WorldWideScience

Sample records for k-12 earth science

  1. Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

    Science.gov (United States)

    McAuliffe, C.

    2016-12-01

    Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

  2. Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

    Science.gov (United States)

    Burrell, S.

    2012-12-01

    Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

  3. Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

    Science.gov (United States)

    Holzer, M. A.; National Earth Science Teachers Association

    2011-12-01

    Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

  4. Soil Science Society of America - K-12 Outreach

    Science.gov (United States)

    Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

    2013-04-01

    The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

  5. Problem-Based Learning in the Earth and Space Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2017-01-01

    If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…

  6. Earth system science K-12 scientist-student partnerships using paleontological materials

    Science.gov (United States)

    Harnik, P. G.; Ross, R. M.; Chiment, J. J.; Sherpa, J. M.

    2001-05-01

    Reducing the discrepancy between the dynamic science that researchers experience and the static fact-driven science education in which k-12 students participate at school is an important component to national science education reform. Scientist-student partnerships (SSPs) involving whole classes in Earth systems research provide a solution to this problem, but existing models have often lacked rigorous scientific data quality control and/or evaluation of pedagogical effectiveness. The Paleontological Research Institution has been prototyping two SSPs with an eye toward establishing protocols to insure both scientific and educational quality of the partnership. Data quality analysis involves making statistical estimates of data accuracy and employing robust statistical techniques for answering essential questions with noisy data. Educational evaluation takes into account affective variables, such as student motivation and interest, and compares the relative pedagogical effectiveness of SSPs with more traditional hands-on activities. Paleontology is a natural subject for scientist-student partnerships because of its intrinsic appeal to the general public, and because its interdisciplinary content serves as a springboard for meeting science education standards across the physical and life sciences. The "Devonian Seas" SSP involves classes in identifying fossil taxa and assessing taphonomic characteristics from Devonian-aged Hamilton Group shales in Central New York. The scientific purpose of the project is to establish at high stratigraphic resolution the sequence of dysoxic biofacies composition, which will shed light on the sensitivity of epeiric sea communities to environmental (e.g., sea level) changes. The project is undertaken in upper elementary school and secondary school Earth science classes, and in some cases has involved field-based teacher training and collection of samples. Students in small teams collaborate to identify taxa within the samples, then

  7. Implications of the Next Generation Science Standards for Earth and Space Sciences

    Science.gov (United States)

    Wysession, M. E.; Colson, M.; Duschl, R. A.; Huff, K.; Lopez, R. E.; Messina, P.; Speranza, P.; Matthews, T.; Childress, J.

    2012-12-01

    The Next Generation Science Standards (NGSS), due to be released in 2013, set a new direction for K-12 science education in America. These standards will put forth significant changes for Earth and space sciences. The NGSS are based upon the recommendations of the National Research Council's 2011 report "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas." The standards are being written by a large group of authors who represent many different constituencies, including 26 participating states, in a process led by Achieve, Inc. The standards encourage innovative ways to teach science at the K-12 level, including enhanced integration between the content, practices, and crosscutting ideas of science and greater assimilation among the sciences and engineering, and among the sciences, mathematics, and English language arts. The NGSS presents a greater emphasis on Earth and space sciences than in previous standards, recommending a year at both the middle and high school levels. The new standards also present a greater emphasis on areas of direct impact between humans and the Earth system, including climate change, natural hazards, resource management, and sustainability.

  8. Designing Successful Science Contests for K-12

    Science.gov (United States)

    Schwerin, T.; Colleton, N.

    2006-12-01

    Contests can engage, motivate, instruct and inspire students of all grade levels and interests. What are the ingredients necessary for a successful science contest? The Institute for Global Environmental Strategies (IGES) has recommendations for designing science-based competitions that are both fun and educational for for elementary and secondary students. These recommendations were developed as a result of IGES' experience gained through two annual student competitions that focus on Earth science topics: An annual art contest, for grades 2-4, challenges U.S. students to explore a specific Earth science topic. For example, past themes have included Polar Explorations: Going to Extremes (2006); Connect-4: Air, Land, Water, and Life (2005); and Picture Me: What Kind of Earth Explorer Would I Be? (2004). The contest supports national science education standards for grades K-4, and includes suggested classroom activities, books, and movies. The Thacher Scholarship was founded in 2000 by IGES in honor of the late Peter S. Thacher, a former IGES board member and leader in promoting the use of satellite remote sensing. The $4,000 scholarship is awarded to exceptional high school students displaying the best use of satellite remote sensing in understanding our changing planet.

  9. A Primary Grade (K-3) Earth Science Program

    Science.gov (United States)

    Schwartz, Maurice L.; Slesnick, Irwin L.

    1973-01-01

    Describes the rationale and structure of a newly developed earth science program for elementary school children (K-3). The activities involve pre-operational and concrete operational stages, progressing from one to the other. Children show sustained interest and enthusiasm as they investigate landforms, the moon, fossils, and weather phenomena.…

  10. Making NASA Earth Observing System Satellite Data Accessible to the K-12 and Citizen Scientist Communities

    Science.gov (United States)

    Moore, Susan W.; Phelps, Carrie S.; Chambers, Lin H.

    2004-01-01

    The Atmospheric Sciences Data Center (ASDC) at NASA s Langley Research Center houses over 700 data sets related to Earth s radiation budget, clouds, aerosols and tropospheric chemistry. These data sets are produced to increase academic understanding of the natural and anthropogenic perturbations that influence global climate change. The Mentoring and inquirY using NASA Data on Atmospheric and earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education by reducing these large data holdings to microsets that will be easily explored and understood by the K-12 and the amateur scientist communities

  11. Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology

    Science.gov (United States)

    Thomas, Julie; Ivey, Toni; Puckette, Jim

    2013-01-01

    The Earth sciences are newly marginalized in K-12 classrooms. With few high schools offering Earth science courses, students' exposure to the Earth sciences relies on the teacher's ability to incorporate Earth science material into a biology, chemistry, or physics course. ''G.E.T. (Geoscience Experiences for Teachers) in the Field'' is an…

  12. Investigation of Strategies to Promote Effective Teacher Professional Development Experiences in Earth Science

    Science.gov (United States)

    Engelmann, Carol A.

    2014-01-01

    This dissertation serves as a call to geoscientists to share responsibility with K-12 educators for increasing Earth science literacy. When partnerships are created among K-12 educators and geoscientists, the synergy created can promote Earth science literacy in students, teachers, and the broader community. The research described here resulted in…

  13. Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education Standards

    Science.gov (United States)

    Hoffman, Martos; Barstow, Daniel

    2007-01-01

    The National Oceanic and Atmospheric Administration (NOAA) commissioned TERC to complete a review of science education standards for all 50 states. The study analyzed K-12 Earth science standards to determine how well each state addresses key Earth-science content, concepts and skills. This report reveals that few states have thoroughly integrated…

  14. Incorporating Earth Science into Other High School Science Classes

    Science.gov (United States)

    Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

    2016-12-01

    As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

  15. Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

    Science.gov (United States)

    Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

    2003-12-01

    The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

  16. Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston: Earth Science II (Solid Earth)

    Science.gov (United States)

    Pringle, M. S.; Kamerer, B.; Vugrin, M.; Miller, M.

    2009-12-01

    Earth Science II: The Solid Earth -- Earth History and Planetary Science -- is the second of two Earth Science courses, and one of eleven graduate level science Contextualized Content Courses (CCC), that have been developed by the Boston Science Partnership as part of an NSF-funded Math Science Partnership program. A core goal of these courses is to provide high level science content to middle and high school teachers while modeling good instructional practices directly tied to the Boston Public Schools and Massachusetts science curriculum frameworks. All of these courses emphasize hands-on, lab-based, inquiry-driven, student-centered lessons. The Earth Science II team aimed to strictly adhere to ABC (Activity Before Concept) and 5E/7E models of instruction, and limited lecture or teacher-centered instruction to the later “Explanation” stages of all lessons. We also introduced McNeill and Krajick’s Claim-Evidence-Reasoning (CER) model of scientific explanation for middle school classroom discourse, both as a powerful scaffold leading to higher levels of accountable talk in the classroom, and to model science as a social construct. Daily evaluations, dutifully filled out by the course participants and diligently read by the course instructors, were quite useful in adapting instruction to the needs of the class on a real-time basis. We find the structure of the CCC teaching teams - university-based faculty providing expert content knowledge, K-12-based faculty providing age appropriate pedagogies and specific links to the K-12 curriculum - quite a fruitful, two-way collaboration. From the students’ perspective, one of the most useful takeaways from the university-based faculty was “listening to experts model out loud how they reason,” whereas some of the more practical takeaways (i.e., lesson components directly portable to the classroom?) came from the K-12-based faculty. The main takeaways from the course as a whole were the promise to bring more hands

  17. Nebraska Earth Science Education Network: Enhancing the NASA, University, and Pre-College Science Teacher Connection with Electronic Communication

    Science.gov (United States)

    Gosselin, David C.

    1997-01-01

    The primary goals of this project were to: 1. Promote and enhance K-12 earth science education; and enhance the access to and exchange of information through the use of digital networks in K-12 institutions. We have achieved these two goals. Through the efforts of many individuals at the University of Nebraska-Lincoln (UNL), Nebraska Earth Science Education Network (NESEN) has become a viable and beneficial interdisciplinary outreach program for K-12 educators in Nebraska. Over the last three years, the NASA grant has provided personnel and equipment to maintain, expand and develop NESEN into a program that is recognized by its membership as a valuable source of information and expertise in earth systems science. Because NASA funding provided a framework upon which to build, other external sources of funding have become available to support NESEN programs.

  18. The AGI-ASU-NASA Triad Program for K-12 Earth and Space Science Education

    Science.gov (United States)

    Pacheco, H. A.; Semken, S. C.; Taylor, W.; Benbow, A. E.

    2011-12-01

    The NASA Triad program of the American Geological Institute (AGI) and Arizona State University School of Earth and Space Exploration (ASU SESE) is a three-part effort to promote Earth and space science literacy and STEM education at the national level, funded by NASA through a cooperative agreement starting in 2010. NASA Triad comprises (1) infusion of NASA STEM content into AGI's secondary Earth science curricula; (2) national lead teacher professional development workshops; and (3) an online professional development guide for teachers running NASA STEM workshops. The Triad collaboration draws on AGI's inquiry-based curriculum and teacher professional-development resources and workforce-building programs; ASU SESE's spectrum of research in Mars and Moon exploration, astrobiology, meteoritics, Earth systems, and cyberlearning; and direct access to NASA facilities and dynamic education resources. Triad milestones to date include integration of NASA resources into AGI's print and online curricula and two week-long, national-scale, teacher-leader professional development academies in Earth and space sciences presented at ASU Dietz Museum in Tempe and NASA Johnson Space Flight Center in Houston. Robust front-end and formative assessments of these program components, including content gains, teacher-perceived classroom relevance, teacher-cohort lesson development, and teacher workshop design, have been conducted. Quantitative and qualitative findings from these assessment activities have been applied to identify best and most effective practices, which will be disseminated nationally and globally through AGI and NASA channels.

  19. The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

    Science.gov (United States)

    Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

    2003-12-01

    The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

  20. Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

    Science.gov (United States)

    Pedemonte, S.; Weiss, E. L.

    2016-02-01

    Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. N K Thakur. Articles written in Journal of Earth System Science. Volume 118 Issue 1 February 2009 pp 11-26. Assessment of different topographic corrections in AWiFS satellite imagery of Himalaya terrain · V D Mishra J K Sharma K K Singh N K Thakur M Kumar.

  2. Problem-Based Learning in the Life Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

    "Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

  3. Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

    Science.gov (United States)

    Cothron, J.

    2007-12-01

    A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

  4. Beautiful Earth: Inspiring Native American students in Earth Science through Music, Art and Science

    Science.gov (United States)

    Casasanto, V.; Rock, J.; Hallowell, R.; Williams, K.; Angell, D.; Beautiful Earth

    2011-12-01

    The Beautiful Earth program, awarded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science (EPOESS), is a live multi-media performance at partner science centers linked with hands-on workshops featuring Earth scientists and Native American experts. It aims to inspire, engage and educate diverse students in Earth science through an experience of viewing the Earth from space as one interconnected whole, as seen through the eyes of astronauts. The informal education program is an outgrowth of Kenji Williams' BELLA GAIA Living Atlas Experience (www.bellagaia.com) performed across the globe since 2008 and following the successful Earth Day education events in 2009 and 2010 with NASA's DLN (Digital Learning Network) http://tinyurl.com/2ckg2rh. Beautiful Earth takes a new approach to teaching, by combining live music and data visualizations, Earth Science with indigenous perspectives of the Earth, and hands-on interactive workshops. The program will utilize the emotionally inspiring multi-media show as a springboard to inspire participants to learn more about Earth systems and science. Native Earth Ways (NEW) will be the first module in a series of three "Beautiful Earth" experiences, that will launch the national tour at a presentation in October 2011 at the MOST science museum in collaboration with the Onandaga Nation School in Syracuse, New York. The NEW Module will include Native American experts to explain how they study and conserve the Earth in their own unique ways along with hands-on activities to convey the science which was seen in the show. In this first pilot run of the module, 110 K-12 students with faculty and family members of the Onandaga Nations School will take part. The goal of the program is to introduce Native American students to Earth Sciences and STEM careers, and encourage them to study these sciences and become responsible stewards of the Earth. The second workshop presented to participants will be the

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V D Mishra. Articles written in Journal of Earth System Science. Volume 118 Issue 1 February 2009 pp 11-26. Assessment of different topographic corrections in AWiFS satellite imagery of Himalaya terrain · V D Mishra J K Sharma K K Singh N K Thakur M Kumar.

  6. Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

    Science.gov (United States)

    Sloan, H.

    2002-05-01

    "Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K K Osuri. Articles written in Journal of Earth System Science. Volume 125 Issue 3 April 2016 pp 475-498. Role of land state in a high resolution mesoscale model for simulating the Uttarakhand heavy rainfall event over India · P V Rajesh S Pattnaik D Rai K K Osuri U C ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K Verma. Articles written in Journal of Earth System Science. Volume 127 Issue 2 March 2018 pp 21. Late Glacial–Holocene record of benthic foraminiferal morphogroups from the eastern Arabian Sea OMZ: Paleoenvironmental implications · K Verma S K Bharti A D Singh.

  9. Enriching K-12 Science and Mathematics Education Using LEGOs

    Science.gov (United States)

    Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

    2012-01-01

    This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P K Gupta. Articles written in Journal of Earth System Science. Volume 114 Issue 5 October 2005 pp 523-531. Normalized impedance function and the straightforward inversion scheme for magnetotelluric data · Sri Niwas P K Gupta V K Gaur · More Details Abstract Fulltext ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K Jeeva. Articles written in Journal of Earth System Science. Volume 111 Issue 1 March 2002 pp 51-62. Velocity of small-scale auroral ionospheric current systems over Indian Antarctic station Maitri · Girija Rajaram A N Hanchinal R Kalra K Unnikrishnan K Jeeva M ...

  12. ESSEA as an Enhancement to K-12 Earth Systems Science Efforts at San José State University

    Science.gov (United States)

    Messina, P.; Metzger, E. P.; Sedlock, R. L.

    2002-12-01

    San José State University's Geology Department has implemented and maintained a two-fold approach to teacher education efforts. Both pre-service and in-service populations have been participants in a wide variety of content-area enrichment, training, and professional development endeavors. Spearheading these initiatives is the Bay Area Earth Science Institute (BAESI); organized in 1990, this program has served more than 1,000 teachers in weekend- and summer-workshops, and field trips. It sustains a network of Bay Area teachers via its Website (http://www.baesi.org), newsletter, and allows teachers to borrow classroom-pertinent materials through the Earth Science Resource Center. The Department has developed a course offering in Earth Systems Science (Geology 103), which targets pre-service teachers within SJSU's multiple-subject credential program. The curriculum satisfies California subject matter competency requirements in the geosciences, and infuses pedagogy into the syllabus. Course activities are intended for pre-service and in-service teachers' adaptation in their own classrooms. The course has been enhanced by two SJSU-NASA collaborations (Project ALERT and the Sun-Earth Connection Education Forum), which have facilitated incorporation of NASA data, imagery, and curricular materials. SJSU's M.A. in Natural Science, a combined effort of the Departments of Geology, Biology, and Program in Science Education, is designed to meet the multi-disciplinary needs of single-subject credential science teachers by providing a flexible, individually-tailored curriculum that combines science course work with a science education project. Several BAESI teachers have extended their Earth science knowledge and teaching skills through such projects as field guides to local sites of geological interest; lab-based modules for teaching about earthquakes, rocks and minerals, water quality, and weather; and interactive online materials for students and teachers of science. In

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A K Verma. Articles written in Journal of Earth System Science. Volume 114 Issue 1 February 2005 pp 75-86. A comparative study of ANN and Neuro-fuzzy for the prediction of dynamic constant of rockmass · T N Singh R Kanchan A K Verma K Saigal · More Details Abstract ...

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A S Laxmi Prasad. Articles written in Journal of Earth System Science. Volume 114 Issue 6 December 2005 pp 725-731. Lunar ranging instrument for Chandrayaan-1 · J A Kamalakar K V S Bhaskar A S Laxmi Prasad R Ranjith K A Lohar R Venketeswaran T K Alex.

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K Dharanirajan. Articles written in Journal of Earth System Science. Volume 123 Issue 8 December 2014 pp 1819-1830. Geomorphic settings of mangrove ecosystem in South Andaman Island: A geospatial approach · E Yuvaraj K Dharanirajan S Jayakumar Saravanan.

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V K Gaur. Articles written in Journal of Earth System Science. Volume 109 Issue 1 March 2000 pp 1-3. Editorial · V K Gaur · More Details Fulltext PDF. Volume 109 Issue 4 December 2000 pp 393-394. Editorial · V K Gaur · More Details Fulltext PDF. Volume 112 Issue 3 ...

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Y Jaya Rao. Articles written in Journal of Earth System Science. Volume 113 Issue 1 March 2004 pp 103-116. Remote sensing of spectral signatures of tropospheric aerosols · M B Potdar S A Sharma V Y Parikh P C S Devara P E Raj Y K Tiwari R S Maheskumar K K Dani ...

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. G Pandithurai. Articles written in Journal of Earth System Science. Volume 113 Issue 1 March 2004 pp 103-116. Remote sensing of spectral signatures of tropospheric aerosols · M B Potdar S A Sharma V Y Parikh P C S Devara P E Raj Y K Tiwari R S Maheskumar K K Dani ...

  19. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    Science.gov (United States)

    Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

    2013-12-01

    The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Pravin K Gupta. Articles written in Journal of Earth System Science. Volume 115 Issue 3 June 2006 pp 267-276. Fast computation of Hankel Transform using orthonormal exponential approximation of complex kernel function · Pravin K Gupta Sri Niwas Neeta Chaudhary.

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. C K Unnikrishnan. Articles written in Journal of Earth System Science. Volume 125 Issue 4 June 2016 pp 677-689. Impact of high resolution land surface initialization in Indian summer monsoon simulation using a regional climate model · C K Unnikrishnan M Rajeevan S ...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K Krishnamoorthy. Articles written in Journal of Earth System Science. Volume 111 Issue 4 December 2002 pp 425-435. Detection of marine aerosols with IRS P4-Ocean Colour Monitor · Indrani Das M Mohan K Krishnamoorthy · More Details Abstract Fulltext PDF.

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P K Sikdar. Articles written in Journal of Earth System Science. Volume 126 Issue 2 March 2017 pp 29. Numerical modelling of groundwater flow to understand the impacts of pumping on arsenic migration in the aquifer of North Bengal Plain · P K Sikdar Surajit Chakraborty.

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. M Israil. Articles written in Journal of Earth System Science. Volume 117 Issue 3 June 2008 pp 189-200. Magnetotelluric investigations for imaging electrical structure of Garhwal Himalayan corridor, Uttarakhand, India · M Israil D K Tyagi P K Gupta Sri Niwas · More Details ...

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S Gurubaran. Articles written in Journal of Earth System Science. Volume 116 Issue 3 June 2007 pp 179-186. Fairweather atmospheric electricity at Antarctica during local summer as observed from Indian station, Maitri · C Panneerselvam C Selvaraj K Jeeva K U Nair C P ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Ananda K Das. Articles written in Journal of Earth System Science. Volume 112 Issue 2 June 2003 pp 165-184. Circulation characteristics of a monsoon depression during BOBMEX-99 using high-resolution analysis · Ananda K Das U C Mohanty Someshwar Das M Mandal ...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. C Selvaraj. Articles written in Journal of Earth System Science. Volume 116 Issue 3 June 2007 pp 179-186. Fairweather atmospheric electricity at Antarctica during local summer as observed from Indian station, Maitri · C Panneerselvam C Selvaraj K Jeeva K U Nair C P ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K Bigyapati Devi. Articles written in Journal of Earth System Science. Volume 121 Issue 2 April 2012 pp 405-438. Lower Oligocene bivalves of Ramanian Stage from Kachchh, Gujarat, India · R P Kachhara R L Jodhawat K Bigyapati Devi · More Details Abstract Fulltext PDF.

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. D K Das. Articles written in Journal of Earth System Science. Volume 121 Issue 2 April 2012 pp 537-557. Stratigraphic status of coal horizon in Tatapani–Ramkola Coalfield, Chhattisgarh, India · Archana Tripathi Vijaya Srikanta Murthy B Chakarborty D K Das · More Details ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P K Sikdar. Articles written in Journal of Earth System Science. Volume 120 Issue 3 June 2011 pp 435-446. Threat of land subsidence in and around Kolkata City and East Kolkata Wetlands, West Bengal, India · P Sahu P K Sikdar · More Details Abstract Fulltext PDF.

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. T K Gundu Rao. Articles written in Journal of Earth System Science. Volume 111 Issue 2 June 2002 pp 103-113. Electron spin resonance dating of fault gouge from Desamangalam, Kerala: Evidence for Quaternary movement in Palghat gap shear zone · T K Gundu Rao C P ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P Pant. Articles written in Journal of Earth System Science. Volume 117 Issue S1 July 2008 pp 303-313. Characteristics of spectral aerosol optical depths over India during ICARB · S Naseema Beegum K Krishna Moorthy Vijayakumar S Nair S Suresh Babu S K Satheesh V ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K S Krishna. Articles written in Journal of Earth System Science. Volume 111 Issue 1 March 2002 pp 17-28. Formation of diapiric structure in the deformation zone, central Indian Ocean: A model from gravity and seismic reflection data · K S Krishna D Gopala Rao Yu P ...

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K Mohankumar. Articles written in Journal of Earth System Science. Volume 127 Issue 2 March 2018 pp 30. On the dynamics of an extreme rainfall event in northern India in 2013 · Anu Xavier M G Manoj K Mohankumar · More Details Abstract Fulltext PDF. India experienced ...

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P C S Devara. Articles written in Journal of Earth System Science. Volume 112 Issue 2 June 2003 pp 205-221. Study of total column atmospheric aerosol optical depth, ozone and precipitable water content over Bay of Bengal during BOBMEX-99 · K K Dani R S ...

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A K Singh. Articles written in Journal of Earth System Science. Volume 125 Issue 5 July 2016 pp 899-908. A study on precursors leading to geomagnetic storms using artificial neural network · Gaurav Singh A K Singh · More Details Abstract Fulltext PDF. Space weather ...

  17. Senior High School Earth Sciences and Marine Sciences.

    Science.gov (United States)

    Hackenberg, Mary; And Others

    This guide was developed for earth sciences and marine sciences instruction in the senior high schools of Duval County, Jacksonville, Florida. The subjects covered are: (1) Earth Science for 10th, 11th, and 12th graders; (2) Marine Biology I for 10th, 11th, and 12th graders; (3) Marine Biology II, Advanced, for 11th and 12th graders; (4) Marine…

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. C Gnanaseelan. Articles written in Journal of Earth System Science. Volume 114 Issue 5 October 2005 pp 475-491. Hydrography and water masses in the southeastern Arabian Sea during March-June 2003 · S S C Shenoi D Shankar G S Michael J Kurian K K Varma M R ...

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. C B S Dutt. Articles written in Journal of Earth System Science. Volume 117 Issue S1 July 2008 pp 243-262. Integrated Campaign for Aerosols, gases and Radiation Budget (ICARB): An overview · K Krishna Moorthy S K Satheesh S Suresh Babu C B S Dutt · More Details ...

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S D Kotal. Articles written in Journal of Earth System Science. Volume 117 Issue 2 April 2008 pp 157-168. A Statistical Cyclone Intensity Prediction (SCIP) model for the Bay of Bengal · S D Kotal S K Roy Bhowmik P K Kundu Ananda Kumar Das · More Details Abstract ...

  1. The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

    Science.gov (United States)

    Westenberg, David J

    2016-03-01

    Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

  2. Earth Exploration Toolbook Workshops: Web-Conferencing and Teleconferencing Professional Development Bringing Earth Science Data Analysis and Visualization Tools to K-12 Teachers and Students

    Science.gov (United States)

    McAuliffe, C.; Ledley, T.

    2008-12-01

    The Earth Exploration Toolbook (EET) Workshops Project provides a mechanism for teachers and students to have successful data-using educational experiences. In this professional development project, teachers learn to use National Science Digital Library (NSDL), the Digital Library for Earth System Education (DLESE), and an Earth Exploration Toolbook (EET) chapter. In an EET Data Analysis Workshop, participants walk through an Earth Exploration Toolbook (EET) chapter, learning basic data analysis techniques and discussing ways to use Earth science datasets and analysis tools with their students. We have offered twenty-eight Data Analysis Workshops since the project began. The total number of participants in the twenty-eight workshops to date is three hundred eleven, which reflects one hundred eighty different teachers participating in one or more workshops. Our workshops reach middle and high school teachers across the United States at schools with lower socioeconomic levels and at schools with large numbers of minority students. Our participants come from thirty-eight different states including Alaska, Maine, Florida, Montana, and many others. Eighty-six percent of our participants are classroom teachers. The remaining fourteen percent are staff development specialists, university faculty, or outreach educators working with teachers. Of the classroom teachers, one third are middle school teachers (grades 6 to 8) and two thirds are high school teachers (grades 9 to 12.) Thirty-four percent of our participants come from schools where minority populations are the majority make up of the school. Twenty-five percent of our participants are at schools where the majority of the students receive free or reduced cost lunches. Our professional development workshops are helping to raise teachers' awareness of both the Digital Library for Earth System Education (DLESE) and the National Science Digital Library (NSDL). Prior to taking one of our workshops, forty-two percent of

  3. A Library approach to establish an Educational Data Curation Framework (EDCF) that supports K-12 data science sustainability

    Science.gov (United States)

    Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.

    2013-12-01

    It has been the tradition of the libraries to support literacy. Now in the realm of Executive Order, Making Open and Machine Readable the New Default for Government Information, May 9, 2013, the library has the responsibility to support geospatial data, big data, earth science data or cyber infrastructure data that may support STEM for educational pipeline stimulation. (Such information can be found at http://www.whitehouse.gov/the-press-office/2013/05/09/executive-order-making-open-and-machine-readable-new-default-government-.) Provided is an Educational Data Curation Framework (EDCF) that has been initiated in Purdue research, geospatial data service engagement and outreach endeavors for future consideration and application to augment such data science and climate literacy needs of future global citizens. In addition, this endorsement of this framework by the GLOBE program may facilitate further EDCF implementations, discussion points and prototypes for libraries. In addition, the ECDF will support teacher-led, placed-based and large scale climate or earth science learning systems where such knowledge transfer of climate or earth science data is effectively transferred from higher education research of cyberinfrastructure use such as, NOAA or NASA, to K-12 teachers and school systems. The purpose of this effort is to establish best practices for sustainable K-12 data science delivery system or GLOBE-provided system (http://vis.globe.gov/GLOBE/) where libraries manage the data curation and data appropriateness as data reference experts for such digital data. Here, the Purdue University Libraries' GIS department works to support soils, LIDAR and water science data experiences to support teacher training for an EDCF development effort. Lastly, it should be noted that the interdisciplinary collaboration and demonstration of library supported outreach partners and national organizations such the GLOBE program may best foster EDCF development. This trend in data

  4. Bridging the Gap between Earth Science and Students: An Integrated Approach using NASA Earth Science Climate Data

    Science.gov (United States)

    Alston, Erica J.; Chambers, Lin H.; Phelps, Carrie S.; Oots, Penny C.; Moore, Susan W.; Diones, Dennis D.

