{"id":431,"date":"2007-04-05T09:37:25","date_gmt":"2007-04-05T14:37:25","guid":{"rendered":"\/?p=431"},"modified":"2007-05-05T10:10:32","modified_gmt":"2007-05-05T15:10:32","slug":"ozone-hole-leaks-and-other-tales","status":"publish","type":"post","link":"https:\/\/www.realclimate.org\/index.php\/archives\/2007\/04\/ozone-hole-leaks-and-other-tales\/","title":{"rendered":"Ozone Hole Leaks and Other Tales Ozon Deli\u011fi S\u0131zd\u0131r\u0131yor ve Bunun Gibi Ba\u015fka Hikayeler<\/lang_tk>"},"content":{"rendered":"
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Guest commentary by Figen Mekik<\/a> – Grand Valley State University<\/a><\/small><\/p>\n

“But Figen, humid air feels<\/i> oppressive, heavy!” students told me, almost in unison. A very treasured moment indeed. I just got a glimpse of probably a long held misconception: water vapor is heavier than dry air<\/i>. So, we took out our periodic tables and calculators, and went on to calculate the molecular weight of H2<\/sub>O and how it compares to that of N2<\/sub> and O2<\/sub> (most of the atmosphere). Happy that I corrected a major fallacy, I didn’t see the rest coming. <\/p>\n

Apparently, there are many other sinister fallacies lurking just underneath the surface of the heavy wet air idea. One student asked “is the formula for water vapor the same as for liquid water?” and was astonished to find out that it is always H2<\/sub>O regardless of phase, even in ice! I said “we like to keep things simple in science” and a couple of ladies giggled “as if!” <\/p>\n

Then another admitted that he always thought water split into H2 <\/sub>and O2<\/sub> upon evaporation which would make wet air heavy. Another student answered him with “No way man. When water vapor condenses to liquid, the molecules get bigger which is why liquid water is heavier than vapor.” So we had a long discussion about molecular dynamics of evaporation and condensation. Also, once I helped the students realize the stark contrast between what they think they know (water vapor is heavy<\/i>) and something else they know from the Weather Channel (low pressure means rain<\/i>), the cognitive dissonance (the psychological tension created by conflicting knowledge) drove them to question both “bits of knowledge” and to adjust their ideas. By the end of the hour, they were saying this is SOOO weird, humid air rises. Who knew!
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\nHere are some other common and very tenacious misconceptions:<\/p>\n

[1]<\/b> Seasons are caused by cyclical changes in Earth’s proximity to the Sun.<\/b> The main causes underlying this one likely are that [a] intuitively it makes sense and [b] textbooks frequently exaggerate the eccentricity of Earth’s orbit to the extreme that such an idea is logical. The problem is this misconception is extremely popular, from kindergarten to high school physics teachers. A very confused young man once told me openly “Well, my third grade teacher told me that the Earth’s axis is tilted and that is why we get different seasons and it’s winter in the northern hemisphere, when it’s summer in the southern hemisphere. My high school earth science teacher told me during the summer we are closer to the Sun and summers are hot everywhere. Now you are saying my grade school teacher was right all along. And there is all this hype about sunspot activity being the real cause behind global warming. Since the Sun causes our seasons for whatever reason, that sounds believable to me. But you say it’s CO2<\/sub> in the atmosphere causing global warming. How do I know I can trust you?” <\/p>\n

He has a point! And it is very difficult to address the inconsistencies in his education convincingly. I could have told him about my PhD and that I am a climate scientist, but that really doesn’t have much currency in such situations. So I acknowledged that he has a valid point and devoted the next month to demonstrations and data and error margin analysis to empower the students to the point that they could understand the science for themselves. We couldn’t cover coastal geology that semester because we ran out of time, but I think it was worth it anyway. <\/p>\n

[2] The hole in the ozone layer and atmospheric pollution (including but not limited to aerosols) cause global warming. <\/b>Like the previous one, this one is also very tenacious and difficult to dispel because it is often presented this way in the media and most primary and secondary school teachers share the same fallacy. Perhaps one of the underlying faulty notions here is that the Earth receives heat<\/i> from the Sun, instead of radiation. So, the thinking here is that the ozone layer shields our planet from the Sun’s harmful rays and its heat<\/i>. And because there is a hole in the ozone layer, the extra heat seeps in and gets stuck under the ozone layer causing the greenhouse effect. I know, yikes!! I try to dispel this misconception by explaining that though the sun is indeed quite hot, there is all this empty space between the Sun and our planet and heat travels to Earth as infrared radiation from the sun, but the Sun’s output of infrared is only a fraction of its output as visible light. Energy from the sun mostly reaches us as visible light and ultraviolet radiation. (Minor edit to remove confusion with sensible heat and radiation. Sorry about that!<\/small>).<\/p>\n

However, the notion that global warming and ozone depletion are linked is not entirely wrong. As was discussed earlier on RealClimate (Ozone depletion and global warming<\/a>), original CFC’s as well as ozone itself are powerful greenhouse gases and stratospheric cooling caused by the increase in atmospheric CO2<\/sub> actually accelerates ozone loss there. Even the replacement gases to be used in lieu of CFCs may have significant greenhouse warming potential. BUT, ozone depletion (“the hole in the ozone layer”) does not cause global warming. <\/p>\n

This discussion eventually lends its way to a discussion of aerosols (see Aerosols: the Last Frontier<\/a>) and although aerosols tend to scatter or absorb incoming solar radiation (hence a warming effect), their net effect is in the direction of cooling because they have a positive influence on the nucleation of clouds which increases our planet’s albedo (ability to reflect light). <\/p>\n

