Abstract

The Earth System Science Program at Clark Atlanta University was established in 1996 to:
1.     Promote interdisciplinary research, education, and outreach in the Earth, atmospheric, and oceanic sciences,
2.     Develop courses in Earth and atmospheric science,
3.     Offer a certificate program (undergraduate academic minor) in Earth system science, and
4.     Develop a formal 3+2 program with the University of Oklahoma wherein CAU students would receive a B.S. in physics from CAU and a B.S. in meteorology from OU on completion of 3 years of study at CAU and 2 years of study at OU.
 
Since the inception of the Program, 16 undergraduate courses in Earth system science have been added to CAU’s list of approved courses and ESSP scientists have developed a dozen instructional modules.  Most of the courses have been taught during the past 5 years, and 10 of the modules have been included in CAU courses.  The modules have been taught in the physics, mathematics, engineering, and computer science departments.  Module topics include earthquake seismology, the hydrostatic equation, global warming, smog, and radiative transfer in the atmosphere, weather and climate analysis, and soil physics.
 
ESSE 21 funding will be used to develop a new module with a focus on the energy balance at the air/land and air/sea interfaces.  The module will be based upon lecture and laboratory assignments, quizzes, examinations, and projects used in the Physics 445 course at CAU, Introduction to Micrometeorology.
 
The module will consist of two levels of rigor: 
1.     An introductory level (Level I) suitable for freshman science, mathematics, and non-science students,
2.     An advanced level (Level II), which targets advanced undergraduate and graduate science, engineering, mathematics, and science education students.
 
 Both versions of the module will incorporate not only theoretical elements but also actual data.  After the students have exercised their intellects by solving the energy balance for a substantial number of scenarios, they will access the web page of the Georgia automated Environmental Monitoring Network (AEMN) to determine the direction and relative magnitude of each of the energy balance components for one or more AEMN sites.  These sites measure wind speed and direction, air temperature, relative humidity, atmospheric pressure, insolation, rainfall rate, and the subsurface temperature profile at three points.
 
The module will be interactive, wherein the student will be asked to input magnitude and direction for each of the energy flux components.  Mistakes will need to be corrected before the student is able to move to the next scenario.  Activities are planned that will require the student to infer, deduce, calculate, and synthesize information.