    2007-01-01

    Under the auspices of the Department of Education's No Child Left Behind (NCLB) Act, beginning in 2007 students will be tested in the science area. There are many techniques that educators can employ to teach students science. The use of authentic materials or in this case authentic data can be an engaging alternative to more traditional methods. An Earth science classroom is a great place for the integration of authentic data and science concepts. The National Aeronautics and Space Administration (NASA) has a wealth of high quality Earth science data available to the general public. For instance, the Atmospheric Science Data Center (ASDC) at NASA s Langley Research Center houses over 800 Earth science data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry. These data sets were produced to increase academic understanding of the natural and anthropogenic factors that influence global climate; however, a major hurdle in using authentic data is the size of the data and data documentation. To facilitate the use of these data sets for educational purposes, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education. The MY NASA DATA project accomplishes this by reducing these large data holdings to microsets that are easily accessible and explored by K-12 educators and students though the project's Web page. MY NASA DATA seeks to ease the difficulty in understanding the jargon-heavy language of Earth science. This manuscript will show how MY NASA DATA provides resources for NCLB implementation in the science area through an overview of the Web site, the different microsets available, the lesson plans and computer tools, and an overview of educational support mechanisms.

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Anurag Tripathi. Articles written in Journal of Earth System Science. Volume 127 Issue 2 March 2018 pp 17. Lithologic boundaries from gravity and magnetic anomalies over Proterozoic Dalma volcanics · Pramod Kumar Yadav P K Adhikari Shalivahan Srivastava Ved P ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A Geetha Selvarani. Articles written in Journal of Earth System Science. Volume 125 Issue 2 March 2016 pp 311-328. Groundwater resource exploration in Salem district, Tamil Nadu using GIS and remote sensing · G Maheswaran A Geetha Selvarani K Elangovan.

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Archana Tripathi. Articles written in Journal of Earth System Science. Volume 121 Issue 2 April 2012 pp 537-557. Stratigraphic status of coal horizon in Tatapani–Ramkola Coalfield, Chhattisgarh, India · Archana Tripathi Vijaya Srikanta Murthy B Chakarborty D K Das.

  8. Exploring Sun-Earth Connections: A Physical Science Program for (K-8)Teachers

    Science.gov (United States)

    Michels, D. J.; Pickert, S. M.; Thompson, J. L.; Montrose, C. J.

    2003-12-01

    An experimental, inquiry-based physical science curriculum for undergraduate, pre-service K-8 teachers is under development at the Catholic University of America in collaboration with the Solar Physics Branch of the Naval Research Laboratory and NASA's Sun-Earth Connection missions. This is a progress report. The current, stunningly successful exploratory phase in Sun-Earth Connection (SEC) physics, sparked by SOHO, Yohkoh, TRACE, and other International Solar Terrestrial Physics (ISTP) and Living With a Star (LWS) programs, has provided dynamic, visually intuitive data that can be used for teaching basic physical concepts such as the properties of gravitational and electromagnetic fields which are manifest in beautiful imagery of the astrophysical plasmas of the solar atmosphere and Earth's auroras. Through a team approach capitalizing on the combined expertise of the Catholic University's departments of Education and Physics and of NRL solar researchers deeply involved in SEC missions we have laid out a program that will teach non-science-major undergraduates a very limited number of physical science concepts but in such a way as to develop for each one both a formal understanding and an intuitive grasp that will instill confidence, spark interest and scientific curiosity and, ideally, inspire a habit of lifetime inquiry and professional growth. A three-semester sequence is planned. The first semester will be required of incoming Education freshmen. The second and third semesters will be of such a level as to satisfy the one-year science requirement for non-science majors in the College of Arts and Sciences. The approach as adopted will integrate physics content and educational methods, with each concept introduced through inquiry-based, hands-on investigation using methods and materials directly applicable to K-8 teaching situations (Exploration Phase). The topic is further developed through discussion, demonstration and lecture, introducing such mathematical

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Tarun Solanki. Articles written in Journal of Earth System Science. Volume 127 Issue 1 February 2018 pp 9. Geomorphic investigation of the Late-Quaternary landforms in the southern Zanskar Valley, NW Himalaya · Shubhra Sharma Aadil Hussain Amit K Mishra Aasif Lone ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Ashwini Kulkarni. Articles written in Journal of Earth System Science. Volume 121 Issue 1 February 2012 pp 203-210. Impact of global warming on cyclonic disturbances over south Asian region · Savita Patwardhan Ashwini Kulkarni K Krishna Kumar · More Details Abstract ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S Sajani. Articles written in Journal of Earth System Science. Volume 116 Issue 2 April 2007 pp 149-157. The role of low-frequency intraseasonal oscillations in the anomalous Indian summer monsoon rainfall of 2002 · S Sajani S Naseema Beegum K Krishna Moorthy.

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. K D Singh. Articles written in Journal of Earth System Science. Volume 122 Issue 1 February 2013 pp 93-106. A field technique for rapid lithological discrimination and ore mineral identification: Results from Mamandur Polymetal Deposit, India · D Ramakrishnan M Nithya ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Manish M John. Articles written in Journal of Earth System Science. Volume 114 Issue 2 April 2005 pp 143-158. Contrasting metamorphism across Cauvery Shear Zone, south India · Manish M John S Balakrishnan B K Bhadra · More Details Abstract Fulltext PDF.

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Harinder K Thakur. Articles written in Journal of Earth System Science. Volume 118 Issue 1 February 2009 pp 41-48. Aerosol optical depths at Mohal-Kullu in the northwestern Indian Himalayan high altitude station during ICARB · Jagdish C Kuniyal Alpana Thakur Harinder ...

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Sahadev Kumar. Articles written in Journal of Earth System Science. Volume 125 Issue 1 February 2016 pp 165-178. Coal fire mapping of East Basuria Colliery, Jharia coalfield using vertical derivative technique of magnetic data · S K Pal Jitendra Vaish Sahadev Kumar ...

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. George Mathew. Articles written in Journal of Earth System Science. Volume 111 Issue 2 June 2002 pp 103-113. Electron spin resonance dating of fault gouge from Desamangalam, Kerala: Evidence for Quaternary movement in Palghat gap shear zone · T K Gundu Rao ...

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Sudhir Jain. Articles written in Journal of Earth System Science. Volume 121 Issue 2 April 2012 pp 345-353. Ionospheric irregularities at Antarctic using GPS measurements · Sunita Tiwari Amit Jain Shivalika Sarkar Sudhir Jain A K Gwal · More Details Abstract Fulltext PDF.

  18. Earth Science Informatics - Overview

    Science.gov (United States)

    Ramapriyan, H. K.

    2017-01-01

    Over the last 10-15 years, significant advances have been made in information management, there are an increasing number of individuals entering the field of information management as it applies to Geoscience and Remote Sensing data, and the field of informatics has come to its own. Informatics is the science and technology of applying computers and computational methods to the systematic analysis, management, interchange, and representation of science data, information, and knowledge. Informatics also includes the use of computers and computational methods to support decision making and applications. Earth Science Informatics (ESI, a.k.a. geoinformatics) is the application of informatics in the Earth science domain. ESI is a rapidly developing discipline integrating computer science, information science, and Earth science. Major national and international research and infrastructure projects in ESI have been carried out or are on-going. Notable among these are: the Global Earth Observation System of Systems (GEOSS), the European Commissions INSPIRE, the U.S. NSDI and Geospatial One-Stop, the NASA EOSDIS, and the NSF DataONE, EarthCube and Cyberinfrastructure for Geoinformatics. More than 18 departments and agencies in the U.S. federal government have been active in Earth science informatics. All major space agencies in the world, have been involved in ESI research and application activities. In the United States, the Federation of Earth Science Information Partners (ESIP), whose membership includes over 180 organizations (government, academic and commercial) dedicated to managing, delivering and applying Earth science data, has been working on many ESI topics since 1998. The Committee on Earth Observation Satellites (CEOS)s Working Group on Information Systems and Services (WGISS) has been actively coordinating the ESI activities among the space agencies.The talk will present an overview of current efforts in ESI, the role members of IEEE GRSS play, and discuss

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P K Kunhikrishnan. Articles written in Journal of Earth System Science. Volume 113 Issue 3 September 2004 pp 353-363. Observations of the atmospheric surface layer parameters over a semi arid region during the solar eclipse of August 11th, 1999 · Praveena Krishnan ...

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Denizhan Vardar. Articles written in Journal of Earth System Science. Volume 127 Issue 1 February 2018 pp 13. Seismic stratigraphy and depositional history of the BüyükÇekmece Bay since Latest Pleistocene, Marmara Sea, Turkey · Denizhan Vardar Hakan Alp Bedri ...

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A Sarkar. Articles written in Journal of Earth System Science. Volume 109 Issue 1 March 2000 pp 157-169. Palaeomonsoon and palaeoproductivity records of O, C and CaCO3 variations in the northern Indian Ocean sediments · A Sarkar R Ramesh S K Bhattacharya ...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Suresh Chandra Kandpal. Articles written in Journal of Earth System Science. Volume 120 Issue 5 October 2011 pp 873-883. Subsurface signatures and timing of extreme wave events along the southeast Indian coast · Rajesh R Nair Madhav K Murari C S Vijaya Lakshmi ...

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S Naseema Beegum. Articles written in Journal of Earth System Science. Volume 116 Issue 2 April 2007 pp 149-157. The role of low-frequency intraseasonal oscillations in the anomalous Indian summer monsoon rainfall of 2002 · S Sajani S Naseema Beegum K Krishna ...

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. M Radhakrishna. Articles written in Journal of Earth System Science. Volume 120 Issue 4 August 2011 pp 605-615. Development of the negative gravity anomaly of the 85°E Ridge, northeastern Indian Ocean – A process oriented modelling approach · K M Sreejith M ...

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Marian Marschalko. Articles written in Journal of Earth System Science. Volume 122 Issue 2 April 2013 pp 371-388. An assessment on the use of bivariate, multivariate and soft computing techniques for collapse susceptibility in GIS environ · Işık Yilmaz Marian Marschalko ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Santosh Kumar. Articles written in Journal of Earth System Science. Volume 117 Issue S1 July 2008 pp 303-313. Characteristics of spectral aerosol optical depths over India during ICARB · S Naseema Beegum K Krishna Moorthy Vijayakumar S Nair S Suresh Babu S K ...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Devesh Kumar Maurya. Articles written in Journal of Earth System Science. Volume 125 Issue 5 July 2016 pp 935-944. Validation of two gridded soil moisture products over India with in-situ observations · C K Unnikrishnan John P George Abhishek Lodh Devesh Kumar ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. T N Krishnamurti. Articles written in Journal of Earth System Science. Volume 115 Issue 2 April 2006 pp 185-201. Transitions in the surface energy balance during the life cycle of a monsoon season · T N Krishnamurti Mrinal K Biswas · More Details Abstract Fulltext PDF.

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P Senthil Kumar. Articles written in Journal of Earth System Science. Volume 119 Issue 5 October 2010 pp 745-751. Soil-gas helium and surface-waves detection of fault zones in granitic bedrock · G K Reddy T Seshunarayana Rajeev Menon P Senthil Kumar · More Details ...

  10. Extending the Pathway: Building on a National Science Foundation Workforce Development Project for Underserved k-12 Students

    Science.gov (United States)

    Slattery, W.; Smith, T.

    2014-12-01

    With new career openings in the geosciences expected and a large number of presently employed geoscientists retiring in the next decade there is a critical need for a new cadre of geoscientists to fill these positions. A project funded by the National Science Foundation titled K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career involving Wright State University and the Ripley, Lewis, Union, Huntington k-12 school district in Appalachian Ohio took led to dozens of seventh and eighth grade students traveling to Sandy Hook, New Jersey for a one week field experience to study oceanography with staff of the New Jersey Sea Grant Consortium. Teachers, parent chaperones, administrators and university faculty accompanied the students in the field. Teachers worked alongside their students in targeted professional development during the weeklong field experience. During the two academic years of the project, both middle school and high school teachers received professional development in Earth system science so that all students, not just those that were on the summer field experience could receive enhanced science learning. All ninth grade high school students were given the opportunity to take a high school/college dual credit Earth system science course. Community outreach provided widespread knowledge of the project and interest among parents to have their children participate. In addition, ninth grade students raised money themselves to fund a trip to the International Field Studies Forfar Field Station on Andros Island, Bahamas to study a tropical aquatic system. Students who before this project had never traveled outside of Ohio are currently discussing ways that they can continue on the pathway to a geoscience career by applying for internships for the summer between their junior and senior years. These are positive steps towards taking charge of their

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P N Preenu. Articles written in Journal of Earth System Science. Volume 126 Issue 5 July 2017 pp 76. Variability of the date of monsoon onset over Kerala (India) of the period 1870–2014 and its relation to sea surface temperature · P N Preenu P V Joseph P K Dineshkumar.

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. M Shyam Prasad. Articles written in Journal of Earth System Science. Volume 119 Issue 4 August 2010 pp 531-539. Correlation of the oldest Toba Tuff to sediments in the central Indian Ocean Basin · J N Pattan M Shyam Prasad E V S S K Babu · More Details Abstract ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. R A Scrutton. Articles written in Journal of Earth System Science. Volume 123 Issue 1 February 2014 pp 33-47. Growth of the Afanasy Nikitin seamount and its relationship with the 85°E Ridge, northeastern Indian Ocean · K S Krishna J M Bull O Ishizuka R A Scrutton S ...

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. M Mandal. Articles written in Journal of Earth System Science. Volume 112 Issue 1 March 2003 pp 79-93. Impact of horizontal resolution on prediction of tropical cyclones over Bay of Bengal using a regional weather prediction model · M Mandal U C Mohanty K V J Potty A ...

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. G V Ravi Prasad. Articles written in Journal of Earth System Science. Volume 119 Issue 3 June 2010 pp 285-295. Shift in detrital sedimentation in the eastern Bay of Bengal during the late Quaternary · C Prakash Babu J N Pattan K Dutta N Basavaiah G V Ravi Prasad D K ...

  16. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    Science.gov (United States)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

  17. Outstanding Science Trade Books for Students K-12: Books Published in 2015

    Science.gov (United States)

    Science and Children, 2016

    2016-01-01

    Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

  18. BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

    Science.gov (United States)

    Battersby, Cara

    2016-01-01

    Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

  19. Educator Perspectives on Earth System Science Literacy: Challenges and Priorities

    Science.gov (United States)

    LaDue, Nicole; Clark, Scott K.

    2012-01-01

    The challenges and priorities of defining and achieving Earth System Science (ESS) literacy are examined through surveys of geoscience educators attending a professional geological meeting. Two surveys with Likert-style and free-response questions were distributed to geoscientists and K-12 teachers to elicit what instructors think are important…

  20. Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

    Science.gov (United States)

    Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

    2007-12-01

    University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an

  1. Earth Science Data and Applications for K-16 Education from the NASA Langley Atmospheric Science Data Center

    Science.gov (United States)

    Phelps, C. S.; Chambers, L. H.; Alston, E. J.; Moore, S. W.; Oots, P. C.

    2005-05-01

    NASA's Science Mission Directorate aims to stimulate public interest in Earth system science and to encourage young scholars to consider careers in science, technology, engineering and mathematics. NASA's Atmospheric Science Data Center (ASDC) at Langley Research Center houses over 700 data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry that are being produced to increase academic understanding of the natural and anthropogenic perturbations that influence global climate change. However, barriers still exist in the use of these actual satellite observations by educators in the classroom to supplement the educational process. Thus, NASA is sponsoring the "Mentoring and inquirY using NASA Data on Atmospheric and earth science for Teachers and Amateurs" (MY NASA DATA) project to systematically support educational activities by reducing the ASDC data holdings to `microsets' that can be easily accessible and explored by the K-16 educators and students. The microsets are available via Web site (http://mynasadata.larc.nasa.gov) with associated lesson plans, computer tools, data information pages, and a science glossary. A MY NASA DATA Live Access Server (LAS) has been populated with ASDC data such that users can create custom microsets online for desired time series, parameters and geographical regions. The LAS interface is suitable for novice to advanced users, teachers or students. The microsets may be visual representations of data or text output for spreadsheet analysis. Currently, over 148 parameters from the Clouds and the Earth's Radiant Energy System (CERES), Multi-angle Imaging SpectroRadiometer (MISR), Surface Radiation Budget (SRB), Tropospheric Ozone Residual (TOR) and the International Satellite Cloud Climatology Project (ISCCP) are available and provide important information on clouds, fluxes and cycles in the Earth system. Additionally, a MY NASA DATA OPeNDAP server has been established to facilitate file transfer of

  2. Explaining Earths Energy Budget: CERES-Based NASA Resources for K-12 Education and Public Outreach

    Science.gov (United States)

    Chambers, L. H.; Bethea, K.; Marvel, M. T.; Ruhlman, K.; LaPan, J.; Lewis, P.; Madigan, J.; Oostra, D.; Taylor, J.

    2014-01-01

    Among atmospheric scientists, the importance of the Earth radiation budget concept is well understood. Papers have addressed the topic for over 100 years, and the large Clouds and the Earth's Radiant Energy System (CERES) science team (among others), with its multiple on-orbit instruments, is working hard to quantify the details of its various parts. In education, Earth's energy budget is a concept that generally appears in middle school and Earth science curricula, but its treatment in textbooks leaves much to be desired. Students and the public hold many misconceptions, and very few people have an appreciation for the importance of this energy balance to the conditions on Earth. More importantly, few have a correct mental model that allows them to make predictions and understand the effect of changes such as increasing greenhouse gas concentrations. As an outreach element of the core CERES team at NASA Langley, a multi-disciplinary group of scientists, educators, graphic artists, writers, and web developers has been developing and refining graphics and resources to explain the Earth's Energy budget over the last few decades. Resources have developed through an iterative process involving ongoing use in front of a variety of audiences, including students and teachers from 3rd to 12th grade as well as public audiences.

  3. NASA Wavelength: A Digital Library for Earth and Space Science Education

    Science.gov (United States)

    Schwerin, T.; Peticolas, L. M.; Bartolone, L. M.; Davey, B.; Porcello, D.

    2012-12-01

    The NASA Science Education and Public Outreach Forums have developed a web-based information system - NASA Wavelength - that will enable easy discovery and retrieval of thousands of resources from the NASA Earth and space science education portfolio. The beta system is being launched fall 2012 and has been developed based on best-practices in the architecture and design of Web-based information systems. The design style and philosophy emphasize simple, reusable data and services that facilitate the free-flow of data across systems. The primary audiences for NASA Wavelength are STEM educators (K-12, higher education and informal education) as well as scientists, education and public outreach professionals who work with k-12, higher education and informal education.

  4. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  5. The Blueprint for Change: A National Strategy to Enhance Access to Earth and Space Science Education Resources

    Science.gov (United States)

    Geary, E. E.; Barstow, D.

    2001-12-01

    Enhancing access to high quality science education resources for teachers, students, and the general public is a high priority for the earth and space science education communities. However, to significantly increase access to these resources and promote their effective use will require a coordinated effort between content developers, publishers, professional developers, policy makers, and users in both formal and informal education settings. Federal agencies, academic institutions, professional societies, informal science centers, the Digital Library for Earth System Education, and other National SMETE Digital Library Projects are anticipated to play key roles in this effort. As a first step to developing a coordinated, national strategy for developing and delivering high quality earth and space science education resources to students, teachers, and the general public, 65 science educators, scientists, teachers, administrators, policy makers, and business leaders met this June in Snowmass, Colorado to create "Earth and Space Science Education 2010: A Blueprint for Change". The Blueprint is a strategy document that will be used to guide Earth and space science education reform efforts in grades K-12 during the next decade. The Blueprint contains specific goals, recommendations, and strategies for coordinating action in the areas of: Teacher Preparation and Professional Development, Curriculum and Materials, Equity and Diversity, Assessment and Evaluation, Public Policy and Systemic Reform, Public and Informal Education, Partnerships and Collaborations, and Technology. If you develop, disseminate, or use exemplary earth and space science education resources, we invite you to review the Blueprint for Change, share it with your colleagues and local science educators, and join as we work to revolutionize earth and space science education in grades K-12.

  6. The ongoing educational anomaly of earth science placement

    Science.gov (United States)

    Messina, P.; Speranza, P.; Metzger, E.P.; Stoffer, P.

    2003-01-01

    The geosciences have traditionally been viewed with less "aCademic prTstige" than other science curricula. Among the results of this perception are depressed K-16 enrollments, Earth Science assignments to lower-performing students, and relegation of these classes to sometimes under-qualified educators, all of which serve to confirm the widely-held misconceptions. An Earth Systems course developed at San Jos??e State University demonstrates the difficulty of a standard high school Earth science curriculum, while recognizing the deficiencies in pre-college Earth science education. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course would greatly improve student understanding of the geosciences, while development of Earth systems courses that infuse real-world and hands-on learning at the college level is critical to bridging the information gap for those with no prior exposure to the Earth sciences. Well-crafted workshops for pre-service and inservice teachers of Earth Science can heIp to reverse the trends and unfortunate "sTatus" in geoscience education.

  7. NGSS-Aligned, K-12 Climate Science Curricula, taught with citizen science and teacher-led inquiry methods

    Science.gov (United States)

    Zainfeld, S.

    2017-12-01

    Teacher-led inquiry into student learning is a promising method of formative assessment to gain insight into student achievement. NGSS-aligned K-12 Climate Science curricula taught with citizen science and teacher-led inquiry methods are described, along with results from a scientist-teacher collaboration survey.

  8. 77 FR 58412 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2012-09-20

    ... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 12-075] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

  9. Problem-Based Learning in the Physical Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2018-01-01

    "Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

  10. First International Earth Science Olympiad South Korea

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 12; Issue 12. First International Earth Science Olympiad - South Korea. Information and Announcements Volume 12 Issue 12 December 2007 pp 76-76. Fulltext. Click here to view fulltext PDF. Permanent link:

  11. NASA'S Earth Science Data Stewardship Activities

    Science.gov (United States)

    Lowe, Dawn R.; Murphy, Kevin J.; Ramapriyan, Hampapuram

    2015-01-01

    NASA has been collecting Earth observation data for over 50 years using instruments on board satellites, aircraft and ground-based systems. With the inception of the Earth Observing System (EOS) Program in 1990, NASA established the Earth Science Data and Information System (ESDIS) Project and initiated development of the Earth Observing System Data and Information System (EOSDIS). A set of Distributed Active Archive Centers (DAACs) was established at locations based on science discipline expertise. Today, EOSDIS consists of 12 DAACs and 12 Science Investigator-led Processing Systems (SIPS), processing data from the EOS missions, as well as the Suomi National Polar Orbiting Partnership mission, and other satellite and airborne missions. The DAACs archive and distribute the vast majority of data from NASA’s Earth science missions, with data holdings exceeding 12 petabytes The data held by EOSDIS are available to all users consistent with NASA’s free and open data policy, which has been in effect since 1990. The EOSDIS archives consist of raw instrument data counts (level 0 data), as well as higher level standard products (e.g., geophysical parameters, products mapped to standard spatio-temporal grids, results of Earth system models using multi-instrument observations, and long time series of Earth System Data Records resulting from multiple satellite observations of a given type of phenomenon). EOSDIS data stewardship responsibilities include ensuring that the data and information content are reliable, of high quality, easily accessible, and usable for as long as they are considered to be of value.

  12. The Texas Earth and Space Science (TXESS) Revolution: A Model for the Delivery of Earth Science Professional Development to Minority-Serving Teachers

    Science.gov (United States)

    Ellins, K. K.; Snow, E.; Olson, H. C.; Stocks, E.; Willis, M.; Olson, J.; Odell, M. R.

    2013-01-01

    The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was…

  13. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Articles written in Journal of Earth System Science. Volume 118 Issue 4 August 2009 pp 405-412. Magnetic anomalies of offshore Krishna-Godavari Basin, eastern continental margin of India · K V Swamy I V Radhakrishna Murthy K S Krishna K S R Murthy A S Subrahmanyam M M Malleswara Rao · More Details Abstract ...

  15. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  16. Resource Handbook--Space Beyond the Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

    Science.gov (United States)

    Starr, John W., 3rd., Ed.

    GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; space. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four units: 1) the sun, earth, and moon; 2) stars and planets; 3) exploring space; 4) man's existence in space. Each unit includes initiatory and developmental activities. There are also sections on evaluation, vocabulary,…

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 125; Issue 1. Simulation of CO2 concentrations at Tsukuba tall tower using WRF-CO2 tracer transport model. Srabanti Ballav Prabir K Patra Yousuke Sawa Hidekazu Matsueda Ahoro Adachi Shigeru Onogi Masayuki Takigawa Utpal K De. Volume 125 Issue 1 ...

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 120; Issue 6. Anthropogenic and impact spherules: Morphological similarity and chemical distinction – A case study from India and its implications. Ambalika Niyogi Jayanta K Pati Suresh C Patel Dipak Panda Shiv K Patil. Volume 120 Issue 6 December 2011 pp ...

  19. Career education attitudes and practices of K-12 science educators

    Science.gov (United States)

    Smith, Walter S.

    A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

  20. Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.

    2012-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

  1. The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

    Science.gov (United States)

    Keller, T.

    2010-12-01

    The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 3. Characterization of weathering profile in granites and volcanosedimentary rocks in West Africa under humid tropical climate conditions. Case of the Dimbokro Catchment (Ivory Coast). M Koita H Jourde K J P Koffi K S Da Silveira A Biaou. Volume 122 ...

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 1. Contribution of some ozone depleting substances (ODS) and greenhouse gases (GHGs) on total column zone growth at Srinagar (34°N, 74.8°), India. P K Jana D K Saha D Sarkar. Volume 122 Issue 1 February 2013 pp 239-252 ...

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 125; Issue 1. Prediction and error growth in the daily forecast of precipitation from the NCEP CFSv2 over the subdivisions of Indian subcontinent. Dhruva Kumar Pandey Shailendra Rai A K Sahai S Abhilash N K Shahi. Volume 125 Issue 1 February 2016 pp 29-45 ...

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 1. AIRS observations of seasonal variability in meridional temperature gradient over Indian region at 100 hPa. A Gupta S K Dhaka V Panwar R Bhatnagar V Kumar Savita M Datta S K Dash. Volume 122 Issue 1 February 2013 pp 201-213 ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. Pravin K Gupta1 Sri Niwas1 Neeta Chaudhary2. Department of Earth Sciences, Indian Institute of Technology Roorkee, Roorkee 247 667, India. Oil and Natural Gas Corporation, Priyadarshini Building, Sion, Mumbai, India.

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... Journal of Earth System Science; Volume 127; Issue 3. Pedotransfer functions to estimate soil water content at field capacity and permanent wilting point in hot Arid Western India. Priyabrata Santra Mahesh Kumar R N Kumawat D K Painuli K M Hati G B M Heuvelink N H Batjes. Volume 127 Issue 3 April 2018 Article ID 35 ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 111; Issue 1. Records of climatic changes and volcanic events in an ice core from Central Dronning Maud Land (East Antarctica) during the past century. V N Nijampurkar D K Rao H B Clausen M K Kaul A Chaturvedi. Volume 111 Issue 1 March 2002 pp 39-49 ...

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 126; Issue 5. Assessment of large aperture scintillometry for large-area surface energy fluxes over an irrigated cropland in north India. Abhishek Danodia V K Sehgal N R Patel R Dhakar J Mukherjee S K Saha A Senthil Kumar. Volume 126 Issue 5 July 2017 Article ...

  10. Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

    Science.gov (United States)

    Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

    2017-06-01

    K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 126; Issue 5 ... They are mainly of high-K calc-alkaline series with indistinct Eu anomalies, enriched in ... School of Geosciences and Info-Physics, Central South University, Changsha ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 113; Issue 3. The vorticity and angular momentum budgets of Asian summer monsoon ... School of Geography and Geology, McMaster University, Hamilton, ON, Canada L8S 4K1.

  13. Earth & Space Science in the Next Generation Science Standards: Promise, Challenge, and Future Actions. (Invited)

    Science.gov (United States)

    Pyle, E. J.

