The Global Change Research Program

by John L. Roeder

I first learned about the threat of enhanced global warming from carbon dioxide produced by fossil fuel combustion when I worked on a unit on this topic for NSTA's Project for an Energy Enriched Curriculum in 1979. Ten years later the U.S. federal government realized the significance of this and other threatened environmental changes, and the U.S. Global Change Research Program (USGCRP) was established to "combine and coordinate the research and policy development interests of 15 departments and agencies of the U.S. Government and Executive Offices of the President." Coordinating efforts of the Departments of Agriculture, Commerce, Defense, Energy, Health and Human Services, Interior, and Transportation, the Environmental Protection Agency, National Aeronautics and Space Administration, National Science Foundation, Smithsonian Institution, and Tennessee Valley Authority, it is "organized under the auspices of the Subcommittee on Global Change Research . . . one of the seven environmental issue subcommittees established by the Committee on Environment and Natural Resources . . . one of the 9 committees organized under the National Science and Technology Council" (described in our Fall 1994 issue).

To disseminate information about its efforts, the USGCRP has set up Information Offices in Washington, DC, and Michigan (2250 Pierce Road, University Center, MI 48710, (517)-797-2730, FAX: (517)-797-2622, E-mail help@gcrio.org) and has established a web site (http://www.gcrio.org). Among the documents regularly issued is a series entitled Our Changing Planet, a supplement to the federal budget and therefore addressed to members of Congress in a very attractive package subtitled "An Investment in Science for the Nation's Future.". As explained in the FY 1997 volume of this series, a USGRP internal review and a 1995 external review by the National Research Council recommended "focus on priority issues in four mature areas of Earth system science that are of great scientific and practical importance." These four areas are "Seasonal to Interannual Climate Variability," "Climate Change Over Decades to Centuries," "Changes in Ozone, UV Radiation, and Atmospheric Chemistry," and "Changes in Land Cover and in Terrestrial and Aquatic Ecosystems."

Each of these four areas is a classic example of scientific methodology. First data must be gathered -- temperature, precipitation, atmospheric constituents such as ozone, volatile organics, nitrogen oxides, sulfur oxides, chlorine, ocean circulation, and land use -- a lot of data, mostly from satellites in NASA's "Mission to Planet Earth" program (described on page 44, Fall 1994 issue). Models are constructed to analyze these data, to make predictions, and apply them for the benefit of humankind. The primary model for studying climate variability is ENSO, El Ni–o and its atmospheric counterpart, the Southern Oscillation, and the coupling of this system to other determinants of climate. The models for studying climate change are Climate System Models, the most advanced of which is at the National Center for Atmospheric Research in Boulder, CO. (Two years ago, this model was able to partition the atmosphere into "cells" of space-time with a square base 500 km on a side, a height of 1.5 km, and a time of 1 hour, and the 16 May 1997 issue of Science reports that it could compute for 300 years without drifting more than 0.5 degrees Celsius in average temperature, thus reflecting accurately three centuries of the past when there were no major atmospheric changes as have been wrought since the Industrial Revolution.) For atmospheric chemistry the model is that of the interaction and migration of molecular species in the troposphere and the stratosphere; and for land cover and ecosystems it is the connection between global warming and land habitability.

In addition to focusing on the "four mature areas of Earth system science," the past three issues of Our Changing Planet (for FY 1996, FY 1997, and FY 1998) also discuss integrative and cooperative efforts, such as those between governmental agencies and among the governments of the world. Perhaps the foremost international cooperation supported by the USGCRP is the IPCC (Intergovernmental Panel on Climate Change), jointly established by the World Meteorological Organization and the United Nations Environment Programme in 1988. Although the conclusion of the IPCC's Second Assessment Report in 1995 that "there is a discernible human influence on global climate" brought forth a storm of criticism from industry (as reported on p. 31 of our Winter 1997 issue) and is still regarded by some climate modelers as obscuring the uncertainty which still belies climate prediction (R. A. Kerr, Science, 276, 1040 (16 May 97)), it is printed without adverse comment with all the other "Key Findings of the IPCC Second Assessment Report" in the FY 1997 volume of Our Changing Planet (Resource #6, Winter 1997 issue). Unfortunately, all the attention devoted to this one conclusion overshadowed the others. For readers who may not have seen the entirety of these recommendations and wish to use them in their teaching, we reprint them here (see box).

Also of possible interest to teachers are some of the tidbits of information related to the "four mature areas of Earth system science" in the past three issues of Our Changing Planet:

"Seasonal to Interannual Climate Variability"

"Climate Change Over Decades to Centuries" "Changes in Ozone, UV Radiation, and Atmospheric Chemistry" "Changes in Land Cover and in Terrestrial and Aquatic Ecosystems" Key Findings of the IPCC Second Assessment Report (as extracted in the FY 1997 Our Changing Planet)

Effects of Human Activities on Regional and Global Climate, and on Sea Level

Potential Health and Environmental Consequences of Climate Change Approaches to Mitigate or Adapt to Climate Change


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