The course began with a look at the various forms of energy, in their physical and chemical aspects. An introduction to the history of the formation of fossil fuels and the effects of their current usage rounded out this section of study. Laboratory exercises incorporated the measurement of energy, from calibrating thermometers to observing the effects of temperature and light on dark and light objects to testing of automobile exhausts based on EPA standards.

The first of five field trips built into the course came at this point. The trip, entitled “The Shadow Knows”, was to downtown Washington DC, with a primary focus of learning how the Washington Monument could be used as a sundial. A bright, clear afternoon provided the perfect backdrop for watching and measuring the progression of the shadow of this landmark. Students also observed and documented the effects of pollution on older buildings in Washington, and conducted a traffic survey.

With a basic understanding of the physics and chemistry which form the basis for climate studies and climate change, the class began a section in meteorology. During this time, they learned how to interpret weather maps; and the use and importance of different means of remote sensing in weather observations and predictions. Lab activities allowed students to make and then use several types of weather instruments, such as rain and snow gauges; barometers; wind vanes; and anemometers.


By studying weather maps, class members learned how to interpret topographic maps, also. These skills were reinforced by lab exercises which demonstrated the roles of pixels and colors in remote sensing. Students also constructed three-dimensional topographical maps. Students were also charged with honing their Internet skills by assignments accessing several satellite websites.

The class topics at this point examined the impact of weather changes on biological and ecological systems on Earth, by looking at such problems as deforestation; the ozone hole; El Nino; icebergs; jetstreams; and global warming. With the foreword to global warming, the major project for the course was introduced to the class.

The project was a reenactment of the United Nations (UN) Conference of the Parties 3 (COP-3), held in Kyoto, Japan, December 1-11, 1997. The goal of this conference was to identify and put limitations on the emissions of greenhouse gases by participating countries at the conference. In preparation for this project, students completed forms during the first week of class indicating their majors; knowledge of other areas, such use of language other than English, public speaking, and environmental action activities. The information sheets were used to determine a role of participation for each student.

Assignments were made with an emphasis on students’ majors, (i.e., at least one political science major was included in each country and NGO group); extra-curricular strengths and interests; and faculty observations of group dynamics. “Kyoto at CUA” information booklets were given to each student. These booklets included the identification of each student’s role; responsibilities and deadlines for each group; evaluation criteria; and background information regarding the actual COP-3. Students began working on this long-term project in tandem with the rest of the course until early April, at which time all classroom and laboratory time was devoted to the project.

In the classroom, students continued learning about the history of Earth’s formation and the different events and cycles that constantly are altering Earth’s surface: plate tectonics; volcanoes; earthquakes; tidal waves; and the impact of fossil fuel use. This information naturally led into an introduction to oceanography, with an emphasis on sea level changes; dynamics of ocean currents and waves; beach structure; and fresh and sea water interactions. Two of the courses most popular lab exercises were included in this section, one in which raindrops and meteor impacts were studied, along with simulated volcano eruptions; and the other in which the effects of ocean waves, currents and tides on beaches and barrier islands were simulated.

In conjunction with theses classroom and lab exercises, two field trips to the “real world” demonstrated the power of the oceans and climate on land forms and how geological finds are used as monitors of the story of life on Earth.

The first trip took several members to the Atlantic shores of Maryland and Delaware, on a day when a forceful “Nor’easter” roared into the area. In winds that reached 54 mph, students gained first hand knowledge as they walked with a park ranger observing dune damage from previous storms and as it occurred; monitored wind ranges and temperatures; saw structural damage to beach homes; and stood in awe of foamed-capped waves that consumed 15-foot breakwaters.

Classroom lectures and labs concluded with a look back at the beginnings of events on Earth, by examining the impact of geological forces on our planet then and now, using fossil and rock analysis to provide visual evidence of these changes.

A fourth field trip took a large group of students on a canoe trip on the Anacostia River. In addition to the fun of this experience, the group also was able to observe daily tidal changes on this intercoastal river, and observed several effects of pollution on the geology and ecology associated with modern life on this river. The trip provided a retrospective opportunity to review concepts from the first course, “Ecosystems”.

The culminating event of the course was the reenactment of the Kyoto conference and the activities which led up to its presentation. The event itself was a two-hour program. University faculty, staff and students were invited, as well as members of the United States Congress; embassy officials from represented countries; and representatives from environmental groups. The student NGO representatives provided information about their respective organizations with lobby displays, and information from the embassies of the represented countries was available for all attendees. Countries and coalitions presented their final position papers and student UN representatives summed up the Kyoto Protocol, the legally binding agreement carried back by over 160 countries to their governments for ratification.

Prior to the course’s take-home final exam, many students participate in a “do-it-yourself” field trip which looked at the status of the environment of the CUA campus. Participating students collected 100 pieces of trash each, documenting the location on campus where it was found and the types and amounts of trash at each location. They also noted evidence of erosion on campus. Each student included his or her findings in a report and in a letter directed to campus maintenance with recommendations to encourage environmental improvement.

By the completion of this course, students had gained an appreciation for and an understanding of long and short term environmental changes, from a personal, local level to international levels.

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