    2013-12-01

    The Next Generation Science Standards (NGSS) are a step forward in ensuring that future generations of students become scientifically literate. The NGSS document builds from the National Science Education Standards (1996) and the National Assessment of Educational Progress (NAEP) science framework of 2005. Design teams for the Curriculum Framework for K-12 Science Education were to outline the essential content necessary for students' science literacy, considering the foundational knowledge and the structure of each discipline in the context of learning progressions. Once draft standards were developed, two issues emerged from their review: (a) the continual need to prune 'cherished ideas' within the content, such that only essential ideas were represented, and (b) the potential for prior conceptions of Science & Engineering Practices (SEP) and cross-cutting concepts (CCC) to limit overly constrain performance expectations. With the release of the NGSS, several challenges are emerging for geoscience education. First, the traditional emphasis of Earth science in middle school has been augmented by new standards for high school that require major syntheses of concepts. Second, the integration of SEPs into performance expectations places an increased burden on teachers and curriculum developers to organize instruction around the nature of inquiry in the geosciences. Third, work is needed to define CCCs in Earth contexts, such that the unique structure of the geosciences is best represented. To ensure that the Earth & Space Science standards are implemented through grade 12, two supporting structures must be developed. In the past, many curricular materials claimed that they adhered to the NSES, but in some cases this match was a simple word match or checklist that bore only superficial resemblance to the standards. The structure of the performance expectations is of sufficient sophistication to ensure that adherence to the standards more than a casual exercise. Claims

  14. Why Earth Science?

    Science.gov (United States)

    Smith, Michael J.

    2004-01-01

    This article briefly describes Earth science. The study of Earth science provides the foundation for an understanding of the Earth, its processes, its resources, and its environment. Earth science is the study of the planet in its entirety, how its lithosphere, atmosphere, hydrosphere, and biosphere work together as systems and how they affect…

  15. The "Next Generation Science Standards" and the Earth and Space Sciences

    Science.gov (United States)

    Wysession, Michael E.

    2013-01-01

    The "Next Generation Science Standards" ("NGSS"), due to be released this spring, represents a revolutionary step toward establishing modern, national K-12 science education standards. Based on the recommendations of the National Research Council's "A Framework for K-12 Science Education: Practices, Crosscutting…

  16. Expanding Earth and Space Science through the Initiating New Science Partnerships In Rural Education (INSPIRE)

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2010-12-01

    The INSPIRE program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on Earth and Space science education and has partnered ten graduate students from MSU with five teachers from local, rural school districts. For the next five years the project will serve to increase inquiry and technology experiences in science and math while enhancing graduate student’s communication skills. Graduate students, from the disciplines of Geosciences, Physics, and Engineering are partnered with Chemistry, Physical Science, Physics, Geometry and Middle school science classrooms and will create engaging inquiry activities that incorporate elements of their research, and integrate various forms of technology. The generated lesson plans that are implemented in the classroom are published on the INSPIRE home page (www.gk12.msstate.edu) so that other classroom instructors can utilize this free resource. Local 7th -12th grade students will attend GIS day later this fall at MSU to increase their understanding and interest in Earth and Space sciences. Selected graduate students and teachers will visit one of four international university partners located in Poland, Australia, England, or The Bahamas to engage research abroad. Upon return they will incorporate their global experiences into their local classrooms. Planning for the project included many factors important to the success of the partnerships. The need for the program was evident in Mississippi K-12 schools based on low performance on high stakes assessments and lack of curriculum in the Earth and Space sciences. Meeting with administrators to determine what needs they would like addressed by the project and recognizing the individual differences among the schools were integral components to tailoring project goals and to meet the unique needs of each school partner. Time for training and team building of INSPIRE teachers and graduate students before the

  17. Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

    Science.gov (United States)

    Ostrom, T.

    2017-12-01

    This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

  18. Education and Outreach Programs Offered by the Center for High Pressure Research and the Consortium for Materials Properties Research in Earth Sciences

    Science.gov (United States)

    Richard, G. A.

    2003-12-01

    Major research facilities and organizations provide an effective venue for developing partnerships with educational organizations in order to offer a wide variety of educational programs, because they constitute a base where the culture of scientific investigation can flourish. The Consortium for Materials Properties Research in Earth Sciences (COMPRES) conducts education and outreach programs through the Earth Science Educational Resource Center (ESERC), in partnership with other groups that offer research and education programs. ESERC initiated its development of education programs in 1994 under the administration of the Center for High Pressure Research (CHiPR), which was funded as a National Science Foundation Science and Technology Center from 1991 to 2002. Programs developed during ESERC's association with CHiPR and COMPRES have targeted a wide range of audiences, including pre-K, K-12 students and teachers, undergraduates, and graduate students. Since 1995, ESERC has offered inquiry-based programs to Project WISE (Women in Science and Engineering) students at a high school and undergraduate level. Activities have included projects that investigated earthquakes, high pressure mineral physics, and local geology. Through a practicum known as Project Java, undergraduate computer science students have developed interactive instructional tools for several of these activities. For K-12 teachers, a course on Long Island geology is offered each fall, which includes an examination of the role that processes in the Earth's interior have played in the geologic history of the region. ESERC has worked with Stony Brook's Department of Geosciences faculty to offer courses on natural hazards, computer modeling, and field geology to undergraduate students, and on computer programming for graduate students. Each summer, a four-week residential college-level environmental geology course is offered to rising tenth graders from the Brentwood, New York schools in partnership with

  19. Development of an Atom Interferometer Gravity Gradiometer for Earth Sciences

    Science.gov (United States)

    Rakholia, A.; Sugarbaker, A.; Black, A.; Kasecivh, M.; Saif, B.; Luthcke, S.; Callahan, L.; Seery, B.; Feinberg, L.; Mather, J.; hide

    2017-01-01

    We report progress towards a prototype atom interferometer gravity gradiometer for Earth science studies from a satellite in low Earth orbit.The terrestrial prototype has a target sensitivity of 8 x 10(exp -2) E/Hz(sup 1/2) and consists of two atom sources running simultaneous interferometers with interrogation time T = 300 ms and 12 hk photon recoils, separated by a baseline of 2 m. By employing Raman side band cooling and magnetic lensing, we will generate atomic ensembles with N = 10(exp 6) atoms at a temperature of 3 nK. The sensitivity extrapolates to 7 x 10(exp -5) E/Hz(sup 1/2) in microgravity on board a satellite. Simulations derived from this sensitivity demonstrate a monthly time-variable gravity accuracy of 1 cm equivalent water height at 200 km resolution, yielding an improvement over GRACE by 1-2 orders of magnitude. A gravity gradiometer with this sensitivity would also benefit future planetary, lunar, and asteroidal missions.

  20. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  1. Cool Science: K-12 Climate Change Art Displayed on Buses

    Science.gov (United States)

    Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Thompson, S. R.

    2015-12-01

    Cool science is an art contest where K12 students create placards (7" x 22") to educate the public about climate change. Students are prompted to create their artwork in response to questions such as: What is the evidence for climate change? How does climate change impact your local community? What can you do to reduce the impacts of climate change? In each of three years, 500-600 student entrees have been submitted from more than 12 school districts across Massachusetts. A panel of judges including scientists, artists, rapid transit representatives, and educators chooses elementary, middle, and high school winners. Winners (6), runners-up (6), and honorable mentions (12) and their families and teachers are invited to an annual Cool Science Award Ceremony to be recognized and view winning artwork. All winning artwork is posted on the Cool Science website. The winning artwork (2 per grade band) is converted into placards (11" x 28") and posters (2.5' x 12') that are placed on the inside (placards) and outside (posters) of buses. Posters are displayed for one month. So far, Cool Science was implemented in Lowell, MA where over 5000 public viewers see the posters daily on the sides of Lowell Rapid Transit Authority (LRTA) buses, making approximately 1,000,000 impressions per year. Cool Science acts to increase climate literacy in children as well as the public, and as such promotes intergenerational learning. Using art in conjunction with science learning about climate change appears to be effective at engaging not just traditionally high achieving science students, but also those interested in the creative arts. Hearing winners' stories about how they created their artwork and what this contest meant to them supports the idea that Cool Science attracts a wide diversity of students. Parents discuss climate change with their children. Multiple press releases announcing the winners further promotes the awareness of climate change throughout school districts and their

  2. Less Interested after Lessons? Report on a Small-Scale Research Study into 12- to 13-Year-Old Students' Attitudes to Earth Science

    Science.gov (United States)

    Hetherington, Lindsay

    2010-01-01

    Results of a small-scale research study conducted with year 8 (ages 12-13) students suggest that although these students have generally positive attitudes towards earth science, girls tend to be less interested in it than boys. Interest in earth science was found to separate into two dominant factors, labelled "scientific" and…

  3. Our school's Earth and Space Sciences Club: 12 years promoting interdisciplinary explorations

    Science.gov (United States)

    Margarida Maria, Ana; Pereira, Hélder

    2017-04-01

    During the past 12 years, we have been engaging secondary level science students (15 to 18 years old) in the extracurricular activities of our school's Earth and Space Sciences Club, providing them with some of the skills needed to excel in science, technology, engineering, arts, and mathematics (STEAM). Our approach includes the use of authentic scientific data, project based learning, and inquiry-centred activities that go beyond the models and theories present in secondary level textbooks. Moreover, the activities and projects carried out, being eminently practical, also function as an extension of the curriculum and frequently enable the demonstration of the applicability of several concepts taught in the classroom in real life situations. The tasks carried out during these activities and research projects often require the combination of two or more subjects, promoting an interdisciplinary approach to learning. Outside of the traditional classroom settings, through interdisciplinary explorations, students also gain hands-on experience doing real science. Thereby, during this time, we have been able to promote meaningful and lasting experiences and spark students' interest in a wide diversity of topics.

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 121; Issue 2. Impact of continental meteorology and atmospheric circulation in the modulation of Aerosol Optical Depth over the Arabian Sea. Sandhya K Nair S Sijikumar S S Prijith. Volume 121 Issue 2 April 2012 pp 263-272 ...

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 118; Issue 4. SCS-CN and GIS-based approach for identifying potential water harvesting sites in the Kali Watershed, Mahi River Basin, India. D Ramakrishnan A Bandyopadhyay K N Kusuma. Volume 118 Issue 4 August 2009 pp 355-368 ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 116; Issue 1. The effects of attenuation and site on the spectra of microearthquakes in the Jubilee Hills region of Hyderabad, India. Saurabh Baruah Devajit Hazarika Naba K Gogoi P Solomon Raju. Volume 116 Issue 1 February 2007 pp 37-47 ...

  7. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  8. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  9. 77 FR 67027 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2012-11-08

    ... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 12- 091] NASA Advisory Council; Science... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science Subcommittee of the [[Page 67028

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 126; Issue 5. Issue front cover thumbnail. Volume 126, Issue 5. July 2017. Article ID 62. Meteorological features associated with unprecedented precipitation over India during 1st week of March 2015 · Naresh Kumar M Mohapatra A K Jaswal · More Details Abstract ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Articles written in Journal of Earth System Science. Volume 116 Issue 1 February 2007 pp 73-79. Long range prediction of Indian summer monsoon ... Volume 121 Issue 1 February 2012 pp 203-210. Impact of global warming on cyclonic disturbances over south Asian region · Savita Patwardhan Ashwini Kulkarni K Krishna ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 1. Evaluation of OSCAR ocean surface current product in the tropical Indian Ocean using in situ data. Rajesh Sikhakolli Rashmi Sharma Sujit Basu B S Gohil Abhijit Sarkar K V S R Prasad. Volume 122 Issue 1 February 2013 pp 187-199 ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 111; Issue 4. Volume 111, Issue 4. December 2002, pages 379-510. pp 379-390. Isotopic and sedimentological clues to productivity change in Late Riphean Sea: A case study from two intracratonic basins of India · P P Chakraborty A Sarkar S K Bhattacharya P ...

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 118; Issue 5. Impact of vegetation on the simulation of seasonal monsoon rainfall over the Indian subcontinent using a regional model. Surya K Dutta Someshwar Das S C Kar U C Mohanty P C Joshi. Volume 118 Issue 5 October 2009 pp 413-440 ...

  15. Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

    Science.gov (United States)

    2015-08-03

    AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 109; Issue 3. Volume 109, Issue 3. September 2000, pages 315-391. pp 315-328. Ocean circulation in the tropical Indo-Pacific during early Pliocene (5.6 - 4.2 Ma): Paleobiogeographic and isotopic evidence · M S Srinivasan D K Sinha · More Details Abstract ...

  17. Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications

    Science.gov (United States)

    Hechter, Richard P.; Vermette, Laurie Anne

    2013-01-01

    This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers…

  18. Laboratory Safety Guide for Arkansas K-12 Schools.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

  19. Educating the Public about Deep-Earth Science

    Science.gov (United States)

    Cronin, V. S.

    2010-12-01

    , earthquakes, resource concentrations, oceans, atmospheric composition and flow, possibly even life), is made possible by the specific characteristics of Earth's interior. Accepting that knowledge of Earth’s interior is important, the next task is to let the public know what we have learned about the deep Earth, and how we have developed that scientific knowledge. How do we incorporate uncertainty in this work? How do we test hypotheses? What are the current open questions about the deep Earth that we seek to address through ongoing or future scientific research? The cognitive distance between research experts and the public must be bridged -- an interpretive task that requires substantial expertise and collaboration. Reaching the ultimate audience (the general public) requires the education and active involvement of K-12+ teachers, education boards, textbook publishers and mass-media producers. Information must be packaged to suit each intended audience, at the appropriate cognitive level. The effectiveness of the education-and-outreach element of any research enterprise largely determines whether the processes and results of science are transferred successfully to the public consciousness.

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 117; Issue 5. Variational method for objective analysis of scalar variable and its derivative. S G Narkhedkar S K Sinha ... It is found that the new scheme (variational)is able to extract the better parts of both triangle and standard methods.The results of this study will ...

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 109; Issue 4. Volume 109, Issue 4. December 2000, pages 393-551. pp 393-394. Editorial · V K Gaur · More Details Fulltext PDF. pp 395-405. Analysis of pathfinder SST algorithm for global and regional conditions · Ajoy Kumar P Minnett G Podesta R Evans K ...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 113; Issue 1. Identification of a surface layer structure and analysis of humidity data in two weather situations at Jodhpur (26° 18′N, 73° 04′E), India, during MONTBLEX 1990. N Das M Bose U K De. Volume 113 Issue 1 March 2004 pp 73-87 ...

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 113; Issue 2. Volume 113, Issue 2. June 2004, pages 129-257. pp 129-138. The evaporation of the charged and uncharged water drops suspended in a wind tunnel · Rohini V Bhalwankar A B Sathe A K Kamra · More Details Abstract Fulltext PDF. A laboratory ...

  4. Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

    Science.gov (United States)

    Foster, J.; Connolly, R.

    2017-12-01

    WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

  5. Common Earth Science Misconceptions in Science Teaching

    Science.gov (United States)

    King, Chris

    2012-01-01

    A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics"…

  6. Exploring Connections Between Earth Science and Biology - Interdisciplinary Science Activities for Schools

    Science.gov (United States)

    Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.

    2009-05-01

    To increase teaching of Earth science in schools, and to reflect the interdisciplinary nature and interrelatedness of science disciplines in today's world, we are exploring opportunities for linking Earth science and Biology through engaging and innovative hands-on science activities for the classroom. Through the NSERC-funded Pacific CRYSTAL project based at the University of Victoria, scientists, science educators, and teachers at all levels in the school system are collaborating to research ways of enriching the preparation of students in math and science, and improving the quality of science education from Kindergarten to Grade 12. Our primary foci are building authentic, engaging science experiences for students, and fostering teacher leadership through teacher professional development and training. Interdisciplinary science activities represent an important way of making student science experiences real, engaging and relevant, and provide opportunities to highlight Earth science related topics within other disciplines, and to expand the Earth science taught in schools. The Earth science and Biology interdisciplinary project builds on results and experiences of existing Earth science education activities, and the Seaquaria project. We are developing curriculum-linked activities and resource materials, and hosting teacher workshops, around two initial areas; soils, and marine life and the fossil record. An example activity for the latter is the hands-on examination of organisms occupying the nearshore marine environment using a saltwater aquarium and touch tank or beach fieldtrip, and relating this to a suite of marine fossils to facilitate student thinking about representation of life in the fossil record e.g. which life forms are typically preserved, and how are they preserved? Literacy activities such as fossil obituaries encourage exploration of paleoenvironments and life habits of fossil organisms. Activities and resources are being tested with teachers

  7. Fast Track to the Cloud: Design Patterns for 12-Factor Earth Sciences Applications

    Science.gov (United States)

    Pawloski, Andrew; McLaughlin, Brett; Lynnes, Christopher

    2016-01-01

    As expanding service offerings and decreasing prices make the cloud increasingly attractive to Earth Science applications, there are nontrivial practical considerations which can hinder its meaningful use. In this talk, we will discuss architectural recommendations and lessons learned while working on EOSDIS' cloud efforts, particularly the NASA-compliant General Application Platform (NGAP) and its associated applications. Prominent in our findings is the importance of 12-factor design patterns and the powerful "wins" they enable in the cloud. We will share our strategies for "fast-tracking" applications to the cloud --whether they be legacy, planned for the future, or somewhere in between.

  8. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  9. Making Connections: Where STEM Learning and Earth Science Data Services Meet

    Science.gov (United States)

    Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick; Weigel, Amanda

    2016-01-01

    STEM (Science, Technology, Engineering, Mathematics) learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth Science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS (Earth Observing System Data Information System) data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems.

  10. Science Curriculum Guide, Level 4.

    Science.gov (United States)

    Newark School District, DE.

    The fourth of four levels in a K-12 science curriculum is outlined. In Level 4 (grades 9-12), science areas include earth science, biology, chemistry, and physics. Six major themes provide the basis for study in all levels (K-12). These are: Change, Continuity, Diversity, Interaction, Limitation, and Organization. In Level 4, all six themes are…

  11. Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

    Science.gov (United States)

    Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

    2004-12-01

    Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

  12. EarthScope Education and Outreach: Accomplishments and Emerging Opportunities

    Science.gov (United States)

    Robinson, S.; Ellins, K. K.; Semken, S. C.; Arrowsmith, R.

    2014-12-01

    EarthScope's Education and Outreach (E&O) program aims to increase public awareness of Earth science and enhance geoscience education at the K-12 and college level. The program is distinctive among major geoscience programs in two ways. First, planning for education and public engagement occurred in tandem with planning for the science mission. Second, the NSF EarthScope program includes funding support for education and outreach. In this presentation, we highlight key examples of the program's accomplishments and identify emerging E&O opportunities. E&O efforts have been collaboratively led by the EarthScope National Office (ESNO), IRIS, UNAVCO, the EarthScope Education and Outreach Subcommittee (EEOSC) and PI-driven EarthScope projects. Efforts by the EEOSC, guided by an EarthScope Education and Outreach Implementation Plan that is periodically updated, focus EarthScope E&O. EarthScope demonstrated early success in engaging undergraduate students (and teachers) in its mission through their involvement in siting USArray across the contiguous U.S. Funded E&O programs such as TOTLE, Illinois EarthScope, CEETEP (for K-12), InTeGrate and GETSI (for undergraduates) foster use of freely available EarthScope data and research findings. The Next Generation Science Standards, which stress science and engineering practices, offer an opportunity for alignment with existing EarthScope K-12 educational resources, and the EEOSC recommends focusing efforts on this task. The EEOSC recognizes the rapidly growing use of mobile smart devices by the public and in formal classrooms, which bring new opportunities to connect with the public and students. This will capitalize on EarthScope's already prominent social media presence, an effort that developed to accomplish one of the primary goals of the EarthScope E&O Implementation Plan to "Create a high-profile public identity for EarthScope" and to "Promote science literacy and understanding of EarthScope among all audiences through

  13. Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2011-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 115; Issue 1. Issue front cover thumbnail. Volume 115, Issue 1. February 2006, pages 1-183. Vindhyan Geology: Status and Perspectives. pp 1-2. Preface · J S Ray C Chakraborty · More Details Fulltext PDF. pp 3-22. Proterozoic intracontinental basin: The Vindhyan ...

  15. Earth System Science Project

    Science.gov (United States)

    Rutherford, Sandra; Coffman, Margaret

    2004-01-01

    For several decades, science teachers have used bottles for classroom projects designed to teach students about biology. Bottle projects do not have to just focus on biology, however. These projects can also be used to engage students in Earth science topics. This article describes the Earth System Science Project, which was adapted and developed…

  16. NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

    Science.gov (United States)

    Ellins, K.; Perry, E.

    2005-12-01

    The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

  17. Increasing Diversity in the Earth Sciences (IDES) - An Oregon Effort

    Science.gov (United States)

    de Silva, S. L.; Duncan, R. A.; Wright, D. J.; de Silva, L.; Guerrero, E. F.

    2011-12-01

    The IDES (Increasing Diversity in Earth Sciences) Program is the first partnership of its kind in the state of Oregon targeted at broadening participation in the Earth Science enterprise. Funded by the National Science Foundation Opportunities to Enhance Diversity in the Geosciences program (NSF-OEDG), this partnership involves community colleges, a research university with major strengths in Earth Science research and education and an institutionalized commitment to enhancing diversity, state and federal agencies, centers of informal education, and the Oregon Space Grant Consortium, IDES has two integrated goals: 1) to increase the number of students from under-represented groups who pursue careers in Earth Science research and education, and 2) to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population. Built around the best practices of tiered mentoring, interactive student cohort, research and education internships, and financial support, this 4-year program recruits 10 to 12 students (mainly rising juniors) each year from science majors at Oregon State University and five Oregon community colleges. The program is reaching its goals by: a) training participants in the application of geospatial to Earth Science problems of personal relevance b) immersing participants in a two-year mentored research project that involves summer internships with academic units, state and federal agencies, and centers for informal education in Oregon. c) exposing, educating, and involving participants in the breadth of Earth Science careers through contact with Earth Science professionals through mentors, a professional internship, and a learning community that includes a speaker series. d) instilling an understanding of context and relevance of the Earth Science Enterprise to the participants, their families, their communities, and the general public. We report on the first two years of this program during

  18. Evolution of NASA's Earth Science Digital Object Identifier Registration System

    Science.gov (United States)

    Wanchoo, Lalit; James, Nathan

    2017-01-01

    NASA's Earth Science Data and Information System (ESDIS) Project has implemented a fully automated system for assigning Digital Object Identifiers (DOIs) to Earth Science data products being managed by its network of 12 distributed active archive centers (DAACs). A key factor in the successful evolution of the DOI registration system over last 7 years has been the incorporation of community input from three focus groups under the NASA's Earth Science Data System Working Group (ESDSWG). These groups were largely composed of DOI submitters and data curators from the 12 data centers serving the user communities of various science disciplines. The suggestions from these groups were formulated into recommendations for ESDIS consideration and implementation. The ESDIS DOI registration system has evolved to be fully functional with over 5,000 publicly accessible DOIs and over 200 DOIs being held in reserve status until the information required for registration is obtained. The goal is to assign DOIs to the entire 8000+ data collections under ESDIS management via its network of discipline-oriented data centers. DOIs make it easier for researchers to discover and use earth science data and they enable users to provide valid citations for the data they use in research. Also for the researcher wishing to reproduce the results presented in science publications, the DOI can be used to locate the exact data or data products being cited.

  19. Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

    Science.gov (United States)

    Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

    2014-12-01

    Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

  20. Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

    Science.gov (United States)

    Cole, T.; Teed, R.; Slattery, W.

    2006-12-01

    In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

  1. The Astronomy and Space Science Concept Inventory: Assessment Instruments Aligned with the K-12 National Science Standards

    Science.gov (United States)

    Sadler, Philip M.

    2011-01-01

    We report on the development of an item test bank and associated instruments based on those K-12 national standards which involve astronomy and space science. Utilizing hundreds of studies in the science education research literature on student misconceptions, we have constructed 211 unique items that measure the degree to which students abandon such ideas for accepted scientific views. Piloted nationally with 7599 students and their 88 teachers spanning grades 5-12, the items reveal a range of interesting results, particularly student difficulties in mastering the NRC Standards and AAAS Benchmarks. Teachers generally perform well on items covering the standards of the grade level at which they teach, exhibiting few misconceptions of their own. Teachers dramatically overestimate their students’ performance, perhaps because they are unaware of their students’ misconceptions. Examples are given showing how the developed instruments can be used to assess the effectiveness of instruction and to evaluate the impact of professional development activities for teachers.

  2. 77 FR 55863 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

    Science.gov (United States)

    2012-09-11

    ... Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics... the Applied Science Advisory Group. This Subcommittee reports to the Earth Science Subcommittee... following topics: --Applied Sciences Program Update --Earth Science Data Latency Study Preliminary Update...

  3. Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

    Science.gov (United States)

    Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

    2016-11-01

    BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

  4. NASA's Earth Science Data Systems

    Science.gov (United States)

    Ramapriyan, H. K.

    2015-01-01

    NASA's Earth Science Data Systems (ESDS) Program has evolved over the last two decades, and currently has several core and community components. Core components provide the basic operational capabilities to process, archive, manage and distribute data from NASA missions. Community components provide a path for peer-reviewed research in Earth Science Informatics to feed into the evolution of the core components. The Earth Observing System Data and Information System (EOSDIS) is a core component consisting of twelve Distributed Active Archive Centers (DAACs) and eight Science Investigator-led Processing Systems spread across the U.S. The presentation covers how the ESDS Program continues to evolve and benefits from as well as contributes to advances in Earth Science Informatics.

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    The Journal of Earth System Science was earlier a part of the Proceedings of the Indian Academy of Sciences – Section A begun in 1934, and later split in 1978 into theme journals. This journal was published as Proceedings – Earth and Planetary Sciences since 1978, and in 2005 was renamed 'Journal of Earth System ...

  6. Northern Eurasia Earth Science Partnership Initiative in the past 12 months: An Update

    Science.gov (United States)

    Groisman, Pavel; Lowford, Richard

    2013-04-01

    Eight years ago Northern Eurasia Earth Science Partnership Initiative (NEESPI) was launched with the release of its Science Plan (http://neespi.org). Gradually, the Initiative was joined by numerous international projects launched in EU, Russia, the United States, Canada, Japan, and China. Throughout its duration, NEESPI served and is serving as an umbrella for more than 155 individual international research projects. Currently, the total number of the ongoing NEESPI projects (as on January 2013) is 48 and has changed but slightly compared to its peak (87 in 2008). The past 12 months (from the previous EGU Assembly) were extremely productive in the NEESPI outreach. We organized three Open Science Sessions at the three major Geoscience Unions/Assembly Meetings (JpGU, AGU, and this EGU Session) and three International NEESPI Workshops. The programs of two of these Workshops (in Yoshkar Ola and Irkutsk, Russia) included Summer Schools for early career scientists. More than 150 peer-reviewed papers, books, and/or book chapters were published in 2012 or are in press (this list was still incomplete at the time of preparation of this abstract). In particular, a suite of 25 peer-reviewed NEESPI articles was published in the Forth Special NEESPI Issue of "Environmental Research Letters" (ERL) http://iopscience.iop.org/1748-9326/focus/NEESPI3 (this is the third ERL Issue). In December 2012, the next Special ERL NEESPI Issue was launched http://iopscience.iop.org/1748-9326/focus/NEESPI4. Northern Eurasia is a large study domain. Therefore, it was decided to describe the latest findings related to its environmental changes in several regional monographs in English. Three books on Environmental Changes in the NEESPI domain were published by the University of Helsinki (Groisman et al. 2012), "Akademperiodyka" (Groisman and Lyalko 2012), and Springer Publishing House (Groisman and Gutman 2013) being devoted to the high latitudes of Eurasia, to Eastern Europe, and to Siberia

  7. K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  8. Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

    Science.gov (United States)

    Ward, N. D.; Petrik-Finley, R.

    2015-12-01

    Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

  9. Evolving Metadata in NASA Earth Science Data Systems

    Science.gov (United States)

    Mitchell, A.; Cechini, M. F.; Walter, J.

    2011-12-01

    NASA's Earth Observing System (EOS) is a coordinated series of satellites for long term global observations. NASA's Earth Observing System Data and Information System (EOSDIS) is a petabyte-scale archive of environmental data that supports global climate change research by providing end-to-end services from EOS instrument data collection to science data processing to full access to EOS and other earth science data. On a daily basis, the EOSDIS ingests, processes, archives and distributes over 3 terabytes of data from NASA's Earth Science missions representing over 3500 data products ranging from various types of science disciplines. EOSDIS is currently comprised of 12 discipline specific data centers that are collocated with centers of science discipline expertise. Metadata is used in all aspects of NASA's Earth Science data lifecycle from the initial measurement gathering to the accessing of data products. Missions use metadata in their science data products when describing information such as the instrument/sensor, operational plan, and geographically region. Acting as the curator of the data products, data centers employ metadata for preservation, access and manipulation of data. EOSDIS provides a centralized metadata repository called the Earth Observing System (EOS) ClearingHouse (ECHO) for data discovery and access via a service-oriented-architecture (SOA) between data centers and science data users. ECHO receives inventory metadata from data centers who generate metadata files that complies with the ECHO Metadata Model. NASA's Earth Science Data and Information System (ESDIS) Project established a Tiger Team to study and make recommendations regarding the adoption of the international metadata standard ISO 19115 in EOSDIS. The result was a technical report recommending an evolution of NASA data systems towards a consistent application of ISO 19115 and related standards including the creation of a NASA-specific convention for core ISO 19115 elements. Part of

  10. The Role and Evolution of NASA's Earth Science Data Systems

    Science.gov (United States)

    Ramapriyan, H. K.

