jennie Moody, and Charlie Murphy) a. An introductory level course that will involve many student-made observations out of doors, this is not just a WEB-based course, the activities attempt to keep the students very involved. b. COMET templates and frames are used to incorporate interactive questions for students in WEB-based portion of the course.
6. Satellite Remote Sensing in Climatology: A Module on Passive Remote Sensing (Grant Petty and Hengchun Ye.) a. Students are prompted to verify key rules of thumb pertaining to characteristics of microwave imagery. b. The course incorporates research products into a classroom infrastructure. c. The WEB-based part of the course does not use outside links, this is a concern with the quality data products and information available on the WEB.
7. Interactive Module on Snow Pack Anomalies, Temperature Climatology, and Surface Hydrology (Melanie Wetzel and Bob Ridkey a. This module is designed around student learning objectives, it is organized in a standard format throughout for students, and it uses data at each step. b. One goal of the module is to try to relate geosciene areas together in a non-traditional approach using processes and simulations.