[3] The greenhouse effect and global warming are the same thing.<\/b> This is another yikes!! Perhaps the root of the problem here is that the discussion of the greenhouse effect in the classroom is often tightly linked with that of global warming. It needs to be explicitly pointed out to students that without the greenhouse effect our planet’s surface would be about 30 degrees C cooler and with wild differences in temperature between night and day. Not exactly habitable. But anthropogenic global warming is caused by the human-induced increase of greenhouse gases in the atmosphere since the Industrial Revolution, particularly CO2<\/sub>. Most of the past changes in climate on glacial-interglacial timescales can be explained by invoking changes in solar activity and greenhouse gas concentrations in the atmosphere, sure. But the warming we have been experiencing in the last few decades cannot be explained if we do not include the effect of greenhouse gases released by human activities (see the IPCC 4th<\/sup> Assessment SPM<\/a>, and Avery and Singer: Unstoppable Hot Air<\/a>, just to name a couple).<\/p>\n

[4] Toilets flush in opposite directions in the northern and southern hemispheres.<\/b> This one is kind of a pedagogically useful misconception because although it is absolutely wrong, the idea behind it is correct and it is primarily a matter of scale. Having said that, I find the Coriolis effect to be one of the most challenging topics for students to grasp as soon as we move beyond its initial descriptive definition. There is often lots of confusion between “to the right” and “to the east” in the northern hemisphere. Plus when we add another dimension to the mix (vertical) in discussing tropical hurricanes, this becomes a serious barrier to understanding. So, I try to avoid any directional terms, like east or west as well as clockwise or counter-clockwise. Not because students are too young to know a non-digital traditional clock, but because from satellite images hurricanes look like they are rotating counter-clockwise. Really can’t argue with what the students are seeing for themselves. But if we keep the terms simple, “moving objects in the northern hemisphere are deflected to the right within the frame of reference of the moving object,” it becomes a little easier to understand, though still challenging. Another challenge here is that the Coriolis effect comes across as a force and it is difficult for students who have not had physics to distinguish between a force and a deflection (an effect). <\/p>\n

Perhaps you are now thinking “this may be true in some university in west Michigan but surely in other, more prestigious universities the students know better!” If only this were true. A Private Universe<\/i><\/a> is a video documenting lingering misconceptions among Harvard graduates about the causes behind seasons and lunar phases. The problem is misconceptions are hard to detect because most students are adept at answering questions with exactly what the teacher wants to hear and with correct terminology but without any real understanding of the science. After nine years of collegiate teaching I now know to encourage a casual “say whatever is on your mind” attitude with students. This way, I am hoping to get them to inadvertently voice their misconceptions so I can address them. <\/p>\n

And one may be tempted to think this is solely an American problem because the American system of education has been exposed to some serious criticism of late. Again, not so! It’s a global problem. Here are some examples from a couple of quick Google searches. Greek kindergarten teachers harbor deeply rooted confusion about the “ozone hole” and the “greenhouse effect;” while Greek primary school teachers think the ozone hole causes climate change. Australian university students believe a large portion of the ozone hole is over Australia and that the high rate of skin cancer is largely caused by this hole. Junior high school students in Israel seem to understand various processes within the hydrologic cycle, but believe its beginning point is the ocean and the end point is groundwater. And some Turkish in-service physics teachers believe that the moon does not rise and set while Turkish pre-service science teachers think summer is warmer than winter because the Earth is closer to the sun in the summer time. <\/p>\n

How about you? Take this quiz<\/a> to see where you stand ;) Update:<\/strong> Apparently the quiz has been taken off line… <\/p>\n

I think, however, there may be some room for improvement in the wording and explanations in this quiz because some questions are very obscure, ambiguous and Chicago-centric. I would like to know what commenters think about it. <\/small><\/p>\n

Where do misconceptions come from? Personal experiences and intuitive understanding play a large part in fostering misconceptions, and most false notions are reinforced through school and the media. I would like to share with you this delightful and brief story<\/a> of how personal experiences color the judgment of a bunch of 4th<\/sup> graders about the nature of heat. They have a wise science teacher who broaches the topic with a question: “can you give me an example of something that is hot?” She is expecting answers like the Sun, or a stove or maybe even Britney Spears. But the students say sweaters, hats, and coats. One says “rugs are wicked hot.” The teacher says “when I touch your sweater it doesn’t feel hot.” The students say “Ooh, it’s a matter of time. With time it can be 200 degrees!” Hmmm.. Can you blame them? They spent at least nine years in cold Massachusetts winters and their parents and teachers always told them to put on their warm clothes.<\/p>\n

Like this example, some of the problem underlying misconceptions stems from language. “Warm clothes” implies clothes that emit heat, “greenhouse gas” suggests greenhouses are warm because of their gas content, “the rise and set of the sun” suggests the sun is moving across the sky, not the earth is rotating on its axis, and “the theory of relativity” implies all things are relative when actually the theory is based on the constancy of the speed of light. <\/p>\n

Let’s go back to our 4th<\/sup> grade class to see how this very experienced teacher addressed the problem. She could just come right out and say “that’s ridiculous, you’re clothes don’t emit heat, they trap the heat your bodies emit.” That would certainly save time to cover more content; instead she decides to do something else (e.g. concept\/inquiry based learning for the educators out there). She says “Tomorrow I want everyone to bring something hot from home.” The next day sweaters, scarves, hats and even a down sleeping bag arrive. The teacher puts a thermometer into each one and they wait until the next day for them to get hot on the inside. The students are convinced the down sleeping bag will be 400 degrees! They rush in the next morning and quickly check their thermometers. 68 degrees! They’re shocked. But convinced? Not a chance! They are not going to dismiss 9 years of personal experience just like that. “Cold air got in there!” says one little girl. “When I sit in the car with the windows up, it gets hot. We need to hide our clothes.” So sweaters and hats get put into drawers and closets with their thermometers snuggly in them. Another night goes by. The next day they rush in and check their thermometers again. Again 68 degrees! Except one student has 69 degrees. They all applaud. Still not convinced, after all there has been indication in the right direction! Several nights go by like this. Finally serious doubt begins to ensue. So the teacher says “I want everyone who believes clothes are hot to walk to this corner” and she points left; “and the ones who think clothes trap the heat our bodies emit to this corner” and she points right. Most of the students go to the right but three stubborn ones go to the left. Guess you will always have the denialists! But no matter what, these students experienced two things more important than heat: the scientific method in action and sometimes the way something feels is only that and not reality.<\/p>\n