    2015-01-01

    One of the three strategic goals of NASA is to Advance understanding of Earth and develop technologies to improve the quality of life on our home planet (NASA strategic plan 2014). NASA's Earth Science Data System (ESDS) Program directly supports this goal. NASA has been launching satellites for civilian Earth observations for over 40 years, and collecting data from various types of instruments. Especially since 1990, with the start of the Earth Observing System (EOS) Program, which was a part of the Mission to Planet Earth, the observations have been significantly more extensive in their volumes, variety and velocity. Frequent, global observations are made in support of Earth system science. An open data policy has been in effect since 1990, with no period of exclusive access and non-discriminatory access to data, free of charge. NASA currently holds nearly 10 petabytes of Earth science data including satellite, air-borne, and ground-based measurements and derived geophysical parameter products in digital form. Millions of users around the world are using NASA data for Earth science research and applications. In 2014, over a billion data files were downloaded by users from NASAs EOS Data and Information System (EOSDIS), a system with 12 Distributed Active Archive Centers (DAACs) across the U. S. As a core component of the ESDS Program, EOSDIS has been operating since 1994, and has been evolving continuously with advances in information technology. The ESDS Program influences as well as benefits from advances in Earth Science Informatics. The presentation will provide an overview of the role and evolution of NASAs ESDS Program.

  11. A Review of Computer Science Resources for Learning and Teaching with K-12 Computing Curricula: An Australian Case Study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age…

  12. Teaching and Learning about Complex Systems in K-12 Science Education: A Review of Empirical Studies 1995-2015

    Science.gov (United States)

    Yoon, Susan A.; Goh, Sao-Ee; Park, Miyoung

    2018-01-01

    The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K-12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75…

  13. Goddard Earth Science Data and Information Center (GES DISC)

    Science.gov (United States)

    Kempler, Steve

    2016-01-01

    The GES DIS is one of 12 NASA Earth science data centers. The GES DISC vision is to enable researchers and educators maximize knowledge of the Earth by engaging in understanding their goals, and by leading the advancement of remote sensing information services in response to satisfying their goals. This presentation will describe the GES DISC approach, successes, challenges, and best practices.

  14. The "Earth Physics" Workshops Offered by the Earth Science Education Unit

    Science.gov (United States)

    Davies, Stephen

    2012-01-01

    Earth science has a part to play in broadening students' learning experience in physics. The Earth Science Education Unit presents a range of (free) workshops to teachers and trainee teachers, suggesting how Earth-based science activities, which show how we understand and use the planet we live on, can easily be slotted into normal science…

  15. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  16. Substitution disorder and photoluminescent property of a new rare-earth borate: K{sub 3}TbB{sub 6}O{sub 12}

    Energy Technology Data Exchange (ETDEWEB)

    Zhao, Dan; Ma, Fa-Xue; Huang, Min; Chen, Peng-Fei; Zhang, Rong-Hua [Henan Polytechnic Univ., Jiaozuo (China). College of Chemistry and Chemical Engineering; Zhang, Rui-Juan [Henan Polytechnic University, Jiaozuo (China). Academic Affairs Office; Wei, Wei [Capital Normal Univ., Beijing (China). Dept. of Chemistry

    2016-11-01

    A new rare-earth borate K{sub 3}TbB{sub 6}O{sub 12} has been prepared using the high temperature molten salt method and was structurally determined by single crystal X-ray diffraction analyses. The structure features a three-dimensional (3D) framework which is composed of isolated B{sub 5}O{sub 10}, KO{sub 6}, KO{sub 8} and TbO{sub 6} groups. An atom site in the 3{sub 2} screw axis is shared by K and Tb atoms with the molar ratio of 1:1. The self-activated photoluminescence (PL) property of K{sub 3}TbB{sub 6}O{sub 12} was studied. Under the excitation of 378 nm, the emission spectrum exhibits an intense green emission centered at 543-548 nm with the chromaticity coordinates (0.342, 0.590), which can be assigned to the {sup 5}D{sub 4} → {sup 7}F{sub 5} transition of Tb{sup 3+}. The excitation spectra cover a wide range from 330 to 385 nm, which suggests that the K{sub 3}TbB{sub 6}O{sub 12} phosphors can be effectively excited by a near-UV light source. One may expect that compound K{sub 3}TbB{sub 6}O{sub 12} can be used as a green phosphor pumped by near-UV LED chips.

  17. Scientists Involved in K-12 Education

    Science.gov (United States)

    Robigou, V.

    2004-12-01

    The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

  18. Shaping Watersheds Exhibit: An Interactive, Augmented Reality Sandbox for Advancing Earth Science Education

    Science.gov (United States)

    Reed, S. E.; Kreylos, O.; Hsi, S.; Kellogg, L. H.; Schladow, G.; Yikilmaz, M. B.; Segale, H.; Silverman, J.; Yalowitz, S.; Sato, E.

    2014-12-01

    One of the challenges involved in learning earth science is the visualization of processes which occur over large spatial and temporal scales. Shaping Watersheds is an interactive 3D exhibit developed with support from the National Science Foundation by a team of scientists, science educators, exhibit designers, and evaluation professionals, in an effort to improve public understanding and stewardship of freshwater ecosystems. The hands-on augmented reality sandbox allows users to create topographic models by shaping real "kinetic" sand. The exhibit is augmented in real time by the projection of a color elevation map and contour lines which exactly match the sand topography, using a closed loop of a Microsoft Kinect 3D camera, simulation and visualization software, and a data projector. When an object (such as a hand) is sensed at a particular height above the sand surface, virtual rain appears as a blue visualization on the surface and a flow simulation (based on a depth-integrated version of the Navier-Stokes equations) moves the water across the landscape. The blueprints and software to build the sandbox are freely available online (http://3dh2o.org/71/) under the GNU General Public License, together with a facilitator's guide and a public forum (with how-to documents and FAQs). Using these resources, many institutions (20 and counting) have built their own exhibits to teach a wide variety of topics (ranging from watershed stewardship, hydrology, geology, topographic map reading, and planetary science) in a variety of venues (such as traveling science exhibits, K-12 schools, university earth science departments, and museums). Additional exhibit extensions and learning modules are planned such as tsunami modeling and prediction. Moreover, a study is underway at the Lawrence Hall of Science to assess how various aspects of the sandbox (such as visualization color scheme and level of interactivity) affect understanding of earth science concepts.

  19. Ground Truth Studies - A hands-on environmental science program for students, grades K-12

    Science.gov (United States)

    Katzenberger, John; Chappell, Charles R.

    1992-01-01

    The paper discusses the background and the objectives of the Ground Truth Studies (GTSs), an activity-based teaching program which integrates local environmental studies with global change topics, utilizing remotely sensed earth imagery. Special attention is given to the five key concepts around which the GTS programs are organized, the pilot program, the initial pilot study evaluation, and the GTS Handbook. The GTS Handbook contains a primer on global change and remote sensing, aerial and satellite images, student activities, glossary, and an appendix of reference material. Also described is a K-12 teacher training model. International participation in the program is to be initiated during the 1992-1993 school year.

  20. The "Next Generation Science Standards" and the Earth and Space Sciences

    Science.gov (United States)

    Wysession, Michael E.

    2013-01-01

    In this article, Michael E. Wysession comments on the "Next Generation Science Standards" (NGSS), which are based on the recommendations of the National Research Council and represent a revolutionary step toward establishing modern, national K-12 science education standards. The NGSS involves significant changes from traditional…

  1. The application of Legacy Cycles in the development of Earth Science curriculum

    Science.gov (United States)

    Ellins, K.; Abernathy, E.; Negrito, K.; McCall, L.

    2009-04-01

    The Institute for Geophysics in the Jackson School of Geosciences at The University of Texas at Austin actively contributes to K-12 education, including the development of rigorous Earth and Space Science curriculum designed for secondary school learning environments. Here we report on our efforts to apply an innovative new pedagogical approach, the Legacy Cycle, to scientific ocean drilling paleoclimate data from fossil corals collected offshore Barbados in 2006 and to the creation of a high school water resources education program for Texas high school students supported by a grant from the Texas Water Development Board. The Legacy Cycle makes use of the Internet and computer technology to engage students in extended inquiry learning. A series of inquiry activities are organized around a set of three driving questions, or challenges. Students mimic the work of scientists by generating ideas to address a given challenge, listening to multiple perspectives from experts on the topic, researching a set of sub-questions and revising their original ideas, testing their mettle with labs and quizzes, and finally composing a project or paper that answers the original challenge. The technology makes it easy for students to move through the challenges and the organizational framework since there are hyperlinks to each of the sections (and to reach the other challenges) at the bottom of each webpage. Students' final work is posted to the Internet for others to see, and in this way they leave behind their legacy. Our Legacy Cycle activities use authentic hydrologic, water quality, geochemical, geophysical data, as well as remotely sensed data such as is collected by satellites. They are aligned with the U.S. National Science Education Standards, the new Ocean, Climate and Earth Science Literacy Principles (in development), and the Texas Essential Knowledge and Skills for Earth and Space Science. The work represents a collaboration involving teachers from The University of

  2. Earth Science Education in Morocco

    Science.gov (United States)

    Bouabdelli, Mohamed

    1999-05-01

    The earth sciences are taught in twelve universities in Morocco and in three other institutions. In addition there are three more earth science research institutions. Earth science teaching has been taking place since 1957. The degree system is a four-year degree, split into two two-year blocks and geology is taught within the geology-biology programme for the first part of the degree. 'Classical' geology is taught in most universities, although applied geology degrees are also on offer in some universities. Recently-formed technical universities offer a more innovative approach to Earth Science Education. Teaching is in French, although school education is in Arabic. There is a need for a reform of the curriculum, although a lead is being taken by the technical universities. A new geological mapping programme promises new geological and mining discoveries in the country and prospects of employment for geology graduates.

  3. 77 FR 12086 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2012-02-28

    ... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... following topics: --Earth Science Division Update --Committee on Earth Observations Satellites and Other...

  4. Earth Science: It's All about the Processes

    Science.gov (United States)

    King, Chris

    2013-01-01

    Readers of the draft new English primary science curriculum (DfE, 2012) might be concerned to see that there is much more detail on the Earth science content than previously in the United Kingdom. In this article, Chris King, a professor of Earth Science Education at Keele University and Director of the Earth Science Education Unit (ESEU),…

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 124; Issue 7 ... to good protective capacity rating as can be seen from the high longitudinal conductance ... School of Environment and Earth Sciences, North Maharashtra University, ...

  6. Moving Towards a Science-Driven Workbench for Earth Science Solutions

    Science.gov (United States)

    Graves, S. J.; Djorgovski, S. G.; Law, E.; Yang, C. P.; Keiser, K.

    2017-12-01

    The NSF-funded EarthCube Integration and Test Environment (ECITE) prototype was proposed as a 2015 Integrated Activities project and resulted in the prototyping of an EarthCube federated cloud environment and the Integration and Testing Framework. The ECITE team has worked with EarthCube science and technology governance committees to define the types of integration, testing and evaluation necessary to achieve and demonstrate interoperability and functionality that benefit and support the objectives of the EarthCube cyber-infrastructure. The scope of ECITE also includes reaching beyond NSF and EarthCube to work with the broader Earth science community, such as the Earth Science Information Partners (ESIP) to incorporate lessons learned from other testbed activities, and ultimately provide broader community benefits. This presentation will discuss evolving ECITE ideas for a science-driven workbench that will start with documented science use cases, map the use cases to solution scenarios that identify the available technology and data resources that match the use case, the generation of solution workflows and test plans, the testing and evaluation of the solutions in a cloud environment, and finally the documentation of identified technology and data gaps that will assist with driving the development of additional EarthCube resources.

  7. Earth Science Enterprise Technology Strategy

    Science.gov (United States)

    1999-01-01

    NASA's Earth Science Enterprise (ESE) is dedicated to understanding the total Earth system and the effects of natural and human-induced changes on the global environment. The goals of ESE are: (1) Expand scientific knowledge of the Earth system using NASA's unique vantage points of space, aircraft, and in situ platforms; (2) Disseminate information about the Earth system; and (3) Enable the productive use of ESE science and technology in the public and private sectors. ESE has embraced the NASA Administrator's better, faster, cheaper paradigm for Earth observing missions. We are committed to launch the next generation of Earth Observing System (EOS) missions at a substantially lower cost than the EOS first series. Strategic investment in advanced instrument, spacecraft, and information system technologies is essential to accomplishing ESE's research goals in the coming decades. Advanced technology will play a major role in shaping the ESE fundamental and applied research program of the future. ESE has established an Earth science technology development program with the following objectives: (1) To accomplish ESE space-based and land-based program elements effectively and efficiently; and (2) To enable ESE's fundamental and applied research programs goals as stated in the NASA Strategic Plan.

  8. Earth Science Literacy: Building Community Consensus

    Science.gov (United States)

    Wysession, M.; Ladue, N.; Budd, D.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R.; Ross, R.; Taber, J.; Tewksbury, B.; Tuddenham, P.

    2008-12-01

    During 2008, the Earth Sciences Literacy Initiative (ESLI) constructed a framework of earth science "Big Ideas" and "Supporting Concepts". Following the examples of recent literacy efforts in the ocean, atmosphere and climate research communities, ESLI has distilled the fundamental understandings of the earth science community into a document that all members of the community will be able to refer to when working with educators, policy-makers, the press and members of the general public. This document is currently in draft form for review and will be published for public distribution in 2009. ESLI began with the construction of an organizing committee of a dozen people who represent a wide array of earth science backgrounds. This group then organized and ran two workshops in 2008: a 2-week online content workshop and a 3-day intensive writing workshop. For both workshops, participants were chosen so as to cover the full breadth of earth science related to the solid earth, surficial processes, and fresh-water hydrology. The asynchronous online workshop included 350 scientists and educators participating from around the world and was a powerful way to gather ideas and information while retaining a written record of all interactions. The writing workshop included 35 scientists, educators and agency representatives to codify the extensive input of the online workshop. Since September, 2008, drafts of the ESLI literacy framework have been circulated through many different channels to make sure that the document accurately reflects the current understandings of earth scientists and to ensure that it is widely accepted and adopted by the earth science communities.

  9. Integrating Earth System Science Data Into Tribal College and University Curricula

    Science.gov (United States)

    Tilgner, P. J.; Perkey, D. J.

    2007-12-01

    Universities Space Research Association and Sinte Gleska University (SGU) have teamed with eight Tribal Colleges and Universities (TCUs) to participate in a NASA Earth Science funded project, TRibal Earth Science and Technology Education (TRESTE) project which focuses on TCU faculty teaching undergraduate Earth science courses to non-science and science students, with particular attention to TCU faculty teaching K-12 pre- and in- service teachers. The eight partner TCUs are: Blackfeet Community College (BCC), Browning, MT, Fond du Lac Tribal and Community College, Cloquet, MN, Fort Berthold Community College, New Town, ND, Little Priest Tribal College, Winnebago, NE, Oglala Lakota College, Pine Ridge, SD, Sitting Bull College, Fort Yates, ND, Turtle Mountain Community College, Belcourt, ND, United Tribes Technical College (UTTC), Bismarck, ND. The goal of this 3-year project is to promote the use of NASA Earth science data and products in the classroom thereby enabling faculty to inspire undergraduate students to careers in Earth system science, the physical sciences, and related fields of science and engineering. To accomplish this goal we are targeting three areas: (1) course content - enhance the utilization of Earth system science and physical science concepts, (2) teaching methodology - develop problem-based learning (PBL) methods, and (3) tools and technology - increase the utilization of GIS and remote sensing in the classroom. We also have enlisted ESRI, NativeView and the USGS as collaborators. To date we have held an introductory "needs" workshop at the USGS EROS Data Center and two annual workshops, one at UTTC and the second at BCC. During these annual workshops we have divided our time among the three areas. We have modeled the workshops using the PBL or Case Study approach by starting with a story or current event. Topics for the annual workshops have been Drought and Forest and Grassland Fires. These topics led us into the solar radiation budget

  10. Evaluating Educational Resources for Inclusion in the Dig Texas Instructional Blueprints for Earth & Space Science

    Science.gov (United States)

    Jacobs, B. E.; Bohls-Graham, E.; Martinez, A. O.; Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Stocks, E.; Fox, S.; Kent, M.

    2014-12-01

    Today's instruction in Earth's systems requires thoughtful selection of curricula, and in turn, high quality learning activities that address modern Earth science. The Next Generation Science Standards (NGSS), which are intended to guide K-12 science instruction, further demand a discriminating selection process. The DIG (Diversity & Innovation in Geoscience) Texas Instructional Blueprints attempt to fulfill this practice by compiling vetted educational resources freely available online into units that are the building blocks of the blueprints. Each blueprint is composed of 9 three-week teaching units and serves as a scope and sequence for teaching a one-year Earth science course. In the earliest stages of the project, teams explored the Internet for classroom-worthy resources, including laboratory investigations, videos, visualizations, and readings, and submitted the educational resources deemed suitable for the project into the project's online review tool. Each team member evaluated the educational resources chosen by fellow team members according to a set of predetermined criteria that had been incorporated into the review tool. Resources rated as very good or excellent by all team members were submitted to the project PIs for approval. At this stage, approved resources became candidates for inclusion in the blueprint units. Team members tagged approved resources with descriptors for the type of resource and instructional strategy, and aligned these to the Texas Essential Knowledge and Skills for Earth and Space Science and the Earth Science Literacy Principles. Each team then assembled and sequenced resources according to content strand, balancing the types of learning experiences within each unit. Once units were packaged, teams then considered how they addressed the NGSS and identified the relevant disciplinary core ideas, crosscutting concepts, and science and engineering practices. In addition to providing a brief overview of the project, this

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Ratheesh Ramakrishnan. Articles written in Journal of Earth System Science. Volume 121 Issue 5 October 2012 pp 1201-1213. Simulation of suspended sediment transport initialized with satellite derived suspended sediment concentrations · Ratheesh Ramakrishnan A S ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Evangelin Ramani Sujatha. Articles written in Journal of Earth System Science. Volume 121 Issue 5 October 2012 pp 1337-1350. Landslide susceptibility analysis using Probabilistic Certainty Factor Approach: A case study on Tevankarai stream watershed, India.

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Soumen Sarkar. Articles written in Journal of Earth System Science. Volume 114 Issue 3 June 2005 pp 303-323. Evidence of lacustrine sedimentation in the Upper Permian Bijori Formation, Satpura Gondwana basin: Palaeogeographic and tectonic implications.

  14. Project Earth Science

    CERN Document Server

    Holt, Geoff

    2011-01-01

    Project Earth Science: Astronomy, Revised 2nd Edition, involves students in activities that focus on Earth's position in our solar system. How do we measure astronomical distances? How can we look back in time as we gaze across vast distances in space? How would our planet be different without its particular atmosphere and distance to our star? What are the geometries among Earth, the Moon, and the Sun that yield lunar phases and seasons? Students explore these concepts and others in 11 teacher-tested activities.

  15. Earth Systems Science: An Analytic Framework

    Science.gov (United States)

    Finley, Fred N.; Nam, Younkeyong; Oughton, John

    2011-01-01

    Earth Systems Science (ESS) is emerging rapidly as a discipline and is being used to replace the older earth science education that has been taught as unrelated disciplines--geology, meteorology, astronomy, and oceanography. ESS is complex and is based on the idea that the earth can be understood as a set of interacting natural and social systems.…

  16. Earth Science Outreach: A Move in the Right Direction

    Science.gov (United States)

    McLarty Halfkenny, B.; Schröder Adams, C.

    2009-05-01

    science and global issues such as climate science and stewardship of our natural resources. A new initiative for Science and Technology Week, 'Explore Geoheritage Day' introduced the public to the geological history of the National Capital Region. We have found collaborations with other agencies very effective. We work with PDAC's "Mining Matters", LTS, the Ottawa Gatineau Geoheritage Project, Ottawa Heritage, STAO, local school boards, naturalist groups, and other community organizations to promote Earth Science education. Our efforts over the last 5 years have brought tangible results in: a) a considerable increase in student enrolment at the university level in our department; b) increased teaching of the Grade 12 Earth and Space Sciences course at local high schools through teachers who were inspired by our workshops; c) a flourishing network of enthusiastic earth science educators sharing ideas with us to define each other's needs; and d) a growing interaction with the general public. Future initiatives need to consider lobbying for curriculum changes to give Earth Science a prominent place in the public education system. As well, only few university education departments currently allow Earth Science graduates into their programs, requiring them to first take additional courses in other "teachable" subjects. This must change. University graduates with an Earth Science degree and an interest in teaching must be permitted direct entry into these programs so that their skills will be passed on to the next generation of science students.

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Bhawanisingh G Desai. Articles written in Journal of Earth System Science. Volume 120 Issue 4 August 2011 pp 723-734. Discontinuity surfaces and event stratigraphy of Okha Shell Limestone Member: Implications for Holocene sea level changes, western India.

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P Seetaramayya. Articles written in Journal of Earth System Science. Volume 112 Issue 2 June 2003 pp 283-293. Ocean-atmosphere interaction and synoptic weather conditions in association with the two contrasting phases of monsoon during BOBMEX-1999.

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Rajeev Ranjan Kumar. Articles written in Journal of Earth System Science. Volume 121 Issue 5 October 2012 pp 1177-1184. Modelling near subsurface temperature with mixed type boundary condition for transient air temperature and vertical groundwater flow.

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Sohini Ganguly. Articles written in Journal of Earth System Science. Volume 119 Issue 5 October 2010 pp 675-699. Evaluation of phase chemistry and petrochemical aspects of Samchampi–Samteran differentiated alkaline complex of Mikir Hills, northeastern India.

  1. Earth Sciences report, 1989--1990

    International Nuclear Information System (INIS)

    Younker, L.W.; Peterson, S.J.; Price, M.E.

    1991-03-01

    The Earth Sciences Department at Lawrence Livermore National Laboratory (LLNL) conducts work in support of the Laboratory's energy, defense, environmental, and basic research programs. The Department comprises more than 100 professional scientific personnel spanning a variety of subdisciplines: geology, seismology, physics, geophysics, geochemistry, geohydrology, chemical engineering, and mechanical engineering. Resident technical support groups add significant additional technical expertise, including Containment Engineering, Computations, Electronic Engineering, Mechanical Engineering, Chemistry and Materials Science, and Technical Information. In total, approximately 180 professional scientists and engineers are housed in the Earth Sciences Department, making it one of the largest geo-science research groups in the nation. Previous Earth Sciences reports have presented an outline of the technical capabilities and accomplishments of the groups within the Department. In this FY 89/90 Report, we have chosen instead to present twelve of our projects in full-length technical articles. This Overview introduces those articles and highlights other significant research performed during this period

  2. Earth Sciences report, 1989--1990

    Energy Technology Data Exchange (ETDEWEB)

    Younker, L.W.; Peterson, S.J.; Price, M.E. (eds.)

    1991-03-01

    The Earth Sciences Department at Lawrence Livermore National Laboratory (LLNL) conducts work in support of the Laboratory's energy, defense, environmental, and basic research programs. The Department comprises more than 100 professional scientific personnel spanning a variety of subdisciplines: geology, seismology, physics, geophysics, geochemistry, geohydrology, chemical engineering, and mechanical engineering. Resident technical support groups add significant additional technical expertise, including Containment Engineering, Computations, Electronic Engineering, Mechanical Engineering, Chemistry and Materials Science, and Technical Information. In total, approximately 180 professional scientists and engineers are housed in the Earth Sciences Department, making it one of the largest geo-science research groups in the nation. Previous Earth Sciences reports have presented an outline of the technical capabilities and accomplishments of the groups within the Department. In this FY 89/90 Report, we have chosen instead to present twelve of our projects in full-length technical articles. This Overview introduces those articles and highlights other significant research performed during this period.

  3. 75 FR 41899 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2010-07-19

    ... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... . SUPPLEMENTARY INFORMATION: The agenda for the meeting includes the following topic: Earth Science Program's...

  4. 75 FR 65673 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2010-10-26

    ... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... following topics: --Earth Science Division Update. --Deformation, Ecosystem Structure and Dynamics of Ice...

  5. Norfolk State University Research Experience in Earth System Science

    Science.gov (United States)

    Chaudhury, Raj

    2002-01-01

    The truly interdisciplinary nature of Earth System Science lends itself to the creation of research teams comprised of people with different scientific and technical backgrounds. In the annals of Earth System Science (ESS) education, the lack of an academic major in the discipline might be seen as a barrier to the involvement of undergraduates in the overall ESS-enterprise. This issue is further compounded at minority-serving institutions by the rarity of departments dedicated to Atmospheric Science, Oceanography or even the geosciences. At Norfolk State University, a Historically Black College, a six week, NASA-supported, summer undergraduate research program (REESS - Research Experience in Earth System Science) is creating a model that involves students with majors in diverse scientific disciplines in authentic ESS research coupled with a structured education program. The project is part of a wider effort at the University to enhance undergraduate education by identifying specific areas of student weaknesses regarding the content and process of science. A pre- and post-assessment test, which is focused on some fundamental topics in global climate change, is given to all participants as part of the evaluation of the program. Student attitudes towards the subject and the program's approach are also surveyed at the end of the research experience. In 2002, 11 undergraduates participated in REESS and were educated in the informed use of some of the vast remote sensing resources available through NASA's Earth Science Enterprise (ESE). The program ran from June 3rd through July 12, 2002. This was the final year of the project.

  6. NASA's Earth science flight program status

    Science.gov (United States)

    Neeck, Steven P.; Volz, Stephen M.

    2010-10-01

    NASA's strategic goal to "advance scientific understanding of the changing Earth system to meet societal needs" continues the agency's legacy of expanding human knowledge of the Earth through space activities, as mandated by the National Aeronautics and Space Act of 1958. Over the past 50 years, NASA has been the world leader in developing space-based Earth observing systems and capabilities that have fundamentally changed our view of our planet and have defined Earth system science. The U.S. National Research Council report "Earth Observations from Space: The First 50 Years of Scientific Achievements" published in 2008 by the National Academy of Sciences articulates those key achievements and the evolution of the space observing capabilities, looking forward to growing potential to address Earth science questions and enable an abundance of practical applications. NASA's Earth science program is an end-to-end one that encompasses the development of observational techniques and the instrument technology needed to implement them. This includes laboratory testing and demonstration from surface, airborne, or space-based platforms; research to increase basic process knowledge; incorporation of results into complex computational models to more fully characterize the present state and future evolution of the Earth system; and development of partnerships with national and international organizations that can use the generated information in environmental forecasting and in policy, business, and management decisions. Currently, NASA's Earth Science Division (ESD) has 14 operating Earth science space missions with 6 in development and 18 under study or in technology risk reduction. Two Tier 2 Decadal Survey climate-focused missions, Active Sensing of CO2 Emissions over Nights, Days and Seasons (ASCENDS) and Surface Water and Ocean Topography (SWOT), have been identified in conjunction with the U.S. Global Change Research Program and initiated for launch in the 2019

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Sukanta Dey. Articles written in Journal of Earth System Science. Volume 127 Issue 2 March 2018 pp 20. An approach of understanding acid volcanics and tuffaceous volcaniclastics from field studies: A case from Tadpatri Formation, Proterozoic Cuddapah basin, Andhra ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Parmanand Sharma. Articles written in Journal of Earth System Science. Volume 121 Issue 3 June 2012 pp 625-636. Chemical characterisation of meltwater draining from Gangotri Glacier, Garhwal Himalaya, India · Virendra Bahadur Singh A L Ramanathan Jose George ...

