critiquing “the day after tomorrow” and “an inconvenient truth”
TRANSCRIPT
Student Critiques of “The Day After Tomorrow” and “An
Inconvenient Truth”
Kira T. LawrenceLafayette College
Geology 115: Earth’s Climate: Past, Present and Future
• An introductory lab science course that partially satisfies a science distribution requirement. (~50 students; Lecture 3x/ week, 50min; Lab 1/week, 2 hr 50min, 3 sections)
• Course Objectives:– Gain knowledge about and understanding of the Earth, its
processes, climate and evolution through time– Learn to collect/ analyze/ synthesize/ and evaluate scientific
information and apply the knowledge you have gained to new situations
– Be able to effectively communicate what you have learned– Enjoy learning the material in this course
Lab#9 A Hollywood Depiction of Abrupt Climate Change – “The Day After Tomorrow”
Lab#9 A Hollywood Depiction of Abrupt Climate Change – “The Day After Tomorrow”
Objective:• Allow students to use new expertise to critically evaluate the scientific validity
of the climate concepts and events shown in the movie: “The Day After Tomorrow.”
Motivations: • Allow students to apply new scientific understanding to a new situation. • Help students think more critically about how science is presented in popular
culture. • Improve students’ skills in communicating what they have learned.Prelude: • Several in-class lectures on abrupt climate change. Textbook reading as well as
short articles.
In-Lab Assignment• Introduction - provide handout; ask them to pay specific attention to:
– the following topics:
1) Proposed mechanism for climatic change2) Events that signal a change in climate3) Characteristics of the storm4) Rates of climate change
– any errors as well as valid representations of scientific concepts
• View movie– students take notes on handout– I serve popcorn and soda
• Conclusion of the movie: instructor led discussion
Take Home Assignment• Using their notes from the film as well as the in-
lab discussion, student write a short paper summarizing and analyzing the scientific strengths and weaknesses of the movie.
• Part 1 summary of the climate concepts and
events in the movie.
• Part 2 assessment of the accuracy of the science presented.
Evaluation • Accuracy of Summary of Movie:
– Mechanisms (10)– Storm Characteristics (5)– Climate Events (10)– Rates (5)
• Accuracy of Explanation of Reality:– Mechanism (10)– Events (10)– Storm Characteristics (10)– Rates (10)
• Writing:– Organization (10)– Clarity (10)– Grammar (10)
Apply knowledge?
Effectively Communicate?
Concisely summarize?
What I’ve Found
• Most are able to solidly critique the depiction of thermohaline circulation in the movie: both the accuracy of the mechanism as well as rates of change.
• Struggle with evaluating the storm and the “events” which are primarily related to weather.
• Good teachable moment about the difference between climate and weather.
Kump, Kasting & Crane, 2004
Some Other Candidate Movies
• Dante’s Peak • Volcano• The Core• Jurassic Park• Evolution• Armageddon • Deep Impact
Lab#11 “An Inconvenient Truth”
Lab#11 “An Inconvenient Truth” Final Lab of the Semester
• Prelude: all previous climate related course materials. (This is a capstone lab).
• Objective:• Allow students to use new expertise to critically evaluate the scientific
validity of the climate concepts presented in: “An Inconvenient Truth.”
• Motivations: • Allow students to apply scientific understanding/ skills acquired in this
course to a new situation. • Help students recognize that what they have learned is directly relevant
to understanding a major modern day environmental problem.
In-Class Activities• Introduction: ask them to respond to the following and
assess whether or not Al Gore portrays them accurately:1. Mechanisms for climatic change/ climate concepts invoked in
the movie2. Climate records & observations you recognize and what Al
Gore says about them3. According to Gore, what are the current and potential impacts of
climate change? 4. According to Gore, how has the climate change issue been
treated by media / government?
• View movie• Instructor led discussion• Students answer questions:
1. List 3 messages you have taken away from this movie.2. List 3 questions you have about climate change after watching this
movie.3. Do you think climate change is a moral issue? Why or why not?
Relevant Resources
• Intergovernmental Panel on Climate Change (IPCC): http://www.ipcc.ch
• Real Climate (Climate Science from Climate Scientists):http://www.realclimate.org/
“Convenient Untruths”
Amazon.com ~$12
Ice Core Records
-70
-65
-60
-55
-50
200
250
300
350
400
0100200300400
0100200300400
Vost
ok T
empe
ratu
re (
ºC)
CO
2 (ppm)
Age (ka) Petit et al. 1999
Range of sensitivity to 2x CO2 :
1.5ºC to 4.5ºC
•Sensitivity to CO2 non-linear; greater response for given change at colder temps
280ppm180ppm 380ppmRuddiman, 2001
Hurricane Katrina
Louisiana
http://www.geo.arizona.edu/dgesl/research/other/climate_change_and_sea_level/sea_level_rise/sea_level_rise.htm
Florida
http://www.geo.arizona.edu/dgesl/research/other/climate_change_and_sea_level/sea_level_rise/sea_level_rise.htm
Sea Level Change
IPCC, 2007
IPCC SPM 2007
Polar Ice Caps
www.nasa.gov
IPCC 2007