So, are misconceptions barriers to understanding or helpful pedagogical tools? That will largely depend on the individual teacher’s (professor’s) style and interests. But the important thing is to [1] challenge misconceptions, [2] demonstrate their faultiness through carefully devised experiments (ideally by the students), [3] help develop multiple working hypotheses to understand the meaning of the results of these experiments, [4] devise more experiments to test and retest each hypothesis, and [5] NEVER let a student leave the classroom with a diagnosed misconception uncorrected. And, perhaps the most effective method for eradicating misconceptions at every level is going to be investing large quantities of time, money and effort into educating primary and secondary school educators. NSF has many programs that fund such efforts, but much more effort is clearly needed on a global scale. <\/p>\n

Disclaimer<\/b>: I am not an educational psychologist. I am simply a college professor and ocean\/climate scientist enjoying a rich and intense teaching career in the Geology Department at GVSU<\/a>. Also, my anecdotes and all my quotations are intentionally fictionalized to protect the confidentiality of students. The ideas expressed in the quotes are amalgamations of multiple repeated ideas expressed to me from students, professors and colleagues alike since I started graduate school in 1991 at Middle East Technical University in Ankara, Turkey; and the misconceptions I mention are not unique to any of my students but are listed in over 7000 published misconceptions about science. <\/small><\/p>\n

<\/p>\n

Yazan ve Ingilizce\u2019den \u00e7eviren Figen Mekik<\/a> \u2013 Grand Valley State University<\/a><\/small><\/p>\n

\u201cAma Figen, nemli hava a\u011f\u0131r<\/em> geliyor!\u201d dedi \u00f6\u011frencilerim, neredeyse hepsi bir a\u011f\u0131zdan. Ger\u00e7ekten \u00e7ok de\u011ferli bir an. Belki uzun y\u0131llardan beri yanl\u0131\u015f bildikleri bir \u015fey y\u00fczeye \u00e7\u0131kt\u0131: su buhar\u0131 kuru havadan daha a\u011f\u0131rd\u0131r<\/em>. Hemen hesap makinalar\u0131m\u0131z\u0131 ve periyotlar cetvelimizi \u00e7\u0131kartt\u0131k ve H2<\/sub>O\u2019nun molek\u00fcler a\u011f\u0131rl\u0131\u011f\u0131n\u0131 hesaplayarak, N2<\/sub> ve O2<\/sub>\u2019ninkilerle (havak\u00fcrenin b\u00fcy\u00fck bir k\u0131sm\u0131) k\u0131yaslad\u0131k. B\u00fcy\u00fck bir yanl\u0131\u015f olguyu d\u00fczelttim diye sevinirken gerisini g\u00f6remedim.<\/p>\n

Me\u011ferse bu a\u011f\u0131r nemli hava fikrinin hemen alt\u0131nda daha yanl\u0131\u015f ba\u015fka d\u00fc\u015f\u00fcnceler de varm\u0131\u015f. Bir \u00f6\u011frencim sordu: \u201csu buhar\u0131yla s\u0131v\u0131 suyun form\u00fcl\u00fc ayn\u0131 m\u0131?\u201d Hangi halde olursa olsun suyun form\u00fcl\u00fcn\u00fcn hep H2<\/sub>O oldu\u011funu duyunca \u00e7ok \u015fa\u015f\u0131rd\u0131. Hatta buzun bile! \u201cBilimde her\u015feyi basit tutmaya \u00e7al\u0131\u015f\u0131r\u0131z\u201d dedim. Bir iki k\u0131z g\u00fcld\u00fc \u201chi\u00e7 de bile!\u201d<\/p>\n

Sonra ba\u015fka bir \u00f6\u011frencim itiraf etti ki hep su buharla\u015f\u0131nca H2<\/sub> ve O2<\/sub>\u2019ye b\u00f6l\u00fcnd\u00fc\u011f\u00fcn\u00fc zannedermi\u015f. Bu durumda nemli hava daha a\u011f\u0131r oluyor. Ba\u015fka bir tanesi cevap verdi \u201c\u00d6yle olur mu ya.. Su buhar\u0131, s\u0131v\u0131 hale d\u00f6n\u00fc\u015f\u00fcnce molek\u00fcller b\u00fcy\u00fcr. Bu y\u00fczden s\u0131v\u0131 su, buhardan a\u011f\u0131rd\u0131r.\u201d Hemen buharla\u015fma ve s\u0131v\u0131la\u015fman\u0131n molek\u00fcler dinami\u011fi \u00fczerinde uzun bir tart\u0131\u015fmaya giri\u015ftik. Ayr\u0131ca bildiklerini zannettikleri bir \u015fey ile (su buhar\u0131 a\u011f\u0131rd\u0131r<\/em>) televizyondaki hava durumu yay\u0131nlar\u0131ndan bildikleri bir ba\u015fka \u015feyi (al\u00e7ak bas\u0131n\u00e7 ya\u011fmur demek<\/em>) kar\u015f\u0131la\u015ft\u0131r\u0131nca, bu iki fikir aras\u0131ndaki \u00e7eli\u015fki onlar\u0131 \u201cbildiklerini\u201d tekrar d\u00fc\u015f\u00fcnmeye ve d\u00fczeltmeye mecbur etti. Bir saatin sonunda \u201c\u00c7ok tuhaf, me\u011ferse nemli hava y\u00fckselirmi\u015f, kim bilebilirdi ki,\u201d demeye ba\u015flad\u0131lar.<\/p>\n