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V S Dubey. Articles written in Journal of Earth System Science. Volume 114 Issue 5 October 2005 pp 515-522. Identification of groundwater prospective zones by using remote sensing and geoelectrical methods in Jharia and Raniganj coalfields, Dhanbad district, ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Saji Mohandas. Articles written in Journal of Earth System Science. Volume 117 Issue 5 October 2008 pp 603-620. Skills of different mesoscale models over Indian region during monsoon season: Forecast errors · Someshwar Das Raghavendra Ashrit Gopal Raman ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Dhruba Mukhopadhyay. Articles written in Journal of Earth System Science. Volume 109 Issue 1 March 2000 pp 22-38. Anasagar gneiss: A folded granitoid pluton in the Phanerozoic South Delhi Fold Belt, central Rajasthan · Dhruba Mukhopadhyay Tapas Bhattacharyya ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V B Sumithranand. Articles written in Journal of Earth System Science. Volume 119 Issue 4 August 2010 pp 507-517. Variability of soil moisture and its relationship with surface albedo and soil thermal diffusivity at Astronomical Observatory, Thiruvananthapuram, south ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Shantamoy Guha. Articles written in Journal of Earth System Science. Volume 126 Issue 2 March 2017 pp 21. Identification of drought in Dhalai river watershed using MCDM and ANN models · Sainath Aher Sambhaji Shinde Shantamoy Guha Mrinmoy Majumder.

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. G Sasibhushana Rao. Articles written in Journal of Earth System Science. Volume 116 Issue 5 October 2007 pp 407-411. GPS satellite and receiver instrumental biases estimation using least squares method for accurate ionosphere modelling · G Sasibhushana Rao.

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Manideepa Roy Choudhury. Articles written in Journal of Earth System Science. Volume 125 Issue 5 July 2016 pp 1033-1040. Deformation of footwall rock of Phulad Shear Zone, Rajasthan: Evidence of transpressional shear zone · Manideepa Roy Choudhury Subhrajyoti ...

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Younes Jedoui. Articles written in Journal of Earth System Science. Volume 122 Issue 1 February 2013 pp 15-28. Investigation of sulphate origins in the Jeffara aquifer, southeastern Tunisia: A geochemical approach · Samir Kamel Mohamed Ben Chelbi Younes Jedoui.

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Prabir Dasgupta. Articles written in Journal of Earth System Science. Volume 114 Issue 3 June 2005 pp 287-302. Facies pattern of the middle Permian Barren Measures Formation, Jharia basin, India: The sedimentary response to basin tectonics · Prabir Dasgupta.

  18. 78 FR 52216 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2013-08-22

    ... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... . SUPPLEMENTARY INFORMATION: The primary topic on the agenda for the meeting is:- Earth Science program annual...

  19. 78 FR 18373 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2013-03-26

    ... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... . SUPPLEMENTARY INFORMATION: The agenda for the meeting includes the following topics: --Review of Earth Science...

  20. 76 FR 21073 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2011-04-14

    ... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... the room. The agenda for the meeting includes the following topics: --Earth Science Division Update...

  1. 77 FR 27253 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2012-05-09

    ... Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science... Earth Science Decadal Survey Midterm Review It is imperative that the meeting be held on this date to...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. J Barnes. Articles written in Journal of Earth System Science. Volume 115 Issue 4 August 2006 pp 451-460 Special Section on: Material exchanges at marine boundaries and surface ocean processes: Forcings and feedbacks. Spatial and temporal distribution of methane in ...

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. R Srinivasan. Articles written in Journal of Earth System Science. Volume 109 Issue 1 March 2000 pp 57-65. Sm-Nd Ages of Two Meta-Anorthosite Complexes Around Holenarsipur: Constraints on the Antiquity of Archean Supracrustal Rocks of the Dharwar Craton.

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Umesh S Balpande. Articles written in Journal of Earth System Science. Volume 123 Issue 7 October 2014 pp 1501-1515. Morphometric analysis of Suketi river basin, Himachal Himalaya, India · Anil M Pophare Umesh S Balpande · More Details Abstract Fulltext PDF.

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Abhijit Chakraborty. Articles written in Journal of Earth System Science. Volume 114 Issue 3 June 2005 pp 275-286. Significance of transition between Talchir Formation and Karharbari Formation in Lower Gondwana basin evolution — A study in West Bokaro Coal basin, ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A Shalini. Articles written in Journal of Earth System Science. Volume 115 Issue 4 August 2006 pp 451-460 Special Section on: Material exchanges at marine boundaries and surface ocean processes: Forcings and feedbacks. Spatial and temporal distribution of methane in ...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Suman Sinha. Articles written in Journal of Earth System Science. Volume 125 Issue 4 June 2016 pp 725-735. Developing synergy regression models with space-borne ALOS PALSAR and Landsat TM sensors for retrieving tropical forest biomass · Suman Sinha C ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Naveen Kumar. Articles written in Journal of Earth System Science. Volume 118 Issue 5 October 2009 pp 539-549. Analytical solutions of one-dimensional advection–diffusion equation with variable coefficients in a finite domain · Atul Kumar Dilip Kumar Jaiswal Naveen ...

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Sharmistha De Sarkar. Articles written in Journal of Earth System Science. Volume 122 Issue 3 June 2013 pp 715-727. Arc parallel extension in Higher and Lesser Himalayas, evidence from western Arunachal Himalaya, India · Sharmistha De Sarkar George Mathew ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Rajdeep Roy. Articles written in Journal of Earth System Science. Volume 120 Issue 6 December 2011 pp 1145-1154. Identification of non-indigenous phytoplankton species dominated bloom off Goa using inverted microscopy and pigment (HPLC) analysis · P V Bhaskar ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Keqing Zong. Articles written in Journal of Earth System Science. Volume 127 Issue 3 April 2018 pp 43. Early Neoarchaean A-type granitic magmatism by crustal reworking in Singhbhum craton: Evidence from Pala Lahara area, Orissa · Abhishek Topno Sukanta Dey ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. M Venkat Ratnam. Articles written in Journal of Earth System Science. Volume 120 Issue 5 October 2011 pp 807-823. Long-term variations in outgoing long-wave radiation (OLR), convective available potential energy (CAPE) and temperature in the tropopause region over ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Aavudai Anandhi. Articles written in Journal of Earth System Science. Volume 119 Issue 4 August 2010 pp 447-460. Assessing impact of climate change on season length in Karnataka for IPCC SRES scenarios · Aavudai Anandhi · More Details Abstract Fulltext PDF.

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Abdul Matin. Articles written in Journal of Earth System Science. Volume 118 Issue 4 August 2009 pp 379-390. Deformation mechanisms in the frontal Lesser Himalayan Duplex in Sikkim Himalaya, India · Abdul Matin Sweety Mazumdar · More Details Abstract Fulltext PDF.

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Bibhuti Gogoi. Articles written in Journal of Earth System Science. Volume 123 Issue 5 July 2014 pp 959-987. Geochemical constraints on the evolution of mafic and felsic rocks in the Bathani volcanic and volcano-sedimentary sequence of Chotanagpur Granite Gneiss ...

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Abbas Goli Jirandeh. Articles written in Journal of Earth System Science. Volume 122 Issue 2 April 2013 pp 349-369. Landslide susceptibility mapping using support vector machine and GIS at the Golestan Province, Iran · Hamid Reza Pourghasemi Abbas Goli Jirandeh ...

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Rahul Choudhury. Articles written in Journal of Earth System Science. Volume 125 Issue 7 October 2016 pp 1365-1377. Thermogravimetric and model-free kinetic studies on CO2 gasification of low-quality, high-sulphur Indian coals · Tonkeswar Das Ananya Saikia ...

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Christian Koeberl. Articles written in Journal of Earth System Science. Volume 121 Issue 1 February 2012 pp 91-108. Mineral chemistry of lava flows from Linga area of the Eastern Deccan Volcanic Province, India · Sohini Ganguly Jyotisankar Ray Christian Koeberl ...

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Shamsuddin Shahid. Articles written in Journal of Earth System Science. Volume 124 Issue 6 August 2015 pp 1325-1341. Multilayer perceptron neural network for downscaling rainfall in arid region: A case study of Baluchistan, Pakistan · Kamal Ahmed Shamsuddin Shahid ...

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Anup Saha. Articles written in Journal of Earth System Science. Volume 125 Issue 4 June 2016 pp 885-895. Effect of irregularity on torsional surface waves in an initially stressed anisotropic porous layer sandwiched between homogeneous and non-homogeneous half- ...

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Santimoy Kundu. Articles written in Journal of Earth System Science. Volume 124 Issue 1 February 2015 pp 161-170. Influence of rigid boundary on the propagation of torsional surface wave in an inhomogeneous layer · Shishir Gupta Rehena Sultana Santimoy Kundu.

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Rehena Sultana. Articles written in Journal of Earth System Science. Volume 124 Issue 1 February 2015 pp 161-170. Influence of rigid boundary on the propagation of torsional surface wave in an inhomogeneous layer · Shishir Gupta Rehena Sultana Santimoy Kundu.

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Soumyajit Mukherjee. Articles written in Journal of Earth System Science. Volume 126 Issue 1 February 2017 pp 2. Shear heating by translational brittle reverse faulting along a single, sharp and straight fault plane · Soumyajit Mukherjee · More Details Abstract Fulltext PDF.

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Rajneesh Kumar. Articles written in Journal of Earth System Science. Volume 109 Issue 3 September 2000 pp 371-380. Plain strain problem of poroelasticity using eigenvalue approach · Rajneesh Kumar Aseem Miglani N R Garg · More Details Abstract Fulltext PDF.

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Charuta V Prabhu. Articles written in Journal of Earth System Science. Volume 109 Issue 2 June 2000 pp 267-277. Diurnal variability of upper ocean temperature and heat budget in the southern Bay of Bengal during October — November, 1998 (BOBMEX-Pilot).

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Tapas Acharya. Articles written in Journal of Earth System Science. Volume 121 Issue 2 April 2012 pp 453-462. Analysis of lineament swarms in a Precambrian metamorphic rocks in India · Tapas Acharya Sukumar Basu Mallik · More Details Abstract Fulltext PDF.

  7. Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

    Science.gov (United States)

    Crowley, S.; Warburton, J.

    2012-12-01

    PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

  8. Earth science big data at users' fingertips: the EarthServer Science Gateway Mobile

    Science.gov (United States)

    Barbera, Roberto; Bruno, Riccardo; Calanducci, Antonio; Fargetta, Marco; Pappalardo, Marco; Rundo, Francesco

    2014-05-01

    The EarthServer project (www.earthserver.eu), funded by the European Commission under its Seventh Framework Program, aims at establishing open access and ad-hoc analytics on extreme-size Earth Science data, based on and extending leading-edge Array Database technology. The core idea is to use database query languages as client/server interface to achieve barrier-free "mix & match" access to multi-source, any-size, multi-dimensional space-time data -- in short: "Big Earth Data Analytics" - based on the open standards of the Open Geospatial Consortium Web Coverage Processing Service (OGC WCPS) and the W3C XQuery. EarthServer combines both, thereby achieving a tight data/metadata integration. Further, the rasdaman Array Database System (www.rasdaman.com) is extended with further space-time coverage data types. On server side, highly effective optimizations - such as parallel and distributed query processing - ensure scalability to Exabyte volumes. In this contribution we will report on the EarthServer Science Gateway Mobile, an app for both iOS and Android-based devices that allows users to seamlessly access some of the EarthServer applications using SAML-based federated authentication and fine-grained authorisation mechanisms.

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S Banerjee. Articles written in Journal of Earth System Science. Volume 114 Issue 1 February 2005 pp 87-96. Facies, dissolution seams and stable isotope compositions of the Rohtas Limestone (Vindhyan Supergroup) in the Son valley area, central India · S Banerjee S K ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. J C Joshi. Articles written in Journal of Earth System Science. Volume 126 Issue 1 February 2017 pp 3. Optimisation of Hidden Markov Model using Baum–Welch algorithm for prediction of maximum and minimum temperature over Indian Himalaya · J C Joshi Tankeshwar ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Bhushan R Lamsoge. Articles written in Journal of Earth System Science. Volume 123 Issue 7 October 2014 pp 1541-1566. Impact of over-exploitation on groundwater quality: A case study from WR-2Watershed, India · Anil M Pophare Bhushan R Lamsoge Yashwant B ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Arka Rudra. Articles written in Journal of Earth System Science. Volume 123 Issue 5 July 2014 pp 935-941. Molecular composition and paleobotanical origin of Eocene resin from northeast India · Arka Rudra Suryendu Dutta Srinivasan V Raju · More Details Abstract Fulltext ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. R S Rana. Articles written in Journal of Earth System Science. Volume 122 Issue 2 April 2013 pp 289-307. Palynostratigraphy and depositional environment of Vastan Lignite Mine (Early Eocene), Gujarat, western India · M R Rao Ashok Sahni R S Rana Poonam Verma.

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Y Sadhuram. Articles written in Journal of Earth System Science. Volume 114 Issue 1 February 2005 pp 37-49. Seasonal variability of physico-chemical characteristics of the Haldia channel of Hooghly estuary, India · Y Sadhuram V V Sarma T V Ramana Murty B ...

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Monica Sharma. Articles written in Journal of Earth System Science. Volume 124 Issue 4 June 2015 pp 861-874. Evaluation of official tropical cyclone landfall forecast issued by India Meteorological Department · M Mohapatra D P Nayak Monica Sharma R P Sharma B K ...

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Raghavendra Ashrit. Articles written in Journal of Earth System Science. Volume 115 Issue 3 June 2006 pp 299-313. Simulation of a Himalayan cloudburst event · Someshwar Das Raghavendra Ashrit M W Moncrieff · More Details Abstract Fulltext PDF. Intense rainfall often ...

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Gh Jeelani. Articles written in Journal of Earth System Science. Volume 120 Issue 3 June 2011 pp 399-411. Assessing variability of water quality in a groundwater-fed perennial lake of Kashmir Himalayas using linear geostatics · S Sarah Gh Jeelani Shakeel Ahmed.

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Vishwas S Kale. Articles written in Journal of Earth System Science. Volume 117 Issue 6 December 2008 pp 959-971. Uplift along the western margin of the Deccan Basalt Province: Is there any geomorphometric evidence? Vishwas S Kale Nikhil Shejwalkar · More Details ...

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Sankar Kumar Nath. Articles written in Journal of Earth System Science. Volume 117 Issue S2 November 2008 pp 649-670. Seismic hazard scenario and attenuation model of the Garhwal Himalaya using near-field synthesis from weak motion seismometry · Sankar Kumar ...

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Ranjit Das. Articles written in Journal of Earth System Science. Volume 121 Issue 1 February 2012 pp 19-28. Temporal and spatial variations in the magnitude of completeness for homogenized moment magnitude catalogue for northeast India · Ranjit Das H R Wason M L ...

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. J Dajkumar Sahayam. Articles written in Journal of Earth System Science. Volume 119 Issue 1 February 2010 pp 129-135. Distribution of arsenic and mercury in subtropical coastal beachrock, Gulf of Mannar, India · J Dajkumar Sahayam N Chandrasekar S Krishna Kumar ...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. J Senthilnath. Articles written in Journal of Earth System Science. Volume 122 Issue 3 June 2013 pp 559-572. Integration of speckle de-noising and image segmentation using Synthetic Aperture Radar image for flood extent extraction · J Senthilnath H Vikram Shenoy Ritwik ...

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. B Spandana. Articles written in Journal of Earth System Science. Volume 117 Issue S1 July 2008 pp 421-427. Temporal characteristics of aerosol physical properties at Visakhapatnam on the east coast of India during ICARB – Signatures of transport onto Bay of Bengal.

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. B S Marh. Articles written in Journal of Earth System Science. Volume 125 Issue 3 April 2016 pp 539-558. Post-glacial landform evolution in the middle Satluj River valley, India: Implications towards understanding the climate tectonic interactions · Shubhra Sharma S K ...

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. C S Jha. Articles written in Journal of Earth System Science. Volume 122 Issue 2 April 2013 pp 271-281. Landscape level assessment of critically endangered vegetation of Lakshadweep islands using geo-spatial techniques · C Sudhakar Reddy Bijan Debnath P Hari ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Partha Pratim Chakraborty. Articles written in Journal of Earth System Science. Volume 115 Issue 1 February 2006 pp 23-36. Outcrop signatures of relative sea level fall on a siliciclastic shelf: Examples from Rewa Group of Proterozoic Vindhyan basin · Partha Pratim ...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Samadrita Mukherjee. Articles written in Journal of Earth System Science. Volume 122 Issue 3 June 2013 pp 869-886. Evaluation of topographic index in relation to terrain roughness and DEM grid spacing · Samadrita Mukherjee Sandip Mukherjee R D Garg A Bhardwaj ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S Sarkar. Articles written in Journal of Earth System Science. Volume 114 Issue 1 February 2005 pp 87-96. Facies, dissolution seams and stable isotope compositions of the Rohtas Limestone (Vindhyan Supergroup) in the Son valley area, central India · S Banerjee S K ...

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Nitesh Patidar. Articles written in Journal of Earth System Science. Volume 127 Issue 2 March 2018 pp 19. Impact of LULC change on the runoff, base flow and evapotranspiration dynamics in eastern Indian river basins during 1985–2005 using variable infiltration capacity ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. J U Chukudebelu. Articles written in Journal of Earth System Science. Volume 123 Issue 3 April 2014 pp 491-502. Evaluation of soil corrosivity and aquifer protective capacity using geoelectrical investigation in Bwari basement complex area, Abuja · A E Adeniji O V ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Chandra Shekhar Jha. Articles written in Journal of Earth System Science. Volume 122 Issue 5 October 2013 pp 1259-1268. Analysis of carbon dioxide, water vapour and energy fluxes over an Indian teak mixed deciduous forest for winter and summer months using eddy ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Ju Wei. Articles written in Journal of Earth System Science. Volume 125 Issue 5 July 2016 pp 1021-1031. Tectonic stress accumulation in Bohai–Zhangjiakou Seismotectonic Zone based on 3D visco-elastic modelling · Ju Wei Sun Weifeng Ma Xiaojing Jiang Hui.

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. G Rajagopalan. Articles written in Journal of Earth System Science. Volume 109 Issue 1 March 2000 pp 153-156. Glacial-interglacial changes in the surface water characteristics of the Andaman Sea: Evidence from stable ratios of planktonic foraminifera · S M Ahmad D J ...

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Izrar Ahmed. Articles written in Journal of Earth System Science. Volume 117 Issue 1 February 2008 pp 69-78. Implications of Kali–Hindon inter-stream aquifer water balance for groundwater management in western Uttar Pradesh · Rashid Umar M Muqtada A Khan Izrar ...

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V V S Gurunadha Rao. Articles written in Journal of Earth System Science. Volume 122 Issue 3 June 2013 pp 855-867. Hydrogeochemistry and groundwater quality assessment of Ranipet industrial area, Tamil Nadu, India · G Tamma Rao V V S Gurunadha Rao K ...

  16. Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-11-01

    The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. David R Bridgland. Articles written in Journal of Earth System Science. Volume 120 Issue 3 June 2011 pp 503-530. Methods for determination of the age of Pleistocene tephra, derived from eruption of Toba, in central India · Rob Westaway Sheila Mishra Sushama Deo ...

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Barin Kumar De. Articles written in Journal of Earth System Science. Volume 122 Issue 4 August 2013 pp 1013-1021. Characteristics of severe thunderstorms studied with the aid of VLF atmospherics over North–East India · A Guha Trisanu Banik Barin Kumar De Rakesh ...

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A Ganju. Articles written in Journal of Earth System Science. Volume 117 Issue 5 October 2008 pp 575-587. Mountain range specific analog weather forecast model for northwest Himalaya in India · D Singh A Ganju · More Details Abstract Fulltext PDF. Mountain range ...

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. M Madhupratap. Articles written in Journal of Earth System Science. Volume 109 Issue 4 December 2000 pp 433-441. Physical control of primary productivity on a seasonal scale in the central and eastern Arabian Sea · S Prasanna kumar M Madhupratap M Dileep kumar M ...

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S Panigrahy. Articles written in Journal of Earth System Science. Volume 120 Issue 1 February 2011 pp 19-25. Simulation of at-sensor radiance over land for proposed thermal channels of Imager payload onboard INSAT-3D satellite using MODTRAN model · M R Pandya ...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S P Anand. Articles written in Journal of Earth System Science. Volume 124 Issue 3 April 2015 pp 613-630. A relook into the crustal architecture of Laxmi Ridge, northeastern Arabian Sea from geopotential data · Nisha Nair S P Anand Mita Rajaram P Rama Rao.

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Samir M Zaid. Articles written in Journal of Earth System Science. Volume 126 Issue 4 June 2017 pp 50. Provenance of coastal dune sands along Red Sea, Egypt · Samir M Zaid · More Details Abstract Fulltext PDF. Texture, mineralogy, and major and trace element ...

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Ali Asgari. Articles written in Journal of Earth System Science. Volume 123 Issue 2 March 2014 pp 365-379. Numerical evaluation of seismic response of shallow foundation on loose silt and silty sand · Ali Asgari Aliakbar Golshani Mohsen Bagheri · More Details Abstract ...

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. A P Dimri. Articles written in Journal of Earth System Science. Volume 121 Issue 2 April 2012 pp 329-344. Wintertime land surface characteristics in climatic simulations over the western Himalayas · A P Dimri · More Details Abstract Fulltext PDF. Wintertime regional climate ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Vijaya. Articles written in Journal of Earth System Science. Volume 120 Issue 3 June 2011 pp 545-556. Fine-scale responses of phytoplankton to freshwater influx in a tropical monsoonal estuary following the onset of southwest monsoon · Suraksha M Pednekar S G Prabhu ...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Rambhatla G Sastry. Articles written in Journal of Earth System Science. Volume 112 Issue 1 March 2003 pp 37-49. 2D Stabilised analytic signal method in DC pole-pole potential data interpretation · Paras R Pujari Rambhatla G Sastry · More Details Abstract Fulltext PDF.

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. D Twinkle. Articles written in Journal of Earth System Science. Volume 125 Issue 2 March 2016 pp 329-342. Crustal structure and rift tectonics across the Cauvery–Palar basin, Eastern Continental Margin of India based on seismic and potential field modelling · D Twinkle G ...

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Kanishk Gohil. Articles written in Journal of Earth System Science. Volume 126 Issue 7 October 2017 pp 94. The role of mid-level vortex in the intensification and weakening of tropical cyclones · Govindan Kutty Kanishk Gohil · More Details Abstract Fulltext PDF. The present ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Ferid Dhahri. Articles written in Journal of Earth System Science. Volume 126 Issue 7 October 2017 pp 104. The role of E–W basement faults in the Mesozoic geodynamic evolution of the Gafsa and Chotts basins, south-central Tunisia · Dorra Tanfous Amri Ferid Dhahri ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V Fernando. Articles written in Journal of Earth System Science. Volume 123 Issue 5 July 2014 pp 1045-1074. Observed intraseasonal and seasonal variability of the West India Coastal Current on the continental slope · P Amol D Shankar V Fernando A Mukherjee S G ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S Prasanna kumar. Articles written in Journal of Earth System Science. Volume 109 Issue 4 December 2000 pp 433-441. Physical control of primary productivity on a seasonal scale in the central and eastern Arabian Sea · S Prasanna kumar M Madhupratap M Dileep ...

  13. Muchas Caras: Engaging Spanish Speakers in the Planetarium and K-12 Classroom

    Science.gov (United States)

    Traub-Metlay, Suzanne; Salas, F.

    2008-05-01

    Reaching out to Spanish speakers is increasingly vital to workforce development and public support of space science projects. Fiske Planetarium offers Spanish translations of our newest planetarium shows, such as "Las Muchas Caras del Telescopio Hubble” ("The Many Faces of Hubble") and "Tormenta Espacial” ("Space Storm"). Funded by NASA, "Las Muchas Caras...” showcases the people involved in successful use of the Hubble Space Telescope. From building and launching HST to how proposals are selected and data analyzed, "Las Muchas Caras...” engages viewers to see themselves in careers related to space science. Detailed interviews with real people who work with HST reveal the humanity behind the science. Awesome imagery provided by HST inspires viewers to look at the night sky themselves. In partnership with NASA's TIMED mission, LASP and Space Science Institute, Fiske Planetarium translated its original planetarium show - "Space Storm” - into "Tormenta Espacial". This show explores the Sun-Earth connection and explains how solar activity affects technology and life on Earth. Solar scientists from NOAA's Space Environment Center and the University of Colorado at Boulder contributed to provide scientific accuracy. Show content and accompanying educational materials are aligned with state and national science standards. Curricular materials extend the planetarium experience into the K-12 classroom so that students inspired and engaged by the show continue to see real-life applications and workplace opportunities. Fiske Planetarium offers "Las Muchas Caras...” and "Tormenta Espacial” to other planetariums at a minimal rate, including technical support for the life of the show. Versions of "The Many Faces of Hubble” and "Space Storm” are available with no spoken dialogue so that languages other than English or Spanish may be accommodated.

  14. K2-141 b A 5-M-circle plus super-Earth transiting a K7V star every 6.7 h

    DEFF Research Database (Denmark)

    Barragan, O.; Gandolfi, D.; Dai, F.

    2018-01-01

    We report on the discovery of K2-141 b (EPIC 246393474 b), an ultra-short-period super-Earth on a 6.7 h orbit transiting an active K7V star based on data from K2 campaign 12. We confirmed the planet's existence and measured its mass with a series of follow-up observations: seeing-limited MuSCAT i...

  15. Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

    Science.gov (United States)

    Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

    2016-01-01

    This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

  16. Earth and space science information systems

    Energy Technology Data Exchange (ETDEWEB)

    Zygielbaum, A. (ed.) (Jet Propulsion Laboratory, California Institute of Technology, Pasadena, California 91109 (United States))

    1993-01-01

    These proceedings represent papers presented at the Earth and Space Science Information Systems (ESSIS) Conference. The attendees included scientists and engineers across many disciplines. New trends in information organizations were reviewed. One hundred and twenty eight papers are included in this volume, out of these two have been abstracted for the Energy Science and Technology database. The topics covered in the papers range from Earth science and technology to astronomy and space, planetary science and education. (AIP)

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. C J Johny. Articles written in Journal of Earth System Science. Volume 125 Issue 3 April 2016 pp 521-538. Impact of hybrid GSI analysis using ETR ensembles · V S Prasad C J Johny · More Details Abstract Fulltext PDF. Performance of a hybrid assimilation system ...

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P V Rajesh. Articles written in Journal of Earth System Science. Volume 125 Issue 4 June 2016 pp 691-708. Sensitivity of tropical cyclone characteristics to the radial distribution of sea surface temperature · Deepika Rai S Pattnaik P V Rajesh · More Details Abstract Fulltext ...

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Sulochana Gadgil. Articles written in Journal of Earth System Science. Volume 112 Issue 4 December 2003 pp 529-558. On breaks of the Indian monsoon · Sulochana Gadgil P V Joseph · More Details Abstract Fulltext PDF. For over a century, the term break has been used ...

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Aditi Singh. Articles written in Journal of Earth System Science. Volume 127 Issue 2 March 2018 pp 26. Prediction of fog/visibility over India using NWP Model · Aditi Singh John P George Gopal Raman Iyengar · More Details Abstract Fulltext PDF. Frequent occurrence of fog ...

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. D B Shah. Articles written in Journal of Earth System Science. Volume 120 Issue 1 February 2011 pp 19-25. Simulation of at-sensor radiance over land for proposed thermal channels of Imager payload onboard INSAT-3D satellite using MODTRAN model · M R Pandya D B ...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S C Arunchandra. Articles written in Journal of Earth System Science. Volume 117 Issue 6 December 2008 pp 911-923. On the measurement of the surface energy budget over a land surface during the summer monsoon · G S Bhat S C Arunchandra · More Details Abstract ...

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V S N Murty. Articles written in Journal of Earth System Science. Volume 109 Issue 2 June 2000 pp 255-265. Thermohaline structure and circulation in the upper layers of the southern Bay of Bengal during BOBMEX-Pilot (October — November 1998) · V Ramesh Babu ...

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. B N Nath. Articles written in Journal of Earth System Science. Volume 109 Issue 1 March 2000 pp 153-156. Glacial-interglacial changes in the surface water characteristics of the Andaman Sea: Evidence from stable ratios of planktonic foraminifera · S M Ahmad D J Patil P S ...

  5. Earth Sciences Division collected abstracts: 1979

    International Nuclear Information System (INIS)

    Henry, A.L.; Schwartz, L.L.

