Learn the Scientific Method in a changing climate

Many societal and scientific challenges involve systems that are too complex to understand through simple reasoning. The scientific method provides a structured approach to explore and unravel these complex systems. It consists of a cycle of steps: motivating research, posing a question, formulating a testable hypothesis, experimenting, analyzing results, and confirming or refuting the hypothesis. This cycle is the foundation of modern science.

In this course, students learn the scientific method by actively doing science. Rather than just studying theory, they engage in research themselves, developing practical skills in designing, performing, and evaluating experiments.

Key features of the course serve as practice opportunities for independent research. Students first learn and experience these elements through guided activities and then apply their new knowledge and skills to their own research questions. These features include:

• Scientific method fundamentals: Exploring the history, philosophy, and logic behind scientific inquiry.
• Research practice: Investigating the overarching question: "How does cloud formation change in a changing climate?"
• Virtual laboratory: Using the conceptual model CLASS as a safe, flexible, and interactive research environment.
• Simultaneous learning and application: As students learn how to pose research questions, organize experiments, analyze data, and evaluate results, they apply these skills directly to their own research projects.

By combining theory with hands-on practice, students gain a deep understanding of the scientific method, develop critical thinking skills, and experience the process of scientific discovery first-hand, applying their knowledge and skills to research of their own design.

• Apply a systematic research cycle while working on a scientific problem

• Deduce a conceptual representation of processes in the atmospheric boundary layer combining theory and obtained results

• Formulate a research proposal with particular emphasis on the research question, hypothesis and experimental design

• Apply basic philosophy of science concepts to their research

• Reflect on their personal priorities for good scientific research

• Assignment other (35%) Research proposal.
• Assignment report (45%) Final report.
• Performance (20%) Active participation in the class room sessions. Classroom session also involves providing feedback to peers on their proposals and reports using "feedback fruits" tool on brightspace, and evaluating their own proposals and reports.

• All necessary material is contained in the online course. The following books can be used as background study material: - J. Vilà-Guerau de Arellano, C. van Heerwaarden, B van Stratum and K. van den Dries; Cambridge University Press (2015). Atmospheric boundary layer: Integrating chemistry and land interactions. ISBN 978110709094. - A.F. Moene and J.C. van Dam (2014). Transport in the atmosphere-vegetation-soil continuum. Cambridge University Press. ISBN: 9780521195683.