Bunlar gibi \u00e7ok yayg\u0131n olan bir ka\u00e7 ba\u015fka yanl\u0131\u015f kan\u0131 da \u015funlar:
\n[1] Mevsimler, d\u00fcnyan\u0131n d\u00fczenli olarak g\u00fcne\u015fe yak\u0131nla\u015fmas\u0131ndan ve uzakla\u015fmas\u0131ndan meydana gelir. <\/b> Bu yanl\u0131\u015f bilginin muhtemel sebepleri (a) i\u00e7g\u00fcd\u00fcsel olarak mant\u0131kl\u0131 olu\u015fu, ve (b) ders kitaplar\u0131nda d\u00fcnyan\u0131n y\u00f6r\u00fcngesindeki elips \u015feklinin \u00e7ok abart\u0131lmas\u0131; o kadar ki bu yanl\u0131\u015f d\u00fc\u015f\u00fcnce makul oluyor. Ancak maalesef bu \u00e7ok yayg\u0131n bir yanl\u0131\u015f kan\u0131, taa ana okulundan lise fizik \u00f6\u011fretmenlerine kadar. Akl\u0131 \u00e7ok kar\u0131\u015fm\u0131\u015f bir gen\u00e7 adam bana \u015funu demi\u015fti: \u201cIlk okul 3. s\u0131n\u0131f \u00f6\u011fretmenim mevsimlerin, d\u00fcnyan\u0131n ekseninin y\u00f6r\u00fcnge d\u00fczlemine g\u00f6re dik olmay\u0131\u015f\u0131ndan kaynakland\u0131\u011f\u0131n\u0131; kuzey yar\u0131mk\u00fcrede k\u0131\u015fken, g\u00fcney yar\u0131mk\u00fcrede yaz oldu\u011funu s\u00f6ylemi\u015fti. Oysa lisedeki yerbilimleri \u00f6\u011fretmenim d\u00fcnya g\u00fcne\u015fe yak\u0131nken yaz olur, uzakken k\u0131\u015f olur dedi. Yani yaz\u0131n d\u00fcnyan\u0131n her yeri s\u0131cakt\u0131r. \u015eimdi siz diyorsunuz ki ilk mektep \u00f6\u011fretmenim hakl\u0131ym\u0131\u015f. Sonra, g\u00fcne\u015f lekelerindeki faaliyet art\u0131\u015f\u0131 sebebiyle yerk\u00fcremiz \u0131s\u0131n\u0131yor diyorlar. E\u011fer g\u00fcne\u015f mevsimleri yaratacak kadar etkiliyse (hangi sebeple olursa olsun), bu d\u00fc\u015f\u00fcnce bana mant\u0131kl\u0131 geliyor. Ama siz diyorsunuz ki k\u00fcresel \u0131s\u0131nman\u0131n esas sebebi insanlar\u0131n havak\u00fcreye ekledikleri CO2<\/sub>. Size nas\u0131l g\u00fcvenebilirim?\u201d<\/p>\n

Hakl\u0131! E\u011fitimindeki \u00e7eli\u015fkileri d\u00fczeltmek \u00e7ok zor. Ve b\u00f6yle durumlarda ben doktoral\u0131 bir iklim bilimciyim demenin ne pek bir de\u011feri ne de etkisi oluyor. Onun i\u00e7in, hakl\u0131 oldu\u011funu kabul ettikten sonra bir ay boyunca dersi, \u00f6\u011frencilerle deneyler yapmaya ve veri ve hata pay\u0131 analizlerine adadik. O d\u00f6nem k\u0131y\u0131sal jeolojiyi i\u015fleyecek vakit kalmad\u0131 ama yinede de\u011fdi bence. <\/p>\n

[2] Ozon tabakas\u0131ndaki delik ve hava kirlili\u011fi (aerosol ad\u0131 verilen k\u00fc\u00e7\u00fck par\u00e7ac\u0131klara var\u0131ncaya kadar) k\u00fcresel \u0131s\u0131nmaya sebep oluyor.<\/b> Bir \u00f6nceki gibi bu da \u00e7ok yayg\u0131n ve d\u00fczeltilmesi g\u00fc\u00e7 bir yanl\u0131\u015f kan\u0131. Medya ve pek \u00e7ok ilkokul ve lise \u00f6\u011fretmeni taraf\u0131ndan da b\u00f6yle anlat\u0131l\u0131yor bu konu. Belki de bunun sebeplerinden biri d\u00fcnyaya g\u00fcne\u015ften \u0131\u015f\u0131n\u0131m de\u011fil \u0131s\u0131<\/em> ulast\u0131\u011f\u0131n\u0131n zannedilmesi. Yani ozon tabakas\u0131 gezegenimizi hem g\u00fcne\u015fin zararl\u0131 \u0131\u015f\u0131nlar\u0131ndan hem de \u0131s\u0131s\u0131ndan<\/em> koruyor. Ama delik oldu\u011funa g\u00f6re alt\u0131na fazla \u0131s\u0131 s\u0131z\u0131yor ve sonra alt tabakalarda hapis kal\u0131yor bu \u0131s\u0131, ve b\u00f6ylece k\u00fcresel \u0131s\u0131nma oluyor. Biliyorum, eyvah! Bu yanl\u0131\u015f d\u00fc\u015f\u00fcnceyi d\u00fczeltmek i\u00e7in ben \u00f6\u011frencilere diyorum ki g\u00fcne\u015f tabii ki \u00e7ok s\u0131cak ama ayn\u0131 zamanda da \u00e7ok uzak, ve d\u00fcnya ile g\u00fcne\u015f aras\u0131nda b\u00fcy\u00fck bir bo\u015fluk var. D\u00fcnyam\u0131za g\u00fcne\u015f \u0131s\u0131n\u0131m\u0131n bir k\u0131sm\u0131 k\u0131z\u0131l\u00f6tesi (\u0131s\u0131) olarak gelse de, g\u00fcne\u015f o kadar s\u0131cak ki \u0131\u015f\u0131n\u0131m\u0131n\u0131n sadece az bir k\u0131sm\u0131 k\u0131z\u0131l\u00f6tesi, b\u00fcy\u00fck bir k\u0131sm\u0131 ise g\u00f6r\u00fclebilir \u0131\u015f\u0131k ve mor\u00f6tesi \u0131\u015f\u0131nlar halinde bize ula\u015f\u0131yor. (Burada hissedilebilir \u0131s\u0131 ile \u0131\u015f\u0131n\u0131m aras\u0131ndaki fark\u0131 belirtmek i\u00e7in k\u00fc\u00e7\u00fck bir d\u00fczeltme yapt\u0131k. Kusura bakmay\u0131n.)<\/p>\n