    1980-01-01

    This report is a compilation of abstracts of papers, internal reports, and talks presented during 1979 at national and international meetings by members of the Earth Sciences Division, Lawrence Livermore Laboratory. The arrangement is alphabetical (by author). For a given report, a bibliographic reference appears under the name of each coauthor, but the abstract iself is given only under the name of the first author or the first Earth Sciences Division author. A topical index at the end of the report provides useful cross references, while indicating major areas of research interest in the Earth Sciences Division

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. G S Meena. Articles written in Journal of Earth System Science. Volume 115 Issue 3 June 2006 pp 333-347. Retrieval of stratospheric O3 and NO2 vertical profiles using zenith scattered light observations · G S Meena C S Bhosale D B Jadhav · More Details Abstract Fulltext ...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. M Alper Şengül. Articles written in Journal of Earth System Science. Volume 124 Issue 7 October 2015 pp 1429-1443. Determining the site effects of 23 October 2011 earthquake (Van province, Turkey) on the rural areas using HVSR microtremor method · İsmail Akkaya Ali ...

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. B P Rawat. Articles written in Journal of Earth System Science. Volume 110 Issue 1 March 2001 pp 63-76. Are Majhgawan-Hinota pipe rocks truly group-I kimberlite? Ravi Shanker S Nag A Ganguly A Absar B P Rawat G S Singh · More Details Abstract Fulltext PDF.

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. J D Patil. Articles written in Journal of Earth System Science. Volume 125 Issue 2 March 2016 pp 301-310. Structural mapping of Chikotra River basin in the Deccan Volcanic Province of Maharashtra, India from ground magnetic data · S P Anand Vinit C Erram J D Patil N J ...

  10. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Journal of Earth System Science. Volumes & Issues. Volume 127. Issue 1. Feb 2018; Issue 2. Mar 2018; Issue 3. Apr 2018. Volume 126. Issue 1. Feb 2017; Issue 2. Mar 2017; Issue 3. Apr 2017; Issue 4. Jun 2017; Issue 5. Jul 2017; Issue 6. Aug 2017; Issue 7. Oct 2017 ...

  11. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. B O Adebesin. Articles written in Journal of Earth System Science. Volume 123 Issue 4 June 2014 pp 751-765. Ionospheric foF2 morphology and response of F2 layer height over Jicamarca during different solar epochs and comparison with IRI-2012 model · B O Adebesin ...

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. Mahabir Singh. Articles written in Journal of Earth System Science. Volume 113 Issue 2 June 2004 pp 235-246. Deformation of a layered half-space due to a very long tensile fault · Sarva Jit Singh Mahabir Singh · More Details Abstract Fulltext PDF. The problem of the ...

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S W A Naqvi. Articles written in Journal of Earth System Science. Volume 121 Issue 3 June 2012 pp 769-779. Lime muds and their genesis off-Northwestern India during the late Quaternary · V Purnachandra Rao A Anil Kumar S W A Naqvi Allan R Chivas B Sekar Pratima M ...

  14. AN ANALYSIS OF MISCONCEPTIONS IN SCIENCE TEXTBOOKS: EARTH SCIENCE IN ENGLAND AND WALES

    OpenAIRE

    King , Chris John Henry

    2010-01-01

    Abstract Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/ misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/ misconception per page. Science syllabuses and examinations surveyed also showed errors/ misconceptions. ...

  15. Hands On Earth Science.

    Science.gov (United States)

    Weisgarber, Sherry L.; Van Doren, Lisa; Hackathorn, Merrianne; Hannibal, Joseph T.; Hansgen, Richard

    This publication is a collection of 13 hands-on activities that focus on earth science-related activities and involve students in learning about growing crystals, tectonics, fossils, rock and minerals, modeling Ohio geology, geologic time, determining true north, and constructing scale-models of the Earth-moon system. Each activity contains…

  16. Deriving Earth Science Data Analytics Requirements

    Science.gov (United States)

    Kempler, Steven J.

    2015-01-01

    Data Analytics applications have made successful strides in the business world where co-analyzing extremely large sets of independent variables have proven profitable. Today, most data analytics tools and techniques, sometimes applicable to Earth science, have targeted the business industry. In fact, the literature is nearly absent of discussion about Earth science data analytics. Earth science data analytics (ESDA) is the process of examining large amounts of data from a variety of sources to uncover hidden patterns, unknown correlations, and other useful information. ESDA is most often applied to data preparation, data reduction, and data analysis. Co-analysis of increasing number and volume of Earth science data has become more prevalent ushered by the plethora of Earth science data sources generated by US programs, international programs, field experiments, ground stations, and citizen scientists.Through work associated with the Earth Science Information Partners (ESIP) Federation, ESDA types have been defined in terms of data analytics end goals. Goals of which are very different than those in business, requiring different tools and techniques. A sampling of use cases have been collected and analyzed in terms of data analytics end goal types, volume, specialized processing, and other attributes. The goal of collecting these use cases is to be able to better understand and specify requirements for data analytics tools and techniques yet to be implemented. This presentation will describe the attributes and preliminary findings of ESDA use cases, as well as provide early analysis of data analytics toolstechniques requirements that would support specific ESDA type goals. Representative existing data analytics toolstechniques relevant to ESDA will also be addressed.

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    pp 485-498. Determination of rare earth and refractory trace element abundances in early solar system objects by ion microprobe · S Sahijpal K K Marhas J N Goswami · More Details Abstract Fulltext PDF. Experimental and analytical procedures devised for measurement of rare earth element (REE) abundances using a ...

  18. C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

    Science.gov (United States)

    Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

    2008-12-01

    The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

  19. The Impact of a Summer Institute on Inservice Early Childhood Teachers' Knowledge of Earth and Space Science Concepts

    Science.gov (United States)

    Sackes, Mesut; Trundle, Kathy Cabe; Krissek, Lawrence A.

    2011-01-01

    This study investigated inservice PreK to Grade two teachers' knowledge of some earth and space science concepts before and after a short-term teacher institute. A one-group pre-test-post-test design was used in the current study. Earth science concepts targeted during the professional development included properties of rocks and soils, and the…

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. V V S S Sarma. Articles written in Journal of Earth System Science. Volume 109 Issue 2 June 2000 pp 279-283. Controls of dimethyl sulphide in the Bay of Bengal during BOBMEX-Pilot cruise 1998 · D M Shenoy M Dileep Kumar V V S S Sarma · More Details Abstract ...

  1. Using the earth system for integrating the science curriculum

    Science.gov (United States)

    Mayer, Victor J.

    Content and process instruction from the earth sciences has gone unrepresented in the world's science curricula, especially at the secondary level. As a result there is a serious deficiency in public understanding of the planet on which we all live. This lack includes national and international leaders in politics, business, and science. The earth system science effort now engaging the research talent of the earth sciences provides a firm foundation from the sciences for inclusion of earth systems content into the evolving integrated science curricula of this country and others. Implementing integrated science curricula, especially at the secondary level where potential leaders often have their only exposure to science, can help to address these problems. The earth system provides a conceptual theme as opposed to a disciplinary theme for organizing such integrated curricula, absent from prior efforts. The end of the cold war era is resulting in a reexamination of science and the influence it has had on our planet and society. In the future, science and the curricula that teach about science must seriously address the environmental and social problems left in the wake of over 100 years of preparation for military and economic war. The earth systems education effort provides one such approach to the modernization of science curricula. Earth science educators should assume leadership in helping to establish such curricula in this country and around the world.

  2. Utah's Mobile Earth Science Outreach Vehicle

    Science.gov (United States)

    Schoessow, F. S.; Christian, L.

    2016-12-01

    Students at Utah State University's College of Natural Resources have engineered the first mobile Earth Science outreach platform capable of delivering high-tech and interactive solar-powered educational resources to the traditionally-underserved, remote communities of rural Utah. By retrofitting and modifying an industrial box-truck, this project effectively created a highly mobile and energy independent "school in a box" which seeks to help change the way that Earth science is communicated, eliminate traditional barriers, and increase science accessibility - both physically and conceptually. The project's education platform is focused on developing a more effective, sustainable, and engaging platform for presenting Earth science outreach curricula to community members of all ages in an engaging fashion. Furthermore, this project affords university students the opportunity to demonstrate innovative science communication techniques, translating vital university research into educational outreach operations aimed at doing real, measurable good for local communities.

  3. NASA Earth Science Education Collaborative

    Science.gov (United States)

    Schwerin, T. G.; Callery, S.; Chambers, L. H.; Riebeek Kohl, H.; Taylor, J.; Martin, A. M.; Ferrell, T.

    2016-12-01

    The NASA Earth Science Education Collaborative (NESEC) is led by the Institute for Global Environmental Strategies with partners at three NASA Earth science Centers: Goddard Space Flight Center, Jet Propulsion Laboratory, and Langley Research Center. This cross-organization team enables the project to draw from the diverse skills, strengths, and expertise of each partner to develop fresh and innovative approaches for building pathways between NASA's Earth-related STEM assets to large, diverse audiences in order to enhance STEM teaching, learning and opportunities for learners throughout their lifetimes. These STEM assets include subject matter experts (scientists, engineers, and education specialists), science and engineering content, and authentic participatory and experiential opportunities. Specific project activities include authentic STEM experiences through NASA Earth science themed field campaigns and citizen science as part of international GLOBE program (for elementary and secondary school audiences) and GLOBE Observer (non-school audiences of all ages); direct connections to learners through innovative collaborations with partners like Odyssey of the Mind, an international creative problem-solving and design competition; and organizing thematic core content and strategically working with external partners and collaborators to adapt and disseminate core content to support the needs of education audiences (e.g., libraries and maker spaces, student research projects, etc.). A scaffolded evaluation is being conducted that 1) assesses processes and implementation, 2) answers formative evaluation questions in order to continuously improve the project; 3) monitors progress and 4) measures outcomes.

  4. PREFACE: The 2nd International Conference on Geological, Geographical, Aerospace and Earth Sciences 2014 (AeroEarth 2014)

    Science.gov (United States)

    Lumban Gaol, Ford; Soewito, Benfano

    2015-01-01

    The 2nd International Conference on Geological, Geographical, Aerospace and Earth Sciences 2014 (AeroEarth 2014), was held at Discovery Kartika Plaza Hotel, Kuta, Bali, Indonesia during 11 - 12 October 2014. The AeroEarth 2014 conference aims to bring together researchers and engineers from around the world. Through research and development, earth scientists have the power to preserve the planet's different resource domains by providing expert opinion and information about the forces which make life possible on Earth. Earth provides resources and the exact conditions to make life possible. However, with the advent of technology and industrialization, the Earth's resources are being pushed to the brink of depletion. Non-sustainable industrial practices are not only endangering the supply of the Earth's natural resources, but are also putting burden on life itself by bringing about pollution and climate change. A major role of earth science scholars is to examine the delicate balance between the Earth's resources and the growing demands of industrialization. Through research and development, earth scientists have the power to preserve the planet's different resource domains by providing expert opinion and information about the forces which make life possible on Earth. We would like to express our sincere gratitude to all in the Technical Program Committee who have reviewed the papers and developed a very interesting Conference Program as well as the invited and plenary speakers. This year, we received 98 papers and after rigorous review, 17 papers were accepted. The participants come from eight countries. There are four Parallel Sessions and two invited Speakers. It is an honour to present this volume of IOP Conference Series: Earth and Environmental Science (EES) and we deeply thank the authors for their enthusiastic and high-grade contributions. Finally, we would like to thank the conference chairmen, the members of the steering committee, the organizing committee

  5. Ivestigating Earth Science in Urban Schoolyards

    Science.gov (United States)

    Endreny, Anna; Siegel, Donald I.

    2009-01-01

    The Urban Schoolyards project is a two year partnership with a university Earth Science Department and the surrounding urban elementary schools. The goal of the project was to develop the capacity of elementary teachers to teach earth science lessons using their schoolyards and local parks as field sites. The university personnel developed lessons…

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    State Key Laboratory of Remote Sensing Science, Faculty of Geographical Science, Beijing Normal University, Beijing 100875, China. Earth Sciences Department, Faculty of Science, University of Kufa, Najaf 34003, Iraq. College of Resource Environment and Tourism, Capital Normal University, Beijing 100048, China.

  7. Earth Sciences Division, collected abstracts-1977

    International Nuclear Information System (INIS)

    Quitiquit, W.A.; Ledbetter, G.P.; Henry, A.L.

    1978-01-01

    This report is a compilation of abstracts of papers, internal reports, and talks presented during 1977 at national and international meetings by members of the Earth Sciences Division, Lawrence Livermore Laboratory. It is arranged alphabetically by author and includes a cross-reference by subject indicating the areas of research interest of the Earth Sciences Division

  8. 76 FR 49508 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

    Science.gov (United States)

    2011-08-10

    ... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 11-073] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

  9. Terra Incognita: Explanation and Reductionism in Earth Science

    NARCIS (Netherlands)

    Kleinhans, M.G.

    2005-01-01

    The present paper presents a philosophical analysis of earth science, a discipline that has received relatively little attention from philosophers of science. We focus on the question of whether earth science can be reduced to allegedly more fundamental sciences, such as chemistry or physics. In

  10. Music Education and the Earth Sciences

    Science.gov (United States)

    Beauregard, J. L.

    2011-12-01

    Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

  11. Storytelling in Earth sciences: The eight basic plots

    Science.gov (United States)

    Phillips, Jonathan

    2012-11-01

    Reporting results and promoting ideas in science in general, and Earth science in particular, is treated here as storytelling. Just as in literature and drama, storytelling in Earth science is characterized by a small number of basic plots. Though the list is not exhaustive, and acknowledging that multiple or hybrid plots and subplots are possible in a single piece, eight standard plots are identified, and examples provided: cause-and-effect, genesis, emergence, destruction, metamorphosis, convergence, divergence, and oscillation. The plots of Earth science stories are not those of literary traditions, nor those of persuasion or moral philosophy, and deserve separate consideration. Earth science plots do not conform those of storytelling more generally, implying that Earth scientists may have fundamentally different motivations than other storytellers, and that the basic plots of Earth Science derive from the characteristics and behaviors of Earth systems. In some cases preference or affinity to different plots results in fundamentally different interpretations and conclusions of the same evidence. In other situations exploration of additional plots could help resolve scientific controversies. Thus explicit acknowledgement of plots can yield direct scientific benefits. Consideration of plots and storytelling devices may also assist in the interpretation of published work, and can help scientists improve their own storytelling.

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. D S V V D Prasad. Articles written in Journal of Earth System Science. Volume 114 Issue 4 August 2005 pp 437-441. Geomagnetic activity control on VHF scintillations over an Indian low latitude station, Waltair (17.7°N, 83.3°E, 20°N dip) · D S V V D Prasad P V S Rama Rao ...

  13. Earth Science Misconceptions.

    Science.gov (United States)

    Philips, William C.

    1991-01-01

    Presented is a list of over 50 commonly held misconceptions based on a literature review found in students and adults. The list covers earth science topics such as space, the lithosphere, the biosphere, the atmosphere, the hydrosphere, and the cryosphere. (KR)

  14. NASA's Earth Science Enterprise: Future Science Missions, Objectives and Challenges

    Science.gov (United States)

    Habib, Shahid

    1998-01-01

    NASA has been actively involved in studying the planet Earth and its changing environment for well over thirty years. Within the last decade, NASA's Earth Science Enterprise has become a major observational and scientific element of the U.S. Global Change Research Program. NASA's Earth Science Enterprise management has developed a comprehensive observation-based research program addressing all the critical science questions that will take us into the next century. Furthermore, the entire program is being mapped to answer five Science Themes (1) land-cover and land-use change research (2) seasonal-to-interannual climate variability and prediction (3) natural hazards research and applications (4) long-term climate-natural variability and change research and (5) atmospheric ozone research. Now the emergence of newer technologies on the horizon and at the same time continuously declining budget environment has lead to an effort to refocus the Earth Science Enterprise activities. The intent is not to compromise the overall scientific goals, but rather strengthen them by enabling challenging detection, computational and space flight technologies those have not been practically feasible to date. NASA is planning faster, cost effective and relatively smaller missions to continue the science observations from space for the next decade. At the same time, there is a growing interest in the world in the remote sensing area which will allow NASA to take advantage of this by building strong coalitions with a number of international partners. The focus of this presentation is to provide a comprehensive look at the NASA's Earth Science Enterprise in terms of its brief history, scientific objectives, organization, activities and future direction.

  15. Elementary Children’s Retrodictive Reasoning about Earth Science

    Directory of Open Access Journals (Sweden)

    Julie C. LIBARKIN

    2012-10-01

    Full Text Available We report on interviews conducted with twenty-one elementary school children (grades 1-5 about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a wide array of earth science concepts, from rock formation to the Earth’s interior. We analyzed interview data primarily to determine whether or not young children are capable of inferring understanding of the past based on present-day observation (retrodictive reasoning in the context of Earth science. This work provides a basis from which curricula for teaching earth and environmental sciences can emerge, and suggests that new studies into the retrodictive reasoning abilities of young children are needed, including curricula that encourage inference of the past from modern observations.

  16. Smarter Earth Science Data System

    Science.gov (United States)

    Huang, Thomas

    2013-01-01

    The explosive growth in Earth observational data in the recent decade demands a better method of interoperability across heterogeneous systems. The Earth science data system community has mastered the art in storing large volume of observational data, but it is still unclear how this traditional method scale over time as we are entering the age of Big Data. Indexed search solutions such as Apache Solr (Smiley and Pugh, 2011) provides fast, scalable search via keyword or phases without any reasoning or inference. The modern search solutions such as Googles Knowledge Graph (Singhal, 2012) and Microsoft Bing, all utilize semantic reasoning to improve its accuracy in searches. The Earth science user community is demanding for an intelligent solution to help them finding the right data for their researches. The Ontological System for Context Artifacts and Resources (OSCAR) (Huang et al., 2012), was created in response to the DARPA Adaptive Vehicle Make (AVM) programs need for an intelligent context models management system to empower its terrain simulation subsystem. The core component of OSCAR is the Environmental Context Ontology (ECO) is built using the Semantic Web for Earth and Environmental Terminology (SWEET) (Raskin and Pan, 2005). This paper presents the current data archival methodology within a NASA Earth science data centers and discuss using semantic web to improve the way we capture and serve data to our users.

  17. Enabling Extreme Scale Earth Science Applications at the Oak Ridge Leadership Computing Facility

    Science.gov (United States)

    Anantharaj, V. G.; Mozdzynski, G.; Hamrud, M.; Deconinck, W.; Smith, L.; Hack, J.

    2014-12-01

    The Oak Ridge Leadership Facility (OLCF), established at the Oak Ridge National Laboratory (ORNL) under the auspices of the U.S. Department of Energy (DOE), welcomes investigators from universities, government agencies, national laboratories and industry who are prepared to perform breakthrough research across a broad domain of scientific disciplines, including earth and space sciences. Titan, the OLCF flagship system, is currently listed as #2 in the Top500 list of supercomputers in the world, and the largest available for open science. The computational resources are allocated primarily via the Innovative and Novel Computational Impact on Theory and Experiment (INCITE) program, sponsored by the U.S. DOE Office of Science. In 2014, over 2.25 billion core hours on Titan were awarded via INCITE projects., including 14% of the allocation toward earth sciences. The INCITE competition is also open to research scientists based outside the USA. In fact, international research projects account for 12% of the INCITE awards in 2014. The INCITE scientific review panel also includes 20% participation from international experts. Recent accomplishments in earth sciences at OLCF include the world's first continuous simulation of 21,000 years of earth's climate history (2009); and an unprecedented simulation of a magnitude 8 earthquake over 125 sq. miles. One of the ongoing international projects involves scaling the ECMWF Integrated Forecasting System (IFS) model to over 200K cores of Titan. ECMWF is a partner in the EU funded Collaborative Research into Exascale Systemware, Tools and Applications (CRESTA) project. The significance of the research carried out within this project is the demonstration of techniques required to scale current generation Petascale capable simulation codes towards the performance levels required for running on future Exascale systems. One of the techniques pursued by ECMWF is to use Fortran2008 coarrays to overlap computations and communications and

  18. Avenues for Scientist Involvement in Earth and Space Science Education and Public Outreach (Invited)

    Science.gov (United States)

    Peticolas, L. M.; Gross, N. A.; Hsu, B. C.; Shipp, S. S.; Buxner, S.; Schwerin, T. G.; Smith, D.; Meinke, B. K.

    2013-12-01

    NASA's Science Mission Directorate (SMD) Science Education and Public Outreach (E/PO) Forums are charged with engaging, extending, supporting, and coordinating the community of E/PO professionals and scientists involved in Earth and space science education activities. This work is undertaken to maximize the effectiveness and efficiency of the overall national NASA science education and outreach effort made up of individual efforts run by these education professionals. This includes facilitating scientist engagement in education and outreach. A number of resources and opportunities for involvement are available for scientists involved in - or interested in being involved in - education or outreach. The Forums provide opportunities for earth and space scientists to stay informed, communicate, collaborate, leverage existing programs and partnerships, and become more skilled education practitioners. Interested scientists can receive newsletters, participate in monthly calls, interact through an online community workspace, and attend E/PO strategic meetings. The Forums also provide professional development opportunities on a myriad of topics, from common pre-conceptions in science, to program evaluation, to delivering effective workshops. Thematic approaches, such as Earth Science Week (http://www.earthsciweek.org), and the Year of the Solar System (http://solarsystem.nasa.gov/yss) are coordinated by the Forums; through these efforts resources are presented topically, in a manner that can be easily ported into diverse learning environments. Information about the needs of audiences with which scientists interact - higher education, K-12 education, informal education, and public - are provided by SMD's Audience-Based Working Groups. Their findings and recommendations are made available to inform the activities and products of E/PO providers so they are able to better serve these audiences. Also available is a 'one-stop shop' of SMD E/PO products and resources that can be

  19. A Framework for Quality K-12 Engineering Education: Research and Development

    Science.gov (United States)

    Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.

    2014-01-01

    Recent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering and mathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a quality engineering education at the K-12 level. The purpose of the current work has been…

  20. It's Time to Stand up for Earth Science

    Science.gov (United States)

    Schaffer, Dane L.

    2012-01-01

    This commentary paper focuses upon the loss of respect for Earth Sciences on the part of many school districts across the United States. Too many Earth Science teachers are uncertified to teach Earth Science, or hold certificates to teach the subject merely because they took a test. The Earth Sciences have faced this problem for many years…

  1. Connecting Earth Systems: Developing Holistic Understanding through the Earth-System-Science Model

    Science.gov (United States)

    Gagnon, Valoree; Bradway, Heather

    2012-01-01

    For many years, Earth science concepts have been taught as thematic units with lessons in nice, neat chapter packages complete with labs and notes. But compartmentalized Earth science no longer exists, and implementing teaching methods that support student development of holistic understandings can be a time-consuming and difficult task. While…

  2. The Green Pages: Environmental Education Activities K-12.

    Science.gov (United States)

    Clearing, 1990

    1990-01-01

    Presented are 37 environmental science activities for students in grades K-12. Topics include water pollution, glaciers, protective coloration, shapes in nature, environmental impacts, recycling, creative writing, litter, shapes found in nature, color, rain cycle, waste management, plastics, energy, pH, landfills, runoff, watersheds,…

  3. Earth Sciences Division, collected abstracts, 1978

    International Nuclear Information System (INIS)

    Taasevigen, D.K.; Henry, A.L.; Madsen, S.K.

    1979-01-01

    Abstracts of papers, internal reports, and talks presented during 1978 at national and international meetings by members of the Earth Sciences Division of the Lawrence Livermore Laboratory are compiled. The arrangement is alphabetical (by author). For any given report, a bibliographic reference appears under the name of each coauthor. A topical index at the end provides useful cross references, while indicating major areas of research interest in the Earth Sciences Division

  4. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 109; Issue 1 ... Crustal evolution; granites; Phanerozoic; Sr-Nd isotopes; east-central Asia. ... Department of Geology, Changchun University of Science and Technology, Changchun ...

  5. A Course in Earth System Science: Developed for Teachers by Teachers

    Science.gov (United States)

    Wong, K.; Read, K.; Charlevoix, D.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

    2008-12-01

    ESES 202 is a new general education course in physical science at the University of Illinois's School of Earth, Society and Environment, designed for pre-service K-8 teachers. The goal of the course is to help future classroom teachers become confident with teaching earth science content. The designers of this course include a faculty expert in earth system science, a pre-service teacher and a former middle school science teacher. The goal of the in the curriculum design was to utilize the unique perspectives and experiences of our team. Our poster will highlight the unique nature of the curriculum development outlining the challenges and successes of designing the course. The general format of the class will be a combination of discussions, hands on experiences, and opportunities for students to design their own lessons. Class meetings will be once per week in a three-hour block, allowing students to immediately transfer new content knowledge into classroom activities. The end goal is that they can use these same activities with their students once they are practicing teachers. The content of the course shall be taught using an earth systems approach by showing the relationships among the four spheres: biosphere, hydrosphere, atmospheric, and anthrosphere. There are five units in the course: Introduction to Earth Systems, Carbon Cycle, Water Quality, El Niño and Climate Change. In addition to the science portion of the course, students will spend time reflecting on the classroom activities from the perspective of future educators. Activities will be presented at a late elementary school level; however, time will be devoted to discussing methods to adapt the lesson to different grade levels and differentiation needs within a classroom. Additionally, students in this course will be instructed on how to utilize a multitude of resources from stream tables to science education databases to prepare them for the dynamic nature of the classroom. By the end of the class

  6. Elementary children’s retrodictive reasoning about earth science

    OpenAIRE

    Matthew H. Schneps; Julie C. Libarkin

    2012-01-01

    We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a wide array of earth science concepts, from rock formation to the Earth’s interior. We analyzed interview data primarily to determine whether or not ...

  7. The Federation of Earth Science Information Partners (ESIP Federation): Facilitating Partnerships that Work to Bring Earth Science Data into Educational Settings

    Science.gov (United States)

    Freuder, R.; Ledley, T. S.; Dahlman, L.

    2004-12-01

    The Federation of Earth Science Information Partners (ESIP Federation, http://www.esipfed.org) formed seven years ago and now with 77 member organizations is working to "increase the quality and value of Earth science products and services .for the benefit of the ESIP Federation's stakeholder communities." Education (both formal and informal) is a huge audience that we serve. Partnerships formed by members within the ESIP Federation have created bridges that close the gap between Earth science data collection and research and the effective use of that Earth science data to explore concepts in Earth system science by the educational community. The Earth Exploration Toolbook is one of those successful collaborations. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) grew out of a need of the educational community (articulated by the Digital Library for Earth System Education (DLESE) community) to have better access to Earth science data and data analysis tools and help in effectively using them with students. It is a collection of web-accessible chapters, each featuring step-by-step instructions on how to use an Earth science dataset and data analysis tool to investigate an issue or concept in Earth system science. Each chapter also provides the teacher information on the outcome of the activity, grade level, standards addressed, learning goals, time required, and ideas for exploring further. The individual ESIP Federation partners alone could not create the EET. However, the ESIP Federation facilitated the partnering of members, drawing from data providers, researchers and education tool developers, to create the EET. Interest in the EET has grown since it went live with five chapters in July 2003. There are currently seven chapters with another six soon to be released. Monthly online seminars in which over a hundred educators have participated have given very positive feedback. Post workshop surveys from our telecon-online workshops indicate that

  8. Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

    Science.gov (United States)

    Chang, Chun-Yen; Chang, Yueh-Hsia; Yang, Fang-Ying

    2009-01-01

    The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators…

  9. Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

    Science.gov (United States)

    Cervato, C.; Jach, J. Y.; Ridky, R.

    2003-12-01

    Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms

  10. Semantic Web Data Discovery of Earth Science Data at NASA Goddard Earth Sciences Data and Information Services Center (GES DISC)

    Science.gov (United States)

    Hegde, Mahabaleshwara; Strub, Richard F.; Lynnes, Christopher S.; Fang, Hongliang; Teng, William

    2008-01-01

    Mirador is a web interface for searching Earth Science data archived at the NASA Goddard Earth Sciences Data and Information Services Center (GES DISC). Mirador provides keyword-based search and guided navigation for providing efficient search and access to Earth Science data. Mirador employs the power of Google's universal search technology for fast metadata keyword searches, augmented by additional capabilities such as event searches (e.g., hurricanes), searches based on location gazetteer, and data services like format converters and data sub-setters. The objective of guided data navigation is to present users with multiple guided navigation in Mirador is an ontology based on the Global Change Master directory (GCMD) Directory Interchange Format (DIF). Current implementation includes the project ontology covering various instruments and model data. Additional capabilities in the pipeline include Earth Science parameter and applications ontologies.

