FALL/WINTER 2007
Letters to the Editor
Kevin Gurney’s response regarding solar effects on climate appear to be summarized by his sentence, “This means that for the last 30 years, the period in which temperatures have been rising fastest, the sun has not changed.” This is not true.
The sun has always changed, and always will change. In my astronomy and astrophysics courses, it was repeatedly emphasized that the sun is a variable star. A quick look on the Internet for “solar variation” shows that the changes have been quite measurable over this time scale, though the changes in raw intensity (brightness) appear to be too small to have a direct effect on climate.
One change that is very significant is the change in magnetic activity — most easily observed via sunspots. Through this and isotope data, it has been found that the level of solar activity in recent decades is stronger than in any other period for over 1000 years.
There is some controversy as to whether this activity can have an effect on climate. Certainly, the little ice age’s correlation with the Maunder minimum in sunspots suggests that there may be a link. And climate changes throughout the solar system (including Mars, Jupiter, Pluto, and others) are curious, though they may be caused by a coincidence of other unrelated factors. But at the very least, we should give solar effects a second look.
The state of the sun has most certainly not remained constant over recent decades. To suggest otherwise is an oversimplification that does a disservice to your readers.
Steve Carabello (MS ’99, Physics)
Thanks to our reader for sending in his letter regarding solar variability and climate. The explicit context of the sentence that was chosen by the reader as a summary of my communiqué relates to whether or not observed variability in solar output can explain the observed and projected climate change. There is indeed scientific literature devoted to this important topic and the conclusion thus far is as I stated. However, as Mr. Carabello points out, there are a variety of attributes of our sun, some of which may vary substantially over time. I strongly support research into these phenomena but have yet to see any supported hypothesis that connects solar phenomena to modern climate change though there have been some short-lived claims. A great reference to explore this topic further can be found in Laut. P., Solar Activity and Terrestrial Climate: An analysis of some purported correlations, J. Atmos. Solar-Terr. Phys., 2004.
Kevin R. Gurney, assistant professor of earth and atmospheric sciences and agronomy; associate director of the Purdue Climate Change Research Center
Dear Dean Vitter,
I enjoyed reading the recent issue of Insights. The report on research was interesting. As an alumnus (BS ’43, PhD ’49), I would be much more interested in learning about your teaching to undergraduates. I believe that is the fundamental purpose of a college? For example:
- What courses are being taught?
- Who does the teaching? Do the chaired and senior professors teach any classes? Do you teach any?
- About the classes — how big are they? How many have lab work?
- What majors and minors are offered?
- How many undergraduates are there? How many faculty?
- What is the graduation rate?
- What is the real scholarship situation? And what is ‘student aid’?
These are just some of the subjects I would find very interesting and would help me better understand the needs of the college. Perhaps others would too. I understand that highlighting your research efforts is a popular thing to do these days, but is it the most important mission of the college?
For your consideration from an old and faithful Purdue graduate.
Very truly yours,
Allan E. Reynolds (PhD ’49, Chemistry)
Dear Dr. Reynolds,
You ask some extremely salient questions. You will find some answers to your questions in this issue of Insights and in our annual report, at the back of this issue. The Science Data Digest on our Web site also provides many answers, and we update it yearly with the most recent data.
You are correct that teaching is central to Purdue’s mission. Research is also an equally important component of the mission, as is engagement. Our research endeavors allow us to contribute to the advancement of society, our state, and our country. They also enable us to provide invaluable learning opportunities to our students, including undergraduates. Half of our graduating science undergraduate students at Purdue leave having completed undergraduate research or a research-related internship. Such research experience is what makes the difference between a good and great education, and it is highly prized by potential employers. It makes their coursework come to life when a professor can work with them in the lab and tie in course concepts to a larger research project. The difference between these projects and lab courses is that students are afforded more responsibility and are able to formulate and see through a larger project and one where the answers are truly unknown beforehand. Researchers that have cutting-edge projects help us attract top students who highly value participation in these projects.
So you can see that research and learning truly do go hand-in-hand. This interplay would be a good subject for a future feature article in Insights. Stay tuned!
Sincerely,
Jeff Vitter
Editor’s note: Last issue, we asked you to share some of your favorite Purdue memories. Here’s one that caught our eye:
It has been almost 35 years since I graduated from Purdue in Biology.
I do not remember so much the classes as the professors who showed a great deal of generosity and interest in me. These were Martha Oakley, Michael Forman, Sanford Ostroy, and Mary Stiller. Martha Oakley stands out in particular because she made an effort to know every student in her enormous freshman biology class.
There is one professor’s classes that I do remember with a great deal of fondness and appreciation — classes with Fred Lytle in the chemistry department. I took courses in analytical chemistry and instrumental methods of analysis with Professor Lytle. At that time he looked younger than most of the students in the class. I have an image of him sitting on the table at the front of the lecture hall, laughing at one of his own jokes. He had so much enthusiasm, and seemed to be having so much fun, that it made you want to learn the material. At the same time he communicated a sense of importance to what he was teaching. I learned a great deal in his classes. I think it was in his class, more than any other that I took at Purdue, that I learned how to do a scientific experiment.
John E. Casnellie, (BS ’72, Biological Sciences)