Ancak, ozon azalmas\u0131 ile k\u00fcresel \u0131s\u0131nma ili\u015fkilidir kavram\u0131 o kadar da yanl\u0131\u015f de\u011fil. Daha \u00f6nce de burada tart\u0131\u015f\u0131ld\u0131\u011f\u0131 gibi (Ozon Azalmas\u0131 ve K\u00fcresel Is\u0131nma<\/a>), ilk CFC gazlar\u0131 ve hatta ozonun ta kendisi asl\u0131nda kuvvetli birer sera gaz\u0131d\u0131r. Buna ek olarak, k\u00fcresel \u0131s\u0131nmayla olu\u015fan stratosferdeki so\u011fuma, orada ozon tabakas\u0131n\u0131n inceli\u015fini h\u0131zland\u0131r\u0131yor. Ve hatta CFC\u2019lerin yerine kullan\u0131lan gazlar\u0131n dahi sera gaz\u0131 olma potansiyeli oldu\u011fu saptand\u0131. AMA, ozon tabakas\u0131ndaki incelme (ozon tabakas\u0131ndaki delik), k\u00fcresel \u0131s\u0131nmaya sebep olmuyor.<\/p>\n

\u00d6\u011frencilerle bu tart\u0131\u015fmam\u0131z er ya da ge\u00e7 havadaki aerosolleri de kapsamaya ba\u015fl\u0131yor. (Aerosols: the Last Frontier<\/a>). Aerosoller her ne kadar g\u00fcne\u015ften gelen \u0131\u015f\u0131nlar\u0131 emip da\u011f\u0131tarak biraz \u0131s\u0131nmaya sebep olsalar da, daha b\u00fcy\u00fck etkileri so\u011fuma do\u011frultusunda oluyor. \u00c7\u00fcnk\u00fc bulut olu\u015fumunu olumlu y\u00f6nde etkileyip gezegenimizin albedosunu (\u0131\u015f\u0131k yans\u0131tma \u00f6zelli\u011fini) artt\u0131r\u0131yorlar.<\/p>\n

[3] Sera etkisi ve k\u00fcresel \u0131s\u0131nma ayn\u0131 \u015feydir.<\/b> Bu da eyvah! Belki bu yanl\u0131\u015f olgunun k\u00f6k\u00fcnde \u00e7ok zaman ders anlat\u0131l\u0131rken sera etkisi ile k\u00fcresel \u0131s\u0131nma konular\u0131 birlikte i\u015fleniyor. \u00d6\u011frencilere a\u00e7\u0131k\u00e7a belirtilmeli ki sera etkisi olmasayd\u0131, gezegenemizin ortalama s\u0131cakl\u0131\u011f\u0131 30 derece C daha az oldu\u011fu gibi, gece-g\u00fcnd\u00fcz aras\u0131nda a\u015f\u0131r\u0131 \u0131s\u0131 fark\u0131 olurdu. Pek ya\u015fam i\u00e7in uygun bir iklim de\u011fil. Ancak insan eliyle meydana gelen k\u00fcresel \u0131s\u0131nma, sanayi devriminden bu yana atmosferdeki sera gazlar\u0131n\u0131n, \u00f6zellikle CO2<\/sub>\u2019nin, artmas\u0131ndand\u0131r. Gezegenimizin ge\u00e7mi\u015finde buzul\u00e7a\u011f\u0131 ve buzul\u00e7a\u011f\u0131-aras\u0131 d\u00f6nemlerdeki iklim de\u011fi\u015fimleri hem g\u00fcne\u015f faaliyetleri hem de sera gazlar\u0131ndaki do\u011fal artma ve azalmalar ile a\u00e7\u0131klanabiliyor elbette. Ancak son bir ka\u00e7 ony\u0131ld\u0131r ya\u015fad\u0131\u011f\u0131m\u0131z k\u00fcresel \u0131s\u0131nma m\u0131ktar\u0131n\u0131 a\u00e7\u0131klamak i\u00e7in muhakkak insanlar\u0131n havak\u00fcreye ekledi\u011fi CO2<\/sub>\u2019yi hesaba katmak gerek (mesela, IPCC 4th Assessment SPM<\/a> ve Avery and Singer: Unstoppable Hot Air<\/a>).<\/p>\n