  11. Teaching earth science

    Science.gov (United States)

    Alpha, Tau Rho; Diggles, Michael F.

    1998-01-01

    This CD-ROM contains 17 teaching tools: 16 interactive HyperCard 'stacks' and a printable model. They are separated into the following categories: Geologic Processes, Earthquakes and Faulting, and Map Projections and Globes. A 'navigation' stack, Earth Science, is provided as a 'launching' place from which to access all of the other stacks. You can also open the HyperCard Stacks folder and launch any of the 16 stacks yourself. In addition, a 17th tool, Earth and Tectonic Globes, is provided as a printable document. Each of the tools can be copied onto a 1.4-MB floppy disk and distributed freely.

  12. Cross-Cutting Interoperability in an Earth Science Collaboratory

    Science.gov (United States)

    Lynnes, Christopher; Ramachandran, Rahul; Kuo, Kuo-Sen

    2011-01-01

    An Earth Science Collaboratory is: A rich data analysis environment with: (1) Access to a wide spectrum of Earth Science data, (3) A diverse set of science analysis services and tools, (4) A means to collaborate on data, tools and analysis, and (5)Supports sharing of data, tools, results and knowledge

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 116; Issue 3 ... proposed to reconstruct the ionospheric images with high resolution and high efficiency. ... Graduate School of Chinese Academy of Sciences, Beijing 100 039, China.

  14. Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

    Science.gov (United States)

    Gray, Kyle

    2017-01-01

    Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

  15. Earth System Science Education Interdisciplinary Partnerships

    Science.gov (United States)

    Ruzek, M.; Johnson, D. R.

    2002-05-01

    Earth system science in the classroom is the fertile crucible linking science with societal needs for local, national and global sustainability. The interdisciplinary dimension requires fruitful cooperation among departments, schools and colleges within universities and among the universities and the nation's laboratories and agencies. Teaching and learning requires content which brings together the basic and applied sciences with mathematics and technology in addressing societal challenges of the coming decades. Over the past decade remarkable advances have emerged in information technology, from high bandwidth Internet connectivity to raw computing and visualization power. These advances which have wrought revolutionary capabilities and resources are transforming teaching and learning in the classroom. With the launching of NASA's Earth Observing System (EOS) the amount and type of geophysical data to monitor the Earth and its climate are increasing dramatically. The challenge remains, however, for skilled scientists and educators to interpret this information based upon sound scientific perspectives and utilize it in the classroom. With an increasing emphasis on the application of data gathered, and the use of the new technologies for practical benefit in the lives of ordinary citizens, there comes the even more basic need for understanding the fundamental state, dynamics, and complex interdependencies of the Earth system in mapping valid and relevant paths to sustainability. Technology and data in combination with the need to understand Earth system processes and phenomena offer opportunities for new and productive partnerships between researchers and educators to advance the fundamental science of the Earth system and in turn through discovery excite students at all levels in the classroom. This presentation will discuss interdisciplinary partnership opportunities for educators and researchers at the undergraduate and graduate levels.

  16. An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales

    Science.gov (United States)

    King, Chris John Henry

    2010-01-01

    Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one…

  17. Elementary Children's Retrodictive Reasoning about Earth Science

    Science.gov (United States)

    Libarkin, Julie C.; Schneps, Matthew H.

    2012-01-01

    We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a…

  18. Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

    Science.gov (United States)

    Park, Do-Yong; Park, Mira

    2013-01-01

    The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

  19. Lessons from NASA Applied Sciences Program: Success Factors in Applying Earth Science in Decision Making

    Science.gov (United States)

    Friedl, L. A.; Cox, L.

    2008-12-01

    The NASA Applied Sciences Program collaborates with organizations to discover and demonstrate applications of NASA Earth science research and technology to decision making. The desired outcome is for public and private organizations to use NASA Earth science products in innovative applications for sustained, operational uses to enhance their decisions. In addition, the program facilitates the end-user feedback to Earth science to improve products and demands for research. The Program thus serves as a bridge between Earth science research and technology and the applied organizations and end-users with management, policy, and business responsibilities. Since 2002, the Applied Sciences Program has sponsored over 115 applications-oriented projects to apply Earth observations and model products to decision making activities. Projects have spanned numerous topics - agriculture, air quality, water resources, disasters, public health, aviation, etc. The projects have involved government agencies, private companies, universities, non-governmental organizations, and foreign entities in multiple types of teaming arrangements. The paper will examine this set of applications projects and present specific examples of successful use of Earth science in decision making. The paper will discuss scientific, organizational, and management factors that contribute to or impede the integration of the Earth science research in policy and management. The paper will also present new methods the Applied Sciences Program plans to implement to improve linkages between science and end users.

  20. Evolution: Its Treatment in K-12 State Science Curriculum Standards

    Science.gov (United States)

    Lerner, L. S.

    2001-12-01

    State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.

  1. Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

    Science.gov (United States)

    Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

    2015-12-01

    A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

  2. Building a better search engine for earth science data

    Science.gov (United States)

    Armstrong, E. M.; Yang, C. P.; Moroni, D. F.; McGibbney, L. J.; Jiang, Y.; Huang, T.; Greguska, F. R., III; Li, Y.; Finch, C. J.

    2017-12-01

    Free text data searching of earth science datasets has been implemented with varying degrees of success and completeness across the spectrum of the 12 NASA earth sciences data centers. At the JPL Physical Oceanography Distributed Active Archive Center (PO.DAAC) the search engine has been developed around the Solr/Lucene platform. Others have chosen other popular enterprise search platforms like Elasticsearch. Regardless, the default implementations of these search engines leveraging factors such as dataset popularity, term frequency and inverse document term frequency do not fully meet the needs of precise relevancy and ranking of earth science search results. For the PO.DAAC, this shortcoming has been identified for several years by its external User Working Group that has assigned several recommendations to improve the relevancy and discoverability of datasets related to remotely sensed sea surface temperature, ocean wind, waves, salinity, height and gravity that comprise a total count of over 500 public availability datasets. Recently, the PO.DAAC has teamed with an effort led by George Mason University to improve the improve the search and relevancy ranking of oceanographic data via a simple search interface and powerful backend services called MUDROD (Mining and Utilizing Dataset Relevancy from Oceanographic Datasets to Improve Data Discovery) funded by the NASA AIST program. MUDROD has mined and utilized the combination of PO.DAAC earth science dataset metadata, usage metrics, and user feedback and search history to objectively extract relevance for improved data discovery and access. In addition to improved dataset relevance and ranking, the MUDROD search engine also returns recommendations to related datasets and related user queries. This presentation will report on use cases that drove the architecture and development, and the success metrics and improvements on search precision and recall that MUDROD has demonstrated over the existing PO.DAAC search

  3. Earth Sciences Division collected abstracts: 1980

    Energy Technology Data Exchange (ETDEWEB)

    Henry, A.L.; Hornady, B.F. (eds.)

    1981-10-15

    This report is a compilation of abstracts of papers, reports, and talks presented during 1980 at national and international meetings by members of the Earth Sciences Division, Lawrence Livermore National Laboratory. The arrangement is alphabetical (by author). For a given report, a bibliographic reference appears under the name of each coauthor, but the abstract itself is given only under the name of the first author (indicated in capital letters) or the first Earth Sciences Division author.

  4. Earth Sciences Division annual report 1989

    Energy Technology Data Exchange (ETDEWEB)

    1990-06-01

    This Annual Report presents summaries of selected representative research activities from Lawrence Berkeley Laboratory grouped according to the principal disciplines of the Earth Sciences Division: Reservoir Engineering and Hydrology, Geology and Geochemistry, and Geophysics and Geomechanics. We are proud to be able to bring you this report, which we hope will convey not only a description of the Division's scientific activities but also a sense of the enthusiasm and excitement present today in the Earth Sciences.

  5. Earth Sciences Division collected abstracts: 1980

    International Nuclear Information System (INIS)

    Henry, A.L.; Hornady, B.F.

    1981-01-01

    This report is a compilation of abstracts of papers, reports, and talks presented during 1980 at national and international meetings by members of the Earth Sciences Division, Lawrence Livermore National Laboratory. The arrangement is alphabetical (by author). For a given report, a bibliographic reference appears under the name of each coauthor, but the abstract itself is given only under the name of the first author (indicated in capital letters) or the first Earth Sciences Division author

  6. An Analysis of Earth Science Data Analytics Use Cases

    Science.gov (United States)

    Shie, Chung-Lin; Kempler, Steve

    2014-01-01

    The increase in the number and volume, and sources, of globally available Earth science data measurements and datasets have afforded Earth scientists and applications researchers unprecedented opportunities to study our Earth in ever more sophisticated ways. In fact, the NASA Earth Observing System Data Information System (EOSDIS) archives have doubled from 2007 to 2014, to 9.1 PB (Ramapriyan, 2009; and https:earthdata.nasa.govaboutsystem-- performance). In addition, other US agency, international programs, field experiments, ground stations, and citizen scientists provide a plethora of additional sources for studying Earth. Co--analyzing huge amounts of heterogeneous data to glean out unobvious information is a daunting task. Earth science data analytics (ESDA) is the process of examining large amounts of data of a variety of types to uncover hidden patterns, unknown correlations and other useful information. It can include Data Preparation, Data Reduction, and Data Analysis. Through work associated with the Earth Science Information Partners (ESIP) Federation, a collection of Earth science data analytics use cases have been collected and analyzed for the purpose of extracting the types of Earth science data analytics employed, and requirements for data analytics tools and techniques yet to be implemented, based on use case needs. ESIP generated use case template, ESDA use cases, use case types, and preliminary use case analysis (this is a work in progress) will be presented.

  7. K-12 Education

    Science.gov (United States)

    products laboratories publications nisee b.i.p. members education FAQs links education Education Program Internships K-12 Education Contact the PEER Education Program PEER's Educational Affiliates Student Design Competition Student Leadership Council Classes and Other Educational Activities Site Map Search K-12 Education

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 5 .... Atmospheric correction of Earth-observation remote sensing images by Monte Carlo method ... Decision tree approach for classification of remotely sensed satellite data ... Analysis of carbon dioxide, water vapour and energy fluxes over an Indian ...

  9. NASA's Earth Science Flight Program overview

    Science.gov (United States)

    Neeck, Steven P.; Volz, Stephen M.

    2011-11-01

    NASA's Earth Science Division (ESD) conducts pioneering work in Earth system science, the interdisciplinary view of Earth that explores the interaction among the atmosphere, oceans, ice sheets, land surface interior, and life itself that has enabled scientists to measure global and climate changes and to inform decisions by governments, organizations, and people in the United States and around the world. The ESD makes the data collected and results generated by its missions accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster management, agricultural yield projections, and aviation safety. In addition to four missions now in development and 14 currently operating on-orbit, the ESD is now developing the first tier of missions recommended by the 2007 Earth Science Decadal Survey and is conducting engineering studies and technology development for the second tier. Furthermore, NASA's ESD is planning implementation of a set of climate continuity missions to assure availability of key data sets needed for climate science and applications. These include a replacement for the Orbiting Carbon Observatory (OCO), OCO-2, planned for launch in 2013; refurbishment of the SAGE III atmospheric chemistry instrument to be hosted by the International Space Station (ISS) as early as 2014; and the Gravity Recovery and Climate Experiment Follow-On (GRACE FO) mission scheduled for launch in 2016. The new Earth Venture (EV) class of missions is a series of uncoupled, low to moderate cost, small to medium-sized, competitively selected, full orbital missions, instruments for orbital missions of opportunity, and sub-orbital projects.

  10. EOS Reference Handbook 1999: A Guide to NASA's Earth Science Enterprise and the Earth Observing System

    Science.gov (United States)

    King, M. D. (Editor); Greenstone, R. (Editor)

    2000-01-01

    The content of this handbook includes Earth Science Enterprise; The Earth Observing System; EOS Data and Information System (EOSDIS); Data and Information Policy; Pathfinder Data Sets; Earth Science Information Partners and the Working Prototype-Federation; EOS Data Quality: Calibration and Validation; Education Programs; International Cooperation; Interagency Coordination; Mission Elements; EOS Instruments; EOS Interdisciplinary Science Investigations; and Points-of-Contact.

  11. NASA's Earth Venture-1 (EV-1) Airborne Science Investigations

    Science.gov (United States)

    Guillory, A.; Denkins, T.; Allen, B. Danette; Braun, Scott A.; Crawford, James H.; Jensen, Eric J.; Miller, Charles E.; Moghaddam, Mahta; Maring, Hal

    2011-01-01

    In 2010, NASA announced the first Earth Venture (EV-1) selections in response to a recommendation made by the National Research Council for low-cost investigations fostering innovation in Earth science. The five EV-1 investigations span the Earth science focus areas of atmosphere, weather, climate, water and energy and, carbon and represent earth science researchers from NASA as well as other government agencies, academia and industry from around the world. The EV-1 missions are: 1) Airborne Microwave Observatory of Subcanopy and Subsurface (AirMOSS), 2) Airborne Tropical Tropopause Experiment (ATTREX), 3) Carbon in Arctic Reservoirs Vulnerability Experiment (CARVE), 4) Deriving Information on Surface Conditions from Column and Vertically Resolved Observations Relevant to Air Quality (DISCOVER-AQ), and 5) Hurricane And Severe Storm Sentinel (HS3). The Earth Venture missions are managed out of the Earth System Science Pathfinder (ESSP) Program Office (Allen, et. al. 2010b)

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Sediment dynamics like deposition, erosion and dispersion are explained with the simulated tidal currents and OCM derived sediment concentrations. ... Geosciences Division, Marine, Geo and Planetary Sciences Group, Earth, Ocean, Atmosphere, Planetary Sciences and Applications Area, Space Applications Centre ...

  13. What Makes Earth and Space Science Sexy? A Model for Developing Systemic Change in Earth and Space Systems Science Curriculum and Instruction

    Science.gov (United States)

    Slutskin, R. L.

    2001-12-01

    Earth and Space Science may be the neglected child in the family of high school sciences. In this session, we examine the strategies that Anne Arundel County Public Schools and NASA Goddard Space Flight Center used to develop a dynamic and highly engaging program which follows the vision of the National Science Education Standards, is grounded in key concepts of NASA's Earth Science Directorate, and allows students to examine and apply the current research of NASA scientists. Find out why Earth/Space Systems Science seems to have usurped biology and has made students, principals, and teachers clamor for similar instructional practices in what is traditionally thought of as the "glamorous" course.

  14. Overview of NASA's Earth Science Data Systems

    Science.gov (United States)

    McDonald, Kenneth

    2004-01-01

    For over the last 15 years, NASA's Earth Science Enterprise (ESE) has devoted a tremendous effort to design and build the Earth Observing System (EOS) Data and Information System (EOSDIS) to acquire, process, archive and distribute the data of the EOS series of satellites and other ESE missions and field programs. The development of EOSDIS began with an early prototype to support NASA data from heritage missions and progressed through a formal development process to today's system that supports the data from multiple missions including Landsat 7, Terra, Aqua, SORCE and ICESat. The system is deployed at multiple Distributed Active Archive Centers (DAACs) and its current holdings are approximately 4.5 petabytes. The current set of unique users requesting EOS data and information products exceeds 2 million. While EOSDIS has been the centerpiece of NASA's Earth Science Data Systems, other initiatives have augmented the services of EOSDIS and have impacted its evolution and the future directions of data systems within the ESE. ESDIS had an active prototyping effort and has continued to be involved in the activities of the Earth Science Technology Office (ESTO). In response to concerns from the science community that EOSDIS was too large and monolithic, the ESE initiated the Earth Science Information Partners (ESP) Federation Experiment that funded a series of projects to develop specialized products and services to support Earth science research and applications. Last year, the enterprise made 41 awards to successful proposals to the Research, Education and Applications Solutions Network (REASON) Cooperative Agreement Notice to continue and extend the ESP activity. The ESE has also sponsored a formulation activity called the Strategy for the Evolution of ESE Data Systems (SEEDS) to develop approaches and decision support processes for the management of the collection of data system and service providers of the enterprise. Throughout the development of its earth science

  15. Engineering Education in K-12 Schools

    Science.gov (United States)

    Spence, Anne

    2013-03-01

    Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

  16. Bringing cutting-edge Earth and ocean sciences to under-served and rural audiences through informal science education

    Science.gov (United States)

    Cooper, S. K.; Petronotis, K. E.; Ferraro, C.; Johnson, K. T. M.; Yarincik, K.

    2017-12-01

    The International Ocean Discovery Program (IODP) is an international marine research collaboration that explores Earth's history and dynamics using ocean-going research platforms to recover data recorded in seafloor sediments and rocks and to monitor subseafloor environments. The JOIDES Resolution is the flagship vessel of IODP and is operated by the National Science Foundation. It is an inspirational hook for STEM Earth and ocean topics for children and the general public of all ages, but is not easily accessible due to its international travels and infrequent U.S. port calls. In response, a consortium of partners has created the Pop-Up/Drill Down Science project. The multi-year project, funded by NSF's Advancing Informal Science Learning program, aims to bring the JR and its science to under-served and rural populations throughout the country. Consisting of an inflatable walk-through ship, a multi-media experience, a giant interactive seafloor map and a series of interactive exhibit kiosks, the exhibit, entitled, In Search of Earth's Secrets: A Pop-Up Science Encounter, will travel to 12 communities throughout the next four years. In each community, the project will partner with local institutions like public libraries and small museums as hosts and to train local Girl Scouts to serve as exhibit facilitators. By working with local communities to select events and venues for pop-up events, the project hopes to bring cutting edge Earth and ocean science in creative new ways to underserved populations and inspire diverse audiences to explore further. This presentation will provide details of the project's goals, objectives and development and provide avenues to become involved.

  17. 75 FR 81315 - Earth Sciences Proposal Review Panel; Notice of Meeting

    Science.gov (United States)

    2010-12-27

    ... NATIONAL SCIENCE FOUNDATION Earth Sciences Proposal Review Panel; Notice of Meeting In accordance... announces the following meeting. Name: Proposal Review Panel in Earth Sciences (1569). Date and Time... Kelz, Program Director, Instrumentation & Facilities Program, Division of Earth Sciences, Room 785...

  18. Space and Earth Science Data Compression Workshop

    Science.gov (United States)

    Tilton, James C. (Editor)

    1991-01-01

    The workshop explored opportunities for data compression to enhance the collection and analysis of space and Earth science data. The focus was on scientists' data requirements, as well as constraints imposed by the data collection, transmission, distribution, and archival systems. The workshop consisted of several invited papers; two described information systems for space and Earth science data, four depicted analysis scenarios for extracting information of scientific interest from data collected by Earth orbiting and deep space platforms, and a final one was a general tutorial on image data compression.

  19. Virtual Collections: An Earth Science Data Curation Service

    Science.gov (United States)

    Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick

    2016-01-01

    The role of Earth science data centers has traditionally been to maintain central archives that serve openly available Earth observation data. However, in order to ensure data are as useful as possible to a diverse user community, Earth science data centers must move beyond simply serving as an archive to offering innovative data services to user communities. A virtual collection, the end product of a curation activity that searches, selects, and synthesizes diffuse data and information resources around a specific topic or event, is a data curation service that improves the discoverability, accessibility, and usability of Earth science data and also supports the needs of unanticipated users. Virtual collections minimize the amount of the time and effort needed to begin research by maximizing certainty of reward and by providing a trustworthy source of data for unanticipated users. This presentation will define a virtual collection in the context of an Earth science data center and will highlight a virtual collection case study created at the Global Hydrology Resource Center data center.

  20. Virtual Collections: An Earth Science Data Curation Service

    Science.gov (United States)

    Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.

    2016-12-01

    The role of Earth science data centers has traditionally been to maintain central archives that serve openly available Earth observation data. However, in order to ensure data are as useful as possible to a diverse user community, Earth science data centers must move beyond simply serving as an archive to offering innovative data services to user communities. A virtual collection, the end product of a curation activity that searches, selects, and synthesizes diffuse data and information resources around a specific topic or event, is a data curation service that improves the discoverability, accessibility and usability of Earth science data and also supports the needs of unanticipated users. Virtual collections minimize the amount of time and effort needed to begin research by maximizing certainty of reward and by providing a trustworthy source of data for unanticipated users. This presentation will define a virtual collection in the context of an Earth science data center and will highlight a virtual collection case study created at the Global Hydrology Resource Center data center.

  1. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 6. Volume 122, Issue 6. December 2013, pages 1435-1637. pp 1435-1453. The South India Precambrian crust and shallow lithospheric mantle: Initial results from the India Deep Earth Imaging Experiment (INDEX) · S S Rai Kajaljyoti Borah Ritima Das ...

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 110; Issue 4. Volume 110, Issue 4. December 2001, pages 267-463. Recent Researchers in Petrology and Geochemistry. pp 267-267. Preface · S Bhattacharya J Ganguly · More Details Fulltext PDF. pp 269-285. Earth support systems: Threatened? Why? What can ...

  3. NASA's Earth Science Data Systems Standards Process Experiences

    Science.gov (United States)

    Ullman, Richard E.; Enloe, Yonsook

    2007-01-01

    NASA has impaneled several internal working groups to provide recommendations to NASA management on ways to evolve and improve Earth Science Data Systems. One of these working groups is the Standards Process Group (SPC). The SPG is drawn from NASA-funded Earth Science Data Systems stakeholders, and it directs a process of community review and evaluation of proposed NASA standards. The working group's goal is to promote interoperability and interuse of NASA Earth Science data through broader use of standards that have proven implementation and operational benefit to NASA Earth science by facilitating the NASA management endorsement of proposed standards. The SPC now has two years of experience with this approach to identification of standards. We will discuss real examples of the different types of candidate standards that have been proposed to NASA's Standards Process Group such as OPeNDAP's Data Access Protocol, the Hierarchical Data Format, and Open Geospatial Consortium's Web Map Server. Each of the three types of proposals requires a different sort of criteria for understanding the broad concepts of "proven implementation" and "operational benefit" in the context of NASA Earth Science data systems. We will discuss how our Standards Process has evolved with our experiences with the three candidate standards.

  4. Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

    Science.gov (United States)

    Worssam, J. B.

    2017-12-01

    Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

  5. Earth2Class: Bringing the Earth to the Classroom-Innovative Connections between Research Scientists, Teachers, and Students

    Science.gov (United States)

    Passow, M. J.

    2017-12-01

    "Earth2Class" (E2C) is a unique program offered through the Lamont-Doherty Earth Observatory of Columbia University. It connects research scientists, classroom teachers, middle and high school students, and others in ways that foster broader outreach of cutting-edge discoveries. One key component are Saturday workshops offered during the school year. These provide investigators with a tested format for sharing research methods and results. Teachers and students learn more about "real"science than what is found in textbooks. They discover that Science is exciting, uncertain, and done by people not very different from themselves. Since 1998, we have offered more than 170 workshops, partnering with more than 90 LDEO scientists. E2C teachers establishe links with scientists that have led to participation in research projects, the LDEO Open House, and other programs. Connections developed between high school students and scientists resulted in authentic science research experiences. A second key component of the project is the E2C website, https://earth2class.org/site/. We provide archived versions of monthly workshops. The website hosts a vast array of resources geared to support learning Earth Science and other subjects. Resources created through an NSF grant to explore strategies which enhance Spatial Thinking in the NYS Regents Earth Science curriculum are found at https://earth2class.org/site/?page_id=2957. The site is well-used by K-12 Earth Science educators, averaging nearly 70k hits per month. A third component of the E2C program are week-long summer institutes offering opportunities to enhance content knowledge in weather and climate; minerals, rocks, and resources; and astronomy. These include exploration of strategies to implement NGSS-based approaches within the school curriculum. Participants can visit LDEO lab facilities and interact with scientists to learn about their research. In the past year, we have begun to create a "satellite" E2C program at UFVJM

  6. Connecting NASA science and engineering with earth science applications

    Science.gov (United States)

    The National Research Council (NRC) recently highlighted the dual role of NASA to support both science and applications in planning Earth observations. This Editorial reports the efforts of the NASA Soil Moisture Active Passive (SMAP) mission to integrate applications with science and engineering i...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... Meshesha1 3 Ryuichi Shinjo1. Department of Physics and Earth Sciences, University of the Ryukyus, Senbaru 1, Nishihara, Okinawa 903-0213, Japan. Department of Petroleum and Mining Engineering, Shahjalal University of Science and Technology, Sylhet 3114, Bangladesh. EL MINING PLC, Addis Ababa, Ethiopia.

  8. NASA's Earth Science Data Systems - Lessons Learned and Future Directions

    Science.gov (United States)

    Ramapriyan, Hampapuram K.

    2010-01-01

    In order to meet the increasing demand for Earth Science data, NASA has significantly improved the Earth Science Data Systems over the last two decades. This improvement is reviewed in this slide presentation. Many Earth Science disciplines have been able to access the data that is held in the Earth Observing System (EOS) Data and Information System (EOSDIS) at the Distributed Active Archive Centers (DAACs) that forms the core of the data system.

  9. Broadening the Participation of Native Americans in Earth Science

    Science.gov (United States)

    Bueno Watts, Nievita

    Climate change is not a thing of the future. Indigenous people are being affected by climate changes now. Native American Earth scientists could help Native communities deal with both climate change and environmental pollution issues, but are noticeably lacking in Earth Science degree programs. The Earth Sciences produce the lowest percentage of minority scientists when compared with other science and engineering fields. Twenty semi-structured interviews were gathered from American Indian/ Alaska Native Earth Scientists and program directors who work directly with Native students to broaden participation in the field. Data was analyzed using qualitative methods and constant comparison analysis. Barriers Native students faced in this field are discussed, as well as supports which go the furthest in assisting achievement of higher education goals. Program directors give insight into building pathways and programs to encourage Native student participation and success in Earth Science degree programs. Factors which impede obtaining a college degree include financial barriers, pressures from familial obligations, and health issues. Factors which impede the decision to study Earth Science include unfamiliarity with geoscience as a field of study and career choice, the uninviting nature of Earth Science as a profession, and curriculum that is irrelevant to the practical needs of Native communities or courses which are inaccessible geographically. Factors which impede progress that are embedded in Earth Science programs include educational preparation, academic information and counseling and the prevalence of a Western scientific perspective to the exclusion of all other perspectives. Intradepartmental relationships also pose barriers to the success of some students, particularly those who are non-traditional students (53%) or women (80%). Factors which support degree completion include financial assistance, mentors and mentoring, and research experiences. Earth scientists

  10. The ICTJA-CSIC Science Week 2016: an open door to Earth Sciences for secondary education students

    Science.gov (United States)

    Cortes-Picas, Jordi; Diaz, Jordi; Fernandez-Turiel, Jose-Luis; Garcia-Castellanos, Daniel; Geyer, Adelina; Jurado, Maria-Jose; Montoya, Encarni; Rejas Alejos, Marta; Sánchez-Pastor, Pilar; Valverde-Perez, Angel

    2017-04-01

    The Science Week is one of the main scientific outreach events every year in Spain. The Institute of Earth Sciences Jaume Almera of CSIC (ICTJA-CSIC) participates in it since many years ago, opening its doors and proposing several activities in which it is shown what kind of multidisciplinary research is being developed at the Institute and in Geosciences. The activities,developed as workshops, are designed and conducted by scientific and technical personnel of the centre, who participates in the Science Week voluntarily. The activities proposed by the ICTJA-CSIC staff are designed for a target audience composed by secondary school students (12-18 years). The ICTJA-CSIC joined Science Week 2016 in the framework of the activity entitled "What we investigate in Earth Sciences?". The aim is to show to the society what is being investigated in the ICTJA-CSIC. In addition, it is intended, with the contact and interaction between the public and the institute researchers, to increase the interest in scientific activity and, if possible, to generate new vocations in the field of the Earth Sciences among secondary school pupils. We show in this communication the experience of the Science Week 2016 at the ICTJA-CSIC, carried out with the effort and commitment of the of the Institute's personnel with the outreach of Earth Sciences research. Between November 14th and 19th 2016, more than 100 students from four secondary schools from Barcelona area visited the Institute and took part in the Science Week. A total of six interactive workshops were prepared showing different features of seismology, geophysical borehole logging, analog and digital modelling, paleoecology, volcanology and geochemistry. As a novelty, this year a new workshop based on an augmented reality sandbox was offered to show and to simulate the processes of creation and evolution of the topographic relief. In addition, within the workshop dedicated to geophysical borehole logging, six exact replicates of

  11. Analyzing Earth Science Research Networking through Visualizations

    Science.gov (United States)

    Hasnain, S.; Stephan, R.; Narock, T.

