Today I ran a workshop at the MeerKlima.de congress in Hamburg: A congress for high school students, organised by a student committee. The large lecture theatre of the chemistry department at the University of Hamburg was crowded for the opening lecture by Mojib Latif:
For my workshop, however, we set a limit of 40 participants due to the size of the room (and the amount of stuff that I had lugged in from Kiel. Yesterday’s ice cubes did very well, btw!). And there were two TV crews and a photographer documenting the awesome ice cube experiment.
You can watch documentaries of the workshop here and here (both in german).
Sneak peak of those two documentaries, obviously only of the tiny little sequences featuring me:
And thanks to Johanna and Dirk for their support before, during and after the workshop!
I also got to watch another workshop by a colleague, who used the Monash Simple Climate Model (which I have talked about here) and I have got to say: That is such an awesome tool for teaching about models and/or the climate system! You will definitely hear more about it in the future as I incorporate it into my own teaching.
And last not least we had a phone call to the Meteor off Peru which rounded off a day full of bumping into people I hadn’t seen in a while. Always great to reconnect with old friends and colleagues!
It was great fun to be part of this congress, and it was a great way to experience first hand how science outreach can work in such a format. Since the congress was curated by the students themselves, many students were very interested and asked great questions. Also, the topics of the workshops corresponded closely to what students really wanted to see and hear. It would be amazing to see this scaled up next year, maybe over several days and with more parallel sessions, so that participating students really get to pick and choose exactly what topic they are interested in and that even more students get the opportunity to experience such an amazing congress!
On a recent flight to Copenhagen (actually, to Bergen, but that’s another story) I happened to sit with a great view of one of the plane’s propellers. And it struck me how asymmetrical the dark areas caused by the moving propeller above and below the axis looked!
I guessed the explanation would have to be that the propellers were asymmetric in some way, too. Kept me entertained until I saw this:
What could have happened there? Why would there be a seam between completely different patterns of clouds?
I guess there is no reason there shouldn’t be, especially since the cloud / no cloud border is often quite sharp, too. But still, pretty intriguing!
But then a pretty approach to Cph:
And finally: a good view of the propellers. Ha!
And now that I am writing this I am wondering. What’s the difference between asymmetric and asymmetrical? Googling has to wait, I have a plane to catch…
Today I am excited to share with you a guest post about a super cool tool for geoscience teaching and outreach that I will definitely be using in the future (if only to decorate my office until I get the chance to teach again):
The Earth is a sphere which is best represented by a globe, but there are many interesting geophysical features which are not available on a globe. Try going to a bookstore and asking for a globe showing sea surface temperature! To remedy this gap, I have written software to create SectorGlobes: polyhedral approximations to a globe, such as the ones shown below.
The front-right SectorGlobe shows annual average surface wind (ERA interim reanalysis). In this image you can see the trade winds in the Pacific blowing towards the west and converging on the Inter-Tropical Convergence Zone just to the north of the equator (the dashed red line intersecting South America on the right). The front-left SectorGlobe shows a more esoteric oceanic quantity: sea surface height, represented by the colored contours (AVISO 2004-2008 average). The sea surface height only varies by a meter or so over most of the globe, but because flow tends to be along the contours of constant height, the contours give streamlines of surface currents. In the picture you can see a good part of the North Pacific Subtropical Gyre. Just off the coast of Asia the streamlines are very close together, indicating a jet called the Kuroshio Current. The SectorGlobes in the rear show (left) sea floor and land topography and (right) sea surface temperature on a particular day (December 15 2005 from AVHRR).
All these quantities can be projected on to a virtual sphere and displayed on a videoscreen, but having a physical object that you can keep on your desk, pick up, and examine while holding in your hand can be more convenient and have more impact. I have brought these globes to classes of high school, college, and graduate students; just having an object to pass around from student to student can wake people up in the middle of a relatively abstract lecture. Students can also be encouraged to make their own – constructing them is an interesting exercise in geometry, especially for high school students.
Once a map is projected on to a flat image, like the one above, and printed out, I can create a SectorGlobe after about 20 minutes of cutting and pasting (with actual scissors and tape, not Microsoft Office products!). The sectors also have to be folded along the white lines. It is rather entertaining seeing the object snap into the correct shape as the last few edges are connected.