[4] Kuzey ve g\u00fcney yar\u0131mk\u00fcrede sifon \u00e7ekildi\u011finde tuvaletteki su birbirinden farkl\u0131 y\u00f6nde d\u00f6ner.<\/b> Bu asl\u0131nda pedagojik olarak kullan\u0131\u015fl\u0131 bir yanl\u0131\u015f kan\u0131. Tamam\u0131yla as\u0131ls\u0131z olmas\u0131na ra\u011fmen, temelindeki esas do\u011fru ve sadece bir \u00f6l\u00e7ek meselesi bu. Bunu dedikten sonra eklemeliyim ki Koriolis etkisi \u00f6\u011frencileri en \u00e7ok zorlayan konular\u0131n ba\u015f\u0131n\u0131 \u00e7ekiyor. \u00d6\u011frenciler genellikle sa\u011fa do\u011fru y\u00f6nelmeyle, do\u011fuya do\u011fru y\u00f6nelmeyi biribirine kar\u0131\u015ft\u0131r\u0131yor. Ayr\u0131ca konuya bir boyut daha ekleyip dikey y\u00f6ndeki hareketi de ele al\u0131nca (tropik f\u0131rt\u0131nalar gibi), \u00f6\u011frenciler i\u00e7in bu iyice i\u00e7inden \u00e7\u0131k\u0131lamaz bir konu haline geliyor. Bu y\u00fczden do\u011fu-bat\u0131, saat y\u00f6n\u00fcnde veya aksinde gibi deyimleri hi\u00e7 kullanmamaya \u00f6zen g\u00f6steriyorum. Bunu, \u00f6\u011frencilerim dijital olamayan klasik saatleri tan\u0131mayacak kadar gen\u00e7 olduklar\u0131ndan yapm\u0131yorum. Bu konu uzerinde durmam\u0131n sebebi uydu foto\u011fraflar\u0131na bakt\u0131\u011f\u0131m\u0131zda, f\u0131rt\u0131nalar\u0131n kuzey yar\u0131mk\u00fcrede saat y\u00f6n\u00fcn\u00fcn tersine d\u00f6nd\u00fc\u011f\u00fcn\u00fc (yani sola) g\u00f6rmemizdir. \u00d6\u011frencilerin a\u00e7\u0131k\u00e7a \u201csola d\u00f6n\u00fc\u015f\u201d olarak g\u00f6rebildi\u011fi bu olguyu inkar etmek m\u00fcmk\u00fcn de\u011fil. Ama a\u00e7\u0131klamam\u0131z\u0131 basit tutar, \u201cKuzey yar\u0131mk\u00fcrede hareket eden cisimler, hareketleri do\u011frultusundan sa\u011fa do\u011fru kayarlar\u201d dersek anla\u015f\u0131lmas\u0131 biraz kolayla\u015f\u0131yor. Ama yine de \u00e7ok zor bir konu bu. Burada bir ba\u015fka zorluk da Koriolis etkisinin bazan bir g\u00fc\u00e7 olarak alg\u0131lanmas\u0131. Hen\u00fcz fizik dersi almam\u0131\u015f \u00f6\u011frenciler bir g\u00fc\u00e7le etkinin arasindaki fark\u0131 bilemiyorlar. <\/p>\n

Belki de \u015fimdi i\u00e7inizden diyorsunuz ki \u201cbat\u0131 Michigan\u2019daki bir okulda b\u00f6yle olabilir, ama daha prestijli \u00fcniversitelerde muhakkak ki \u00f6\u011frenciler daha bilgilidir.\u201d Ah ke\u015fke b\u00f6yle olsa. Kendine G\u00f6re bir Kainat (A Private Universe)<\/a> adl\u0131 video, Harvard mezunlar\u0131n\u0131n mevsimlerin olu\u015fma sebebi ve ay\u0131n evrelerinin nedeni hakk\u0131nda ne kadar cahil oldu\u011funu sergiliyor. Bu yanl\u0131\u015f kan\u0131lar\u0131n yayg\u0131nl\u0131\u011f\u0131n\u0131n sebebi, bunlar\u0131 \u00f6\u011frencilerde tespit etmenin \u00e7ok zor olu\u015fu. \u00d6\u011frenciler, \u00f6\u011fretmenin duymak istedi\u011fi cevab\u0131 vermekte, ve do\u011fru kelimeleri kullanmakta usta, ama \u00e7o\u011fu zaman kavramlar\u0131 iyi anlam\u0131\u015f de\u011filler. Dokuz y\u0131ld\u0131r \u00fcniversitede e\u011fitmenlik yapt\u0131ktan sonra \u00f6\u011frencilerimi \u201cak\u0131llar\u0131na geleni\u201d s\u00f6ylemeye te\u015ffik etmeyi \u00f6\u011frendim. B\u00f6ylece, fark\u0131na varmadan bana yanl\u0131\u015f bilgilerini belirtirler de, ben de d\u00fczeltirim diye umuyorum.<\/p>\n

Bunu sadece Amerikal\u0131lar\u0131n sorunu olarak g\u00f6rebilirsiniz belki \u00e7\u00fcnk\u00fc son zamanlarda Amerikan e\u011fitim sistemi \u00e7ok ele\u015ftirilir oldu. Ama bu da maalesef do\u011fru de\u011fil. Internette bir iki \u00e7abuk tarama \u015fu sonuclar\u0131 verdi: Yunanl\u0131 anaokulu \u00f6\u011fretmenleri ozon deli\u011fi ile k\u00fcresel \u0131snmay\u0131 birbirine kar\u0131\u015ft\u0131r\u0131yor. Yunanl\u0131 ilkokul \u00f6\u011fretmenleri ozon deli\u011finin iklim de\u011fi\u015fikli\u011fine sebep oldu\u011funu zannediyor. Avusturalyal\u0131 \u00fcniversiteli gen\u00e7ler ozon deli\u011finin b\u00fcy\u00fck bir k\u0131sm\u0131n\u0131n Avusturalya uzerinde oldu\u011funa inand\u0131klar\u0131 gibi, cilt kanserindeki art\u0131\u015flar\u0131 da buna ba\u011fl\u0131yorlar. Israil\u2019de orta okul \u00f6\u011frencileri k\u00fcresel su devinimindeki belli \u015feyleri iyi bilselerde, bu b\u00fcy\u00fck d\u00f6ng\u00fcn\u00fcn okyanusta ba\u015flay\u0131p yeralt\u0131 suyunda bitti\u011fini zannediyorlar. Ve baz\u0131 T\u00fcrk fizik \u00f6\u011fretmenleri ay\u0131n do\u011fup batt\u0131\u011f\u0131na inamad\u0131\u011f\u0131 gibi, baz\u0131 T\u00fcrk \u00f6\u011fretmen adaylar\u0131 ise yaz aylar\u0131nda d\u00fcnyan\u0131n g\u00fcne\u015fe daha yak\u0131n oldu\u011funu zannediyorlar.<\/p>\n