    2017-12-01

    Using D3.js we visualize collaboration amongst several geophysical science organizations, such as the American Geophysical Union (AGU) and the Federation of Earth Science Information Partners (ESIP). We look at historical trends in Earth Science research topics, cross-domain collaboration, and topics of interest to the general population. The visualization techniques used provide an effective way for non-experts to easily explore distributed and heterogeneous Big Data. Analysis of these visualizations provides stakeholders with insights into optimizing meetings, performing impact evaluation, structuring outreach efforts, and identifying new opportunities for collaboration.

  12. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-05-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme.

  13. Interacting with Petabytes of Earth Science Data using Jupyter Notebooks, IPython Widgets and Google Earth Engine

    Science.gov (United States)

    Erickson, T. A.; Granger, B.; Grout, J.; Corlay, S.

    2017-12-01

    The volume of Earth science data gathered from satellites, aircraft, drones, and field instruments continues to increase. For many scientific questions in the Earth sciences, managing this large volume of data is a barrier to progress, as it is difficult to explore and analyze large volumes of data using the traditional paradigm of downloading datasets to a local computer for analysis. Furthermore, methods for communicating Earth science algorithms that operate on large datasets in an easily understandable and reproducible way are needed. Here we describe a system for developing, interacting, and sharing well-documented Earth Science algorithms that combines existing software components: Jupyter Notebook: An open-source, web-based environment that supports documents that combine code and computational results with text narrative, mathematics, images, and other media. These notebooks provide an environment for interactive exploration of data and development of well documented algorithms. Jupyter Widgets / ipyleaflet: An architecture for creating interactive user interface controls (such as sliders, text boxes, etc.) in Jupyter Notebooks that communicate with Python code. This architecture includes a default set of UI controls (sliders, dropboxes, etc.) as well as APIs for building custom UI controls. The ipyleaflet project is one example that offers a custom interactive map control that allows a user to display and manipulate geographic data within the Jupyter Notebook. Google Earth Engine: A cloud-based geospatial analysis platform that provides access to petabytes of Earth science data via a Python API. The combination of Jupyter Notebooks, Jupyter Widgets, ipyleaflet, and Google Earth Engine makes it possible to explore and analyze massive Earth science datasets via a web browser, in an environment suitable for interactive exploration, teaching, and sharing. Using these environments can make Earth science analyses easier to understand and reproducible, which may

  14. An Overview of Rare Earth Science and Technology

    Science.gov (United States)

    Gschneidner, Karl, Jr.

    2012-02-01

    Currently rare earth science and technology is robust: this includes all the major branches of science -- biochemistry, chemistry, materials and physics. There are, however, currently some anomalies and distortions especially in the technology and applications sector of the rare earth field, which is caused by the dominance of China on the sales of rare earths and rare earth containing products. For the past 5 to 10 years ˜95% of rare earths utilized in commerce came from China. Although Chinese actions have lead to sudden and large price spikes and export embargoes, the rare earths are still available but at a higher cost. The start up of production in 2011 at mines in the USA and Australia will alleviate this situation in about two years. Basic and applied research on the condensed matter physics/materials science has hardly been impacted by these events, but new research opportunities are opening up especially with regard to the USA's military and energy security. Magnets seems to be the hottest topic, but research on battery materials, phosphors and catalysts are also (or should be) strongly considered.

  15. Wisconsin Earth and Space Science Education

    Science.gov (United States)

    Bilbrough, Larry (Technical Monitor); French, George

    2003-01-01

    The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

  16. Making connections: Where STEM learning and Earth science data services meet

    Science.gov (United States)

    Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Weigel, A. M.

    2016-12-01

    STEM learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems. Micro articles are short academic texts that enable a reader to quickly understand a scientific phenomena, a case study, or an instrument used to collect data. While originally designed to increase data discovery and usability, micro articles also serve as a reliable starting point for project-based learning, an educational approach in STEM education, for high school and higher education environments. This presentation will highlight micro articles at the Global Hydrology Resource Center data center and will demonstrate the potential applications of micro articles in project-based learning.

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    In this study we observe wave heights by an array of four wave gauges at the Hiratsuka Tower of (Independent Administrative Institution) National Research Institute for Earth Science and ... Center for Atmospheric and Oceanic Studies, Graduate School of Science, Tohoku University, Aoba, Sendai 980-8578, Japan.

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 121; Issue 5. Glacier fluctuation using Satellite Data in Beas basin, 1972–2006, Himachal Pradesh, India. Shruti Dutta A L Ramanathan ... Anurag Linda1. Glacier Research Group, School of Environmental Sciences, Jawaharlal Nehru University, New Delhi, India.

  19. Visual Representations on High School Biology, Chemistry, Earth Science, and Physics Assessments

    Science.gov (United States)

    LaDue, Nicole D.; Libarkin, Julie C.; Thomas, Stephen R.

    2015-01-01

    The pervasive use of visual representations in textbooks, curricula, and assessments underscores their importance in K-12 science education. For example, visual representations figure prominently in the recent publication of the Next Generation Science Standards (NGSS Lead States in Next generation science standards: for states, by states.…

  20. K2-155: A Bright Metal-poor M Dwarf with Three Transiting Super-Earths

    Science.gov (United States)

    Hirano, Teruyuki; Dai, Fei; Livingston, John H.; Fujii, Yuka; Cochran, William D.; Endl, Michael; Gandolfi, Davide; Redfield, Seth; Winn, Joshua N.; Guenther, Eike W.; Prieto-Arranz, Jorge; Albrecht, Simon; Barragan, Oscar; Cabrera, Juan; Cauley, P. Wilson; Csizmadia, Szilard; Deeg, Hans; Eigmüller, Philipp; Erikson, Anders; Fridlund, Malcolm; Fukui, Akihiko; Grziwa, Sascha; Hatzes, Artie P.; Korth, Judith; Narita, Norio; Nespral, David; Niraula, Prajwal; Nowak, Grzegorz; Pätzold, Martin; Palle, Enric; Persson, Carina M.; Rauer, Heike; Ribas, Ignasi; Smith, Alexis M. S.; Van Eylen, Vincent

    2018-03-01

    We report on the discovery of three transiting super-Earths around K2-155 (EPIC 210897587), a relatively bright early M dwarf (V = 12.81 mag) observed during Campaign 13 of the NASA K2 mission. To characterize the system and validate the planet candidates, we conducted speckle imaging and high-dispersion optical spectroscopy, including radial velocity measurements. Based on the K2 light curve and the spectroscopic characterization of the host star, the planet sizes and orbital periods are {1.55}-0.17+0.20 {R}\\oplus and 6.34365 ± 0.00028 days for the inner planet; {1.95}-0.22+0.27 {R}\\oplus and 13.85402 ± 0.00088 days for the middle planet; and {1.64}-0.17+0.18 {R}\\oplus and 40.6835 ± 0.0031 days for the outer planet. The outer planet (K2-155d) is near the habitable zone, with an insolation 1.67 ± 0.38 times that of the Earth. The planet’s radius falls within the range between that of smaller rocky planets and larger gas-rich planets. To assess the habitability of this planet, we present a series of three-dimensional global climate simulations, assuming that K2-155d is tidally locked and has an Earth-like composition and atmosphere. We find that the planet can maintain a moderate surface temperature if the insolation proves to be smaller than ∼1.5 times that of the Earth. Doppler mass measurements, transit spectroscopy, and other follow-up observations should be rewarding, as K2-155 is one of the optically brightest M dwarfs known to harbor transiting planets.

  1. Supporting Ngss-Congruent Instruction in Earth & Space Science Through Educator Implementation and Feedback: Refining the Dig Texas Blueprints

    Science.gov (United States)

    Jacobs, B. E.; Bohls-Graham, C. E.; Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Stocks, E.; McIver, H.; Sergent, C.

    2015-12-01

    The development of the Next Generation Science Standards (NGSS) as a framework around which to guide K-12 science instruction has generated a call for rigorous curricula that meets the demand for developing a workforce with expertise in tackling modern Earth science challenges. The Diversity and Innovation in Geosciences (DIG) Texas Blueprints project addresses this need for quality, aligned curricula with educator-vetted, freely available resources carefully selected and compiled into three week thematic units that have been aligned with the Earth Science Literacy Principles and the NGSS. These units can then be packaged into customized blueprints for a year-long Earth & Space Science course that engages students in the relevant disciplinary core ideas, crosscutting concepts and science and engineering practices. As part of supporting NGSS-congruent instruction, each unit has extensive scaffolding notes for the learning activities selected for that unit. Designed with both the new and veteran teacher in mind, these scaffolding notes yield information regarding advanced teacher preparation, student prerequisite skills, and potential challenges that might arise during classroom implementation. Feedback from Texas high school teachers implementing the DIG Texas Blueprints in the classroom, in addition to that of university secondary education majors in a preparation course utilizing the blueprints, instigated the most recent revisions to these scaffolding notes. The DIG Texas Blueprints Educator Intern Team charged with these revisions then determined which learning activities became candidates for either inclusion in the refined units, retention as an additional resource, or elimination from the blueprints. This presentation will focus on the development of these scaffolding notes and their role in supporting congruence with the NGSS. A review of the second year of implementation of the blueprints and the feedback that generated the final revisions will be shared

  2. The Earth Information Exchange: A Portal for Earth Science From the ESIP Federation

    Science.gov (United States)

    Wertz, R.; Hutchinson, C.; Hardin, D.

    2006-12-01

    The Federation of Earth Science Information Partners is a unique consortium of more than 90 organizations that collect, interpret and develop applications for remotely sensed Earth Observation Information. Included in the ESIP network are NASA, NOAA and USGS data centers, research universities, government research laboratories, supercomputer facilities, education resource providers, information technology innovators, nonprofit organizations and commercial enterprises. The consortium's work is dedicated to providing the most up-to-date, science-based information to researchers and decision-makers who are working to understand and address the environmental, economic and social challenges facing our planet. By increasing the use and usability of Earth observation data and linking it with decision-making tools, the Federation partners leverage the value of these important data resources for the betterment of society and our planet. To further the dissemination of Earth Science data, the Federation is developing the Earth Information Exchange (EIE). The EIE is a portal that will provide access to the vast information holdings of the members' organizations in one web-based location and will provides a robust marketplace in which the products and services needed to use and understand this information can be readily acquired. Since the Federation membership includes the federal government's Earth observing data centers, we believe that the impact of the EIE on Earth science research and education and environmental policy making will be profound. In the EIE, Earth observation data, products and services, are organized by the societal benefits categories defined by the international working group developing the Global Earth Observation System of Systems (GEOSS). The quality of the information is ensured in each of the Exchange's issue areas by maintaining working groups of issue area researchers and practitioners who serve as stewards for their respective communities. The

  3. Public Access to NASA's Earth Science Data

    Science.gov (United States)

    Behnke, J.; James, N.

    2013-12-01

    Many steps have been taken over the past 20 years to make NASA's Earth Science data more accessible to the public. The data collected by NASA represent a significant public investment in research. NASA holds these data in a public trust to promote comprehensive, long-term Earth science research. Consequently, NASA developed a free, open and non-discriminatory policy consistent with existing international policies to maximize access to data and to keep user costs as low as possible. These policies apply to all data archived, maintained, distributed or produced by NASA data systems. The Earth Observing System Data and Information System (EOSDIS) is a major core capability within NASA Earth Science Data System Program. EOSDIS is designed to ingest, process, archive, and distribute data from approximately 90 instruments. Today over 6800 data products are available to the public through the EOSDIS. Last year, EOSDIS distributed over 636 million science data products to the user community, serving over 1.5 million distinct users. The system supports a variety of science disciplines including polar processes, land cover change, radiation budget, and most especially global climate change. A core philosophy of EOSDIS is that the general user is best served by providing discipline specific support for the data. To this end, EOSDIS has collocated NASA Earth science data with centers of science discipline expertise, called Distributed Active Archive Centers (DAACs). DAACs are responsible for data management, archive and distribution of data products. There are currently twelve DAACs in the EOSDIS system. The centralized entrance point to the NASA Earth Science data collection can be found at http://earthdata.nasa.gov. Over the years, we have developed several methods for determining needs of the user community including use of the American Customer Satisfaction Index survey and a broad metrics program. Annually, we work with an independent organization (CFI Group) to send this

  4. Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

    Science.gov (United States)

    Tucker, Deborah L.

    Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction

  5. Evolving NASA's Earth Science Data Systems

    Science.gov (United States)

    Walter, J.; Behnke, J.; Murphy, K. J.; Lowe, D. R.

    2013-12-01

    NASA's Earth Science Data and Information System Project (ESDIS) is charged with managing, maintaining, and evolving NASA's Earth Observing System Data and Information System (EOSDIS) and is responsible for processing, archiving, and distributing NASA Earth science data. The system supports a multitude of missions and serves diverse science research and other user communities. Keeping up with ever-changing information technology and figuring out how to leverage those changes across such a large system in order to continuously improve and meet the needs of a diverse user community is a significant challenge. Maintaining and evolving the system architecture and infrastructure is a continuous and multi-layered effort. It requires a balance between a "top down" management paradigm that provides a coherent system view and maintaining the managerial, technological, and functional independence of the individual system elements. This presentation will describe some of the key elements of the current system architecture, some of the strategies and processes we employ to meet these challenges, current and future challenges, and some ideas for meeting those challenges.

  6. VISL: A Virtual Ice Sheet Laboratory For Outreach and K-12 Education

    Science.gov (United States)

    Cheng, D. L. C.; Halkides, D. J.; Larour, E. Y.; Moore, J.; Dunn, S.; Perez, G.

    2015-12-01

    We present an update on our developing Virtual Ice Sheet Laboratory (VISL). Geared to K-12 classrooms and the general public, VISL's main goal is to improve climate literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. VISL will allow users to perform guided experiments using the Ice Sheet System Model (ISSM), a state-of-the-art ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine that simulates the near-term evolution of the ice sheets on Greenland and Antarctica. VISL users will access ISSM via a graphical interface that can be launched from a web browser on a computer, tablet or smart phone. Users select climate conditions and run time by moving graphic sliders then watch how a given region evolves in time under those conditions. Lesson plans will include conceptual background, instructions for table top experiments related to the concepts addressed in a given lesson, and a guide for performing model experiments and interpreting their results. Activities with different degrees of complexity will aim for consistency with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12), although they will not be labeled as such to encourage a broad user base. Activities will emphasize the development of physical intuition and critical thinking skills, understanding conceptual and computational models, as well as observation recording, concept articulation, hypothesis formulation and testing, and mathematical analysis. At our present phase of development, we seek input from the greater science education and outreach communities regarding VISL's planned content, as well as additional features and topic areas that educators and students would find useful.

  7. S K Bartarya

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. S K Bartarya. Articles written in Journal of Earth System Science. Volume 125 Issue 3 April 2016 pp 539-558. Post-glacial landform evolution in the middle Satluj River valley, India: Implications towards understanding the climate tectonic interactions · Shubhra Sharma S K ...

  8. At-Risk and Bilingual Fifth-Grade Students' On-Task Behavior and Conceptual Understanding in Earth Science-Related Topics during Inquiry-, Technology-, and Game-Based Activities

    Science.gov (United States)

    McNeal, K.; Vasquez, Y.; Avandano, C.; Moreno, K.; Besinaiz, J.

    2007-12-01

    The Graduate K-12 (GK12) program has been developed by NSF to support the national effort to advance scientific knowledge through educational partnerships. This paper highlights research conducted during the 2006-2007 school year with the Texas A&M University GK12 project. Two elementary schools with very high numbers of at risk students - those who are poor, speak English as their second language, and have a history of failing state-mandated tests were identified to be the field site for the GK12 project. In these two, high-minority (97% and 40% African American and Hispanic) schools, 80% and 56% of the children have been identified by the state as at risk; 94% and 52% are classified as economically disadvantaged; and 46% and 2% are limited English proficient, respectively. In the past year, 30% and 73% of fifth grade students in these schools passed the science portion of the Texas Assessment of Knowledge and Skills (TAKS) test. Data collected during a three- week period where GK12 fellows taught the fifth graders Earth science-related topics is presented. During the implementation, students were engaged in technology-, inquiry-, and game-based activities. Students were divided into low-, medium-, and high-abilities in one school, and regular and bilingual groups in the other. Pre- post open-ended multiple choice tests indicated that all but the low performing students' conceptual understanding (CU) significantly (p significantly improved during the inquiry activity, and the high and bilingual students' CU significantly improved for the game activities. Classroom observation assessments showed that there was a significant (p Significant differences between student groups' CU and on-task behavior indicated that technology-based activities showed greatest differences between the low- ability learners and the other students, whereas, inquiry-based activities tended not to show such extremes. In the case of the bilingual and regular students however, technology

  9. NASA's Earth Science Flight Program Meets the Challenges of Today and Tomorrow

    Science.gov (United States)

    Ianson, Eric E.

    2016-01-01

    NASA's Earth science flight program is a dynamic undertaking that consists of a large fleet of operating satellites, an array of satellite and instrument projects in various stages of development, a robust airborne science program, and a massive data archiving and distribution system. Each element of the flight program is complex and present unique challenges. NASA builds upon its successes and learns from its setbacks to manage this evolving portfolio to meet NASA's Earth science objectives. NASA fleet of 16 operating missions provide a wide range of scientific measurements made from dedicated Earth science satellites and from instruments mounted to the International Space Station. For operational missions, the program must address issues such as an aging satellites operating well beyond their prime mission, constellation flying, and collision avoidance with other spacecraft and orbital debris. Projects in development are divided into two broad categories: systematic missions and pathfinders. The Earth Systematic Missions (ESM) include a broad range of multi-disciplinary Earth-observing research satellite missions aimed at understanding the Earth system and its response to natural and human-induced forces and changes. Understanding these forces will help determine how to predict future changes, and how to mitigate or adapt to these changes. The Earth System Science Pathfinder (ESSP) program provides frequent, regular, competitively selected Earth science research opportunities that accommodate new and emerging scientific priorities and measurement capabilities. This results in a series of relatively low-cost, small-sized investigations and missions. Principal investigators whose scientific objectives support a variety of studies lead these missions, including studies of the atmosphere, oceans, land surface, polar ice regions, or solid Earth. This portfolio of missions and investigations provides opportunity for investment in innovative Earth science that enhances

  10. Earth Sciences Division, collected abstracts-1977. [Research programs

    Energy Technology Data Exchange (ETDEWEB)

    Quitiquit, W.A.; Ledbetter, G.P.; Henry, A.L.

    1978-05-24

    This report is a compilation of abstracts of papers, internal reports, and talks presented during 1977 at national and international meetings by members of the Earth Sciences Division, Lawrence Livermore Laboratory. It is arranged alphabetically by author and includes a cross-reference by subject indicating the areas of research interest of the Earth Sciences Division.

  11. The GLOBE Carbon Project: Integrating the Science of Carbon Cycling and Climate Change into K-12 Classrooms.

    Science.gov (United States)

    Ollinger, S. V.; Silverberg, S.; Albrechtova, J.; Freuder, R.; Gengarelly, L.; Martin, M.; Randolph, G.; Schloss, A.

    2007-12-01

    The global carbon cycle is a key regulator of the Earth's climate and is central to the normal function of ecological systems. Because rising atmospheric CO2 is the principal cause of climate change, understanding how ecosystems cycle and store carbon has become an extremely important issue. In recent years, the growing importance of the carbon cycle has brought it to the forefront of both science and environmental policy. The need for better scientific understanding has led to establishment of numerous research programs, such as the North American Carbon Program (NACP), which seeks to understand controls on carbon cycling under present and future conditions. Parallel efforts are greatly needed to integrate state-of-the-art science on the carbon cycle and its importance to climate with education and outreach efforts that help prepare society to make sound decisions on energy use, carbon management and climate change adaptation. Here, we present a new effort that joins carbon cycle scientists with the International GLOBE Education program to develop carbon cycle activities for K-12 classrooms. The GLOBE Carbon Cycle project is focused on bringing cutting edge research and research techniques in the field of terrestrial ecosystem carbon cycling into the classroom. Students will collect data about their school field site through existing protocols of phenology, land cover and soils as well as new protocols focused on leaf traits, and ecosystem growth and change. They will also participate in classroom activities to understand carbon cycling in terrestrial ecosystems, these will include plant- a-plant experiments, hands-on demonstrations of various concepts, and analysis of collected data. In addition to the traditional GLOBE experience, students will have the opportunity to integrate their data with emerging and expanding technologies including global and local carbon cycle models and remote sensing toolkits. This program design will allow students to explore research

  12. Petroleum Science and Technology Institute with the TeXas Earth and Space Science (TXESS) Revolution

    Science.gov (United States)

    Olson, H. C.; Olson, J. E.; Bryant, S. L.; Lake, L. W.; Bommer, P.; Torres-Verdin, C.; Jablonowski, C.; Willis, M.

    2009-12-01

    The TeXas Earth and Space Science (TXESS) Revolution, a professional development program for 8th- thru 12th-grade Earth Science teachers, presented a one-week Petroleum Science and Technology Institute at The University of Texas at Austin campus. The summer program was a joint effort between the Jackson School of Geosciences and the Department of Petroleum and Geosystems Engineering. The goal of the institute was to focus on the STEM components involved in the petroleum industry and to introduce teachers to the larger energy resources theme. The institute kicked off with a welcoming event and tour of a green, energy-efficient home (LEED Platinum certified) owned by one of the petroleum engineering faculty. Tours of the home included an introduction to rainwater harvesting, solar energy, sustainable building materials and other topics on energy efficiency. Classroom topics included drilling technology (including a simulator lab and an overview of the history of the technology), energy use and petroleum geology, well-logging technology and interpretation, reservoir engineering and volumetrics (including numerous labs combining chemistry and physics), risk assessment and economics, carbon capture and storage (CO2 sequestration technology) and hydraulic fracturing. A mid-week field trip included visiting the Ocean Star offshore platform in Galveston, the Weiss Energy Hall at the Houston Museum of Science and Schlumberger (to view 3-D visualization technology) in Houston. Teachers remarked that they really appreciated the focused nature of the institute and especially found the increased use of mathematics both a tool for professional growth, as well as a challenge for them to use more math in their science classes. STEM integration was an important feature of the summer institute, and teachers found the integration of science (earth sciences, geophysics), technology, engineering (petroleum, chemical and reservoir) and mathematics particularly valuable. Pre

  13. Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

    Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

  14. Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

    Science.gov (United States)

    Pinter, S.; Carlson, S. J.

    2017-12-01

    The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

  15. Unique Non-Keplerian Orbit Vantage Locations for Sun-Earth Connection and Earth Science Vision Roadmaps

    Science.gov (United States)

    Folta, David; Young, Corissa; Ross, Adam

    2001-01-01

    The purpose of this investigation is to determine the feasibility of attaining and maintaining unique non-Keplerian orbit vantage locations in the Earth/Moon environment in order to obtain continuous scientific measurements. The principal difficulty associated with obtaining continuous measurements is the temporal nature of astrodynamics, i.e., classical orbits. This investigation demonstrates advanced trajectory designs to meet demanding science requirements which cannot be met following traditional orbital mechanic logic. Examples of continuous observer missions addressed include Earth pole-sitters and unique vertical libration orbits that address Sun-Earth Connection and Earth Science Vision roadmaps.

  16. 8 April 2013 - Indian Hon'ble Minister for Ministry of Science & Technology and Ministry of Earth Sciences Shri Sudini Jaipal Reddy in the LHC tunnel with K. Foraz, visiting the CMS cavern with Technical Coordinator A. Ball and Former Spokesperson T. Virdee, signing the guest book with Director-General R. Heuer.

    CERN Multimedia

    Samuel Morier-Genoud

    2013-01-01

    8 April 2013 - Indian Hon'ble Minister for Ministry of Science & Technology and Ministry of Earth Sciences Shri Sudini Jaipal Reddy in the LHC tunnel with K. Foraz, visiting the CMS cavern with Technical Coordinator A. Ball and Former Spokesperson T. Virdee, signing the guest book with Director-General R. Heuer.

  17. Small atomic displacements in the molybdenophosphates AMo2P3O12 (A = K, Rb, Tl)

    International Nuclear Information System (INIS)

    Leclaire, A.; Raveau, B.

    1988-01-01

    KMo 2 P 3 O 12 , M r = 515.90, orthorhombic, Pbnm, a = 17.6398(14), b = 9.1761(4), c = 12.3000(8) A, V = 1990.9(4) A 3 , Z=8, D x = 3.44 Mg m -3 , λ(Mo Kα) = 0.71069 A, μ = 3.42 mm -1 , F(000) = 1952. T = 294 K, R = 0.028 for 2123 reflections. RbMo 2 P 3 O 12 , M r = 562.26, orthorhombic, Pbcm, a = 8.8314(8), b = 9.2368(7), c = 12.3051(9) A, V = 1003.8(4) A 3 , Z=4, D x = 3.72 Mg m -3 , λ(Mo Kα) = 0.71069 A, μ = 8.08 mm -1 , F(000) = 1048, T = 294 K, R = 0.044 for 2073 reflections. The Mo 2 P 3 O 12 frameworks of the K, Rb and Tl compounds are almost the same. The main difference is in the position of the alkaline-earth ions in the tunnels, which induces, in the potassium compound, a superstructure along a. The alkaline-earth ions are slightly displaced as their size decreases in order that the A-O distances may agree with the sum of the ionic radii. (orig.)

  18. Encyclopedia of earth system science

    National Research Council Canada - National Science Library

    Nierenberg, William Aaron

    1992-01-01

    .... The very diversity of the articles attests to the complexity of earth system science as a unique interdisciplinary venture to place humanity in a position to move wisely to protect the global habitat...

  19. K-12 Students' Perceptions of Scientists: Finding a Valid Measurement and Exploring Whether Exposure to Scientists Makes an Impact

    Science.gov (United States)

    Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

    2014-01-01

    This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a…

  20. Earth Institute at Columbia University ADVANCE Program: Addressing Needs for Women in Earth and Environmental Sciences

    Science.gov (United States)

    Bell, R. E.; Cane, M.; Mutter, J.; Miller, R.; Pfirman, S.; Laird, J.

    2004-12-01

    The Earth Institute has received a major NSF ADVANCE grant targeted at increasing the participation and advancement of women scientists and engineers in the Academy through institutional transformation. The Earth Institute at Columbia University includes 9 research institutes including Lamont-Doherty Earth Observatory, Center for Environmental Research and Conservation (CERC), Center for International Earth Science Information Network (CIESIN), International Research Institute (IRI) for Climate Prediction, Earth Engineering Center, NASA-Goddard Institute for Space Studies, Center for Risks and Hazards, Center for Globalization and Sustainable Development, and Center for Global Health and Economic Development and six academic departments including Ecology, Evolution and Environmental Biology (E3B, School of Arts and Sciences), Earth and Environmental Engineering (DEEE, School of Engineering and Applied Sciences), Department of Environmental Health (School of Public Health), Department of Earth and Environmental Sciences (DEES, School of Arts and Sciences), Department of International and Public Affairs (School of International and Policy Affairs), and Barnard College Department of Environmental Science. The Earth Institute at Columbia University's ADVANCE program is based both on a study of the status of women at Columbia and research on the progression of women in science elsewhere. The five major targets of the Columbia ADVANCE program are to (1) change the demographics of the faculty through intelligent hiring practices, (2) provide support to women scientists through difficult life transitions including elder care and adoption or birth of a child, (3) enhance mentoring and networking opportunities, (4) implement transparent promotion procedures and policies, and (5) conduct an institutional self study. The Earth Institute ADVANCE program is unique in that it addresses issues that tend to manifest themselves in the earth and environmental fields, such as extended

  1. Technology thrusts for future Earth science applications

    Science.gov (United States)

    Habib, Shahid

    2001-02-01

    This paper presents NASA's recent direction to invest in the critical science instrument and platform technologies in order to realize more reliable, frequent and versatile missions for future Earth Science measurements. Historically, NASA's Earth Science Enterprise has developed and flown science missions that have been large in size, mass and volume. These missions have taken much longer to implement due to technology development time, and have carried a large suite of instruments on a large spacecraft. NASA is now facing an era where