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  1. There is an error on the AR5 output mapper with the display of the global datasets from 80°E to 180° E.

    [Response: Ah, it begins! Out of date production server. Fixed now. David]

    Comment by Magma — 14 Oct 2013 @ 12:43 PM

  2. Sounds very cool, indeed–no pun intended, of course–er, I mean, ‘naturally.’

    Thanks for offering this!

    Comment by Kevin McKinney — 14 Oct 2013 @ 1:27 PM

  3. I took the Climate 101 course and had a lot of fun. I have a fairly strong science background but not in the area of climate, so there was a good amount of learning and clarification of the science.

    I did feel sorry for the liberal arts students in the class, must have been a handful for them.

    I’m looking forward to the new release, maybe I’ll do the labs this time.

    Comment by John Sharber — 14 Oct 2013 @ 1:35 PM

  4. But I just started the python course so I can take Pierrehumbert’s course. Will your new course repeat?

    [Response: Yes, I intend to keep it going and run it every year, or however often they do these things. Anyway, I remember you from Open Climate 101, so you have probably seen this stuff before. Enjoy Ray's class! David]

    Comment by Edward Greisch — 14 Oct 2013 @ 1:55 PM

  5. This is wonderful. This widespread access to climate science is crucial to all. Thank you so much.

    Comment by richard pauli — 14 Oct 2013 @ 1:56 PM

  6. Thanks David! The coursera setup is really nice, and the discussions/questions amongst students have a much higher signal-to-noise content than in other internet forums. Most people actually want to learn instead of point-score.

    I ended up acting as a “community TA” in the current online coursera course from the The University of British Columbia. I’ll contribute to the discussions in your class too- it can be overwhelming with hundreds or thousands of students. People can check out the discussion boards and modules from the UBC course for a sense of how the online discussions end up going. Open Climate 101 was nice so I’m sure this course will be enlightening.

    [Response: We're just starting to think about how to set up the discussion forums; any advise you have will be appreciated. David]

    Comment by Chris Colose — 14 Oct 2013 @ 5:05 PM

  7. I had great success teaching from your book (and online models) last spring, and very much appreciate the way the course is organized. This year, I am hoping to “flip” the class, with assignments to do the “lectures” as homework and do problems and experiments in class. This sounds like a great resource to do that. Thanks, again.

    [Response:Links to the video clips are now posted here. Doug MacAyeal here is doing that. Kids I don't know are calling out "Hey, Archer!" from across the street. David]

    Comment by Paul Schopf — 14 Oct 2013 @ 7:13 PM

  8. I hope you might accept a question about the Slugulator mentioned http://climatemodels.uchicago.edu/slugulator/ A great data visualization.

    If methane quickly converts to some amount of CO2 – does the Slugulator take that into account? The red and blue lines for CO2 and methane should interact, shouldn’t they? Or perhaps a methane line should show it’s CO2 level.

    [Response: The CH4 does convert to CO2 in about a decade. You can see it by turning the CO2 slug to 0. David]

    Comment by richard pauli — 14 Oct 2013 @ 7:48 PM

  9. Sounds great, and I hope everyone will get “acclimatized” to this kind of course. The Univ of Oregon winter 2014 semester has a CLI FI literature and film class for grad students led by Stepanie Lemenager PHD there. COOL! again now puns intended for either acclimatized or cool. BTW: a big CLI Fi news story coming from the UK this Friday, google for it: cli fi, the emerging new climate fiction genre for novels and movies, if you haven’t heard yet:

    http://pcillu101.blogspot.com

    Comment by Dan Bloom — 14 Oct 2013 @ 8:22 PM

  10. We need to move to sustainable generation and use of energy for the sake of our future generations. All the world’s respected scientific institutions that considered the issue concur; HUMANS are warming the planet and the consequences are not good. This is well established science and has been for many years.
    ExhaustingHabitability.com

    Comment by ReduceGHGs — 14 Oct 2013 @ 10:41 PM

  11. How to set up the discussion forums: NOT the way the University of Melbourne did it, where popularity among poets counts in your grade. https://class.coursera.org/climatechange-001/lecture/index

    [Climate Change 
by Prof. Rachel Webster, Dr. Maurizio Toscano, Prof. Jon Barnett, Prof. John Freebairn, Prof. David Jamieson, Prof. David Karoly]

    It will take a lot more than one course to get the innumerate humanitologists and fine artists to understand that Nature is in charge. Laboratory courses must predominate. Make them take the remedial math courses until they can take the Engineering and Science Core Curriculum over their remaining 3 years. I’m dreaming.