Peki ya siz? Bu k\u00fc\u00e7\u00fck s\u0131navc\u0131kla<\/a> kendinizi deneyin bakal\u0131m. ;) (S\u0131nav\u0131 yenilemek \u00fczere \u015fimdilik kald\u0131rd\u0131lar galiba)<\/p>\n

Fakat bu s\u0131navda baz\u0131 s\u00f6zc\u00fck ve anlat\u0131m hatalar\u0131 var san\u0131r\u0131m. Ayr\u0131ca baz\u0131 sorular \u00e7ok detayl\u0131 veya belirsiz veya Chicago-merkezli. Ama hakk\u0131nda ne d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz\u00fc bilmek isterim.<\/p>\n

Peki bu yanl\u0131\u015f kan\u0131lar nereden \u00e7\u0131k\u0131yor? Ki\u015fisel deneyimlerin ve i\u00e7g\u00fcd\u00fcsel anlay\u0131slar\u0131n b\u00fcy\u00fck pay\u0131 var bu yanl\u0131\u015f alg\u0131lamalar\u0131n geli\u015fmesinde ve okul boyunca peki\u015fmesinde. Size \u00e7ok tatl\u0131 bir k\u0131sa hikaye<\/a> anlatmak istiyorum. Bir grup 4. s\u0131n\u0131f \u00f6\u011frencisinin \u0131s\u0131 konusunu \u00f6\u011frenirken ki maceralar\u0131. \u00c7ok bilin\u00e7li bir \u00f6\u011fretmenleri var, ve \u0131s\u0131 konusunu onlara bir soru y\u00f6nelterek a\u00e7\u0131yor: \u201cBana s\u0131cak bir \u015fey \u00f6rne\u011fi verin.\u201d \u00d6\u011fretmen g\u00fcne\u015f veya ocak gibi yan\u0131tlar beklerken k\u00fc\u00e7\u00fckler palto, \u015fapka, h\u0131rka deyiveriyorlar. Bir tanesi \u201chal\u0131lar fena s\u0131cak\u201d diyor. \u00d6\u011fretmen \u201cama ben h\u0131rkan\u0131 tutunca s\u0131cak gelmiyor\u201d deyince \u201cohhh, bu bir zaman meselesi, zamanla 200 derece bile olur!\u201d diyor \u00f6\u011frenciler. Kusur bulabilir misiniz? Hayatlar\u0131n\u0131n dokuz k\u0131\u015f\u0131 so\u011fuk Massachusetts de ge\u00e7mi\u015f ve anne-babalar ve \u00f6\u011fretmenler hep \u201cs\u0131caklar\u0131n\u0131\u201d giy yavrum demi\u015fler. <\/p>\n

Bu \u00f6rne\u011fin g\u00f6sterdi\u011fi gibi sorunun bir b\u00f6l\u00fcm\u00fc dilden kaynaklan\u0131yor. \u201cS\u0131cak giyim\u201d sanki \u0131s\u0131 yayan bir h\u0131rka izlenimi b\u0131rak\u0131yor; \u201csera gaz\u0131\u201d sanki seralar gaz i\u00e7eri\u011finden dolay\u0131 s\u0131cakm\u0131\u015f intibas\u0131 veriyor; g\u00fcne\u015fin do\u011fusu-bat\u0131s\u0131 sanki g\u00fcne\u015f g\u00f6k y\u00fcz\u00fcnde hareket ediyormu\u015f anlam\u0131n\u0131 veriyor ama asl\u0131nda d\u00f6nen d\u00fcnya; ve \u201cg\u00f6recelik kuram\u0131\u201d sanki her \u015fey g\u00f6recelidir der gibi oluyor ama kuram\u0131n esas\u0131 \u0131\u015f\u0131k h\u0131z\u0131n\u0131n de\u011fi\u015fmezli\u011fine dayan\u0131r. <\/p>\n

