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Quinn Sustainability Research

Sustainability Notes

Lecture Overview Video

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`Overarching Learning Goals`⁠
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Complex system - interdependencies/reciprocity

Conditions today as legacies of decision-making => today's decisions shape future trajectories

Envisioning scenarios of alternative futures and their implications

Context specific differentiation through

Time

Space

Values

Societal will - willingness to make informed decisions, engage in actions

Sense of responsibility, care, stewardship: co-production - with the Planet - thriving futures

Sense of personal belonging and agency - motivation to act

+ Skills

Cognitive Skills

Critical Thinking: The rational, skeptical, unbiased analysis or evaluation of claims or factual evidence to form a judgement.

Problem Solving: The ability to identify and define a problem, develop possible paths to a solution, and follow through until an effective solution is realized.

Information and Digital Literacy: The ability to:

know when there is a need for information

identify, locate, evaluate, and effectively use that information for the issue or problem at hand.

Intrapersonal Skills (self)

Adaptability to change

Self-management / Self-development

Self-directed / Self-regulated learning (Lifelong)

Interpersonal Skills (others)

Communication and Civil Discourse

Civic and Global Responsibility/Leadership

Teamwork

Communication

Cultural sensitivity & Empathy for diverse communities

Intro to class

Imagining futures

Based on what we know...

Knowing that some of what we're encountering can't be known

Pre VR experience: Venturing into the unknown

Situational awareness

Listening to and looking at the signals all around you to decode what you need to know to move ahead

How to prepare

Upterrlainarluta (Inuit): Always Getting Ready: Yup'ik

Bringing in Indigenous terms and worldviews

Learning to be ready for what you expect, as well as what you don't

Decisions affecting trajectories

?? use 3rd Canoe materials

How can people navigate the unknown?

Stars, waves, winds

VR - examples of navigating the future

3rd Canoe - Use 3rd canoe materials

2050 NYC

Post Activity

If they were going on such a voyage: Know/Don’t know

Students work in pairs to fill out quadrants

Propose how to get ready for

What you don't know that is known

What you don't know that you don't know

Then do peer review of another team's work

In class, sitting next to each other, offering and discussing feedback

Homework:

Revise and update their own quadrants and also their proposal - using track changes

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Course Overview and introduction

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0.1 Introductory Class.pptx

163.8 kB

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Cards

Cards

Slide 1

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Slide 2

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Slide 3

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Slide 6

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Module 1: Driving forces

Situational awareness - listening to and looking at the signals all around you to decode what you need to know to move ahead

How to prepare – Upterrlainarluta: Always Getting Ready: Yup'ik

Learning to be ready for what you expect, as well as what you don’t

Nainoa

Mao

Always 2 storms – one outside in the environment and the other inside you

The one the most dangerous is the one inside of you

Our job is getting them ready for the storm

You need to prepare yourself

You can’t protect what you don’t understand

The earth was yelling at us

Start with 3rd Canoe VR Materials

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Scenes from future modules -- previews

Arctic 2085

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Food

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Circular economy & regeneration

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Cities

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Module 1 Lecture Overview Video

How the Planet Became Our World - just 3 class days

Class 1 - VR: ride Temp and CO2 curves forward to 2075, drop ins on a warming world

Activity: Vostok CO2 and temp correlation, make prediction

Class 2 - VR: Britain to Carboniferous: ride temp and CO2 curves back, to swamp

Activity: distribution of coal seams, countries, land masses, geopolitics of today

Class 3 - photosynthesis, carbon capture and sequestration

Activity: actions to reduce warming, scale needed for CCS after reductions in GHG emissions, consequences of SRM, for example - still ocean acidification

2075 is a good target because students can still picture being alive at the time.

Module 1 Driving Question

What factors in the past led to our current climate situation

Module 1 Objectives

At the end of this module, you will be able to:

Explain how C02 Curves affect temperature

Describe what C02 levels were in the past and potential changes moving into the future

Predict scenario from past based on C02 levels

Class 1 VR

Time travel to 2075 and drop into different locations covered by the course (Arctic, Bangladesh, etc.). As we are traveling to the future, the is an interface that shows CO2 levels and other gases rising.

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Riding CO2 molecules to show the warming and CO2 molecule are connected. Idea: CO2 molecules everywhere around you. You tap on one, and it opens up the year it was made and it’s origin (this one was from 1800, etc.)

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Class 2 VR

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Module 1 Resources

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Tuvaijuittuq Marine Protected Area⁠

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EPA: Overview of Greenhouse Gases⁠

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Module 2: Arctic futures

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In order to understand the changing world, we need to understand the dynamics so we will travel to the Arctic, where things are changing the fastest

Class 1: Learning to live with our dynamic planet

Dynamics - a force that stimulates change progress within a system or process

Physical

Bio-geo-chemical

Societal

Dynamics in the Earth system context-

What causes movement of air water, etc?

What determines the seed, velocity of flow?

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What causes movement of air, water, etc?

Density differences

When 2 fluids meet, the denser one will sink below the lighter one

Cold milk in hot coffee

Milk is a denser fluid than coffee

Density of milk is 1.03 g/em3

Density of water is 1.00 g/cm3

Note: salt water and fresh water have similar densities as milk and water ... We'll come back to this later

Also colder fluids are denser than warmer ones

What determines the pathway or trajectory?

The direction of the gradient

Physical barriers

The bottom and sides of the coffee cup

Atmosphere: high mountains

Oceans: The topography of the bottom of the ocean

Glaciers: The topography of the ground under the glacier

Other forces, i.e. the apparent force called the Coriolis effect ...

Coriolis Effect

The Coriolis effect describes the pattern of deflection taken by objects not firmly connected to the ground as they travel long distances around the Earth.

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The Polar Jet Stream

Atmospheric dynamics

Polar vortex

The polar vortex is a large area of low pressure and cold air surrounding both of the Earth's poles. It ALWAYS exists near the poles, but weakens in summer and strengthens in winter. The term "vortex" refers to the counter-clockwise flow of air that helps keep the colder air near the Poles.

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Class 2: 2075 Arctic

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Resources

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How Early Signs of Climate Change Date Back to the Industrial Revolution⁠

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Early onset of industrial-era warming across the oceans and continents⁠

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The Industrial Revolution kick-started global warming much earlier than we realized⁠

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Carbon dioxide now more than 50% higher than pre-industrial levels⁠

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Meeting notes

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4/7/2023
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Interactive

Tie-in PVS

How to incorporate narrative into lecture-based format?

Art History

-Parthenon

-Start with research

-Easter Island? Potential tie-in with

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Sustainability Notes

Lecture Overview Video

⁠Overarching Learning Goals⁠⁠

+ Skills

Cognitive Skills

Intrapersonal Skills (self)

Interpersonal Skills (others)

Intro to class

Pre VR experience: Venturing into the unknown

Situational awareness

How to prepare

Decisions affecting trajectories

VR - examples of navigating the future

Post Activity

Course Overview and introduction

Module 1: Driving forces

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Module 1 Lecture Overview Video

Module 1 Driving Question

Module 1 Objectives

Class 1 VR

Class 2 VR

Module 1 Resources

Module 2: Arctic futures

Class 1: Learning to live with our dynamic planet

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What causes movement of air, water, etc?

What determines the pathway or trajectory?

Coriolis Effect

The Polar Jet Stream

Class 2: 2075 Arctic

Resources

Meeting notes

⁠4/7/2023⁠⁠

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`Overarching Learning Goals`⁠
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4/7/2023
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