    Comment by Edward Greisch — 15 Oct 2013 @ 6:52 AM

  12. Please fell free to use my film “Someplace with a Mountain” if you like. It is about sea level rise in Micronesia. There is a 25 min version at http://www.vimeo.com/29024756
    THANK YOU ALL FOR YOUR WORK, steve goodall

    Comment by steve goodall — 15 Oct 2013 @ 3:54 PM

  13. Edward Greisch @11,

    “It will take a lot more than one course to get the innumerate humanitologists and fine artists to understand that Nature is in charge.”

    I’m in favor of both mathematical and scientific literacy however your statement is both arrogant and won’t solve the problem. maybe you can listen to and watch this TED talk by microbiologist John Bohannon. He has a program called dance your PhD.

    http://www.ted.com/talks/john_bohannon_dance_vs_powerpoint_a_modest_proposal.html

    John Bohannon: Dance vs. powerpoint, a modest proposal

    The ball’s in your court to find a better way to get through to those who learn in different ways!

    Comment by Fred Magyar — 16 Oct 2013 @ 4:33 AM

  14. Careful Edward, I have an arts degree and have been able to understand the basic physics, chemistry and maths of climate change just fine, thanks to David’s book and on-line lectures and sites like RC. Not all arts majors are innumerate, just as I’ve seen plenty of scientific papers and power points that would benefit greatly from better visual presentation and communication skills.

    Comment by Jim Eager — 16 Oct 2013 @ 9:10 AM

  15. This course looks great! I have a question about the AR5 output mapper. I was wondering if you were planning to add variables from other CMIP5 models since only a few (of about 30) models are available here. Thanks.

    [Response: I spent many days loading up my browser with file downloads from the AR5 model repository, and got as many models for each variable as I could. Some were downloading incredibly slowly, some had servers that weren't responding, and some variables I couldn't find. Eventually I called it good enough. The browser does accept the raw netcdf files as they are downloaded from the archive, so if anyone is miffed that their model is left out, and can forward me the files, I can install them easily. David]

    Comment by goneinsec — 16 Oct 2013 @ 9:21 AM

  16. Not to pile on, but climate change is ultimately a problem of the humanities: since it is humans who caused it, understanding humans is the only way to really understand its root causes.

    Knowing the science is, of course, important for understanding how CC is playing out and what the likely consequences may be, and I join with others in applauding the availability of what sounds like an excellent course.

    But the natural sciences alone will always be insufficient for a full understanding of GW, particularly about ultimate causes and solutions.

    Comment by wili — 16 Oct 2013 @ 8:54 PM

  17. Thanks for posting about the climate change class. I just signed up.

    Comment by Jim — 16 Oct 2013 @ 9:14 PM

  18. David,

    I’ve tried four times now to access that linked example of a ‘short’ lecture – from both this site and SkS. All have failed. Is the link broken?

    Comment by Karan — 20 Oct 2013 @ 6:11 AM

  19. Hello David

    I think I see a way to improve the lecture a bit:
    The videos (as in the above example tagged: here (8:13) ) which is less than 10 minutes lecture – is a more than 400MB huge *.MOV file.

    Maybe the lecture videos should be added into YouTube-format for easy broadcasting without having to download locally?

    PS: Karen@18 should then not have seen the problems reported if it is made available on YouTube.

    [Response: They're all now posted on a site call Kaltura, with links here. David]

    Comment by Kjell Arne Rekaa — 21 Oct 2013 @ 10:41 AM

  20. David, I’m a carbon cycle scientist myself, and since I sometime teach short courses on carbon and climate, signed up for your course to get some insight on how I might better teach the physics side of the problem. I’m really disturbed by your error converting miles/km in the first minutes of the first lecture. Aren’t you concerned that making such a “trivial” error undermines your students’s comprehension, while simultaneously creating an easy target for denier ridicule? Surely University of Chicago could afford to re-video that awkward moment. I know I would not release a video with the NASA meatball containing such an error.

    [Response:We re-shot it yesterday afternoon, should be up soon. David]

    Comment by Peter Griffith — 24 Oct 2013 @ 8:56 AM

  21. Regardless of your view on whether human activity is contributing to climate change, I hope we can agree that the flaring of waste natural gas from North Dakota oil and gas fields is a terrible waste that should be quickly addressed. See photo of Earth at Night and nyt article http://www.nytimes.com/2013/10/18/business/energy-environment/oil-companies-are-sued-over-natural-gas-flaring-in-north-dakota.html?_r=0 https://www.facebook.com/photo.php?fbid=669252339766791&set=a.363261490365879.89584.299041440121218&type=1&relevant_count=1

    Comment by Murphy mahoney — 27 Oct 2013 @ 9:20 AM

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