4. s\u0131n\u0131f\u0131m\u0131za geri d\u00f6nelim, bakal\u0131m \u00f6\u011fretmenimiz bu durumla nas\u0131l ba\u015fa \u00e7\u0131kacak. Tabii ki \u201c\u00c7ocuklar \u00f6yle \u015fey olur mu, s\u0131cak olan sizsiniz\u201d diyebilir. Bu \u00e7ok zaman kazand\u0131racak ve daha \u00e7ok konu i\u015flemeyi m\u00fcmk\u00fcnle\u015ftirecek bir tutum olur muhakkak. Ama bu \u00f6\u011fretmen \u00e7ok tecr\u00fcbeli ve onlar\u0131 hi\u00e7 k\u0131rm\u0131yor. \u201cPeki, herkes yar\u0131n evinden s\u0131cak bir \u015fey getirsin\u201d diyor. Ertesi g\u00fcn \u015fapkalar, atk\u0131lar, paltolar ve hatta bir ku\u015f t\u00fcy\u00fc uyku tulumu geliyor. \u00d6\u011fretmen her par\u00e7an\u0131n i\u00e7ine bir termometre koyuyor ve gecenin ge\u00e7mesini bekliyorlar ki zamanla her\u015feyin i\u00e7i k\u0131z\u0131\u015fs\u0131n diye. \u00d6\u011frenciler uyku tulumunun 400 derece Fahrehayt olaca\u011f\u0131ndan eminler. Ertesi g\u00fcn p\u00fcr heves gelip termometrelerine bak\u0131yorlar. 68 derece F! (18 derece C). Hepsi \u00e7ok \u015fa\u015f\u0131r\u0131yor. Ama kani oldular m\u0131? Kesinlikle hay\u0131r! Dokuz y\u0131ll\u0131k ki\u015fisel deneyimlerinden \u00f6yle hemen vazge\u00e7erler mi? \u201cI\u00e7lerine so\u011fuk hava girdi\u201d diyor bir k\u00fc\u00e7\u00fck k\u0131z. \u201cBen arabada camlar\u0131 kapat\u0131p oturunca \u00e7ok terliyorum. Elbiselerimizi saklamam\u0131z laz\u0131m,\u201d diyor. Hemen her \u015fey \u00e7ekmecelere, dolaplara dolduruluyor, her par\u00e7an\u0131n i\u00e7inde termometresi var tabii. Bir gece daha ge\u00e7iyor. Sabah ko\u015fa ko\u015fa gelip bir bak\u0131yorlar, yine 68 derece. Ama bir tanesininki 69 derece. Hepsi alk\u0131\u015fl\u0131yor. Bari do\u011fru y\u00f6nde bir geli\u015fme var diye herhalde. Bu b\u00f6yle bir ka\u00e7 gece devam ediyor. Sonunda ciddi teredd\u00fctler do\u011fmaya ba\u015fl\u0131yor. \u00d6\u011fretmen diyor ki \u201cgiysilerin s\u0131cak oldu\u011funa inananlar bu tarafa ge\u00e7sin\u201d ve solu g\u00f6steriyor. \u201cKendilerinin s\u0131cak olup giysileri \u0131s\u0131tt\u0131\u011f\u0131n\u0131 d\u00fcs\u00fcneneler sa\u011fa ge\u00e7sin\u201d diyor. Hemen hemen hepsi sa\u011fa gidiyor ama \u00fc\u00e7 tane inat\u00e7\u0131 sola gidiyor. Hep inkarc\u0131lar olacakt\u0131r herhalde! Ama ne olursa olsun bu \u00e7ocuklar \u0131s\u0131dan \u00e7ok daha \u00f6nemli iki \u015fey \u00f6\u011frendi: bilimsel sorgulaman\u0131n esas\u0131n\u0131 ve bazan ger\u00e7eklerin hissedildi\u011fi gibi olmad\u0131\u011f\u0131n\u0131. <\/p>\n

Peki yanl\u0131\u015f kan\u0131lar anlay\u0131s\u0131 engelleyen unsurlar m\u0131 yoksa pedagojik aletler mi? Bu her \u00f6\u011fretmen\u2019in tarz\u0131 ve yap\u0131s\u0131na g\u00f6re de\u011fi\u015fecektir. Ama \u00f6nemli olan [1] yanl\u0131\u015f kan\u0131lar\u0131 sorgulamak, [2] yanl\u0131\u015f olduklar\u0131n\u0131 deneyler vas\u0131tas\u0131yla g\u00f6stermek (e\u011fer \u00f6\u011frenciler deneyleri d\u00fczenlerse daha da iyi), [3] bu sorular\u0131n yan\u0131tlar\u0131n\u0131 ararken pek \u00e7ok hipotez \u00fcretmek ve [4] onlar\u0131 tek tek deneylerle s\u0131namak ve [5] ne olursa olsun hi\u00e7 bir \u00f6\u011frencinin ortaya \u00e7\u0131km\u0131\u015f bir yanl\u0131\u015f kan\u0131yla s\u0131n\u0131f\u0131 terketmemesini temin etmek. Ve belki daha da etkili olacak bir yol, devlet bilim kurulu\u015flar\u0131n\u0131n \u00f6\u011fretmenleri e\u011fitmek i\u00e7in bol miktarda para, zaman ve \u00e7aba harcamalar\u0131 olacakt\u0131r. <\/p>\n

A\u00e7\u0131klama: Ben e\u011fitim psikolo\u011fu de\u011filim. \u00dcniversite\u2019de profes\u00f6r ve deniz\/iklim bilimcisiyim. GVSU\u2019nun Jeoloji b\u00f6l\u00fcm\u00fcnde<\/a> son derece zengin bir e\u011fitimcilik hayat\u0131 ya\u015famaktay\u0131m. Ancak burada anlatt\u0131\u011f\u0131m hikayeler ve at\u0131flar, taa Orta Do\u011fu Teknik \u00dcniversitesinde 1991 y\u0131ll\u0131nda mast\u0131r yapmaya ba\u015flad\u0131\u011f\u0131m s\u0131radan beri s\u00fcrekli ve tekrarli bir \u015fekilde duydu\u011fum yanl\u0131\u015f kan\u0131lara dayanmaktad\u0131r. Bu yanl\u0131\u015f kan\u0131lar da herhangi bir tek \u00f6\u011frencime ait olmay\u0131p, yay\u0131nlanm\u0131\u015f 7000 fazla yanl\u0131\u015f bilgi \u00fczerine dayand\u0131r\u0131lm\u0131\u015ft\u0131r. <\/small>
\n<\/lang_tk><\/p>\n\n<\/div> ","protected":false},"excerpt":{"rendered":"

Guest commentary by Figen Mekik – Grand Valley State University “But Figen, humid air feels oppressive, heavy!” students told me, almost in unison. A very treasured moment indeed. I just got a glimpse of probably a long held misconception: water vapor is heavier than dry air. So, we took out our periodic tables and calculators, […]<\/p>\n","protected":false},"author":12,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[1],"tags":[],"class_list":{"0":"post-431","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-climate-science","7":"entry"},"aioseo_notices":[],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/posts\/431","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/comments?post=431"}],"version-history":[{"count":0,"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/posts\/431\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/media?parent=431"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/categories?post=431"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.realclimate.org\/index.php\/wp-json\/wp\/v2\/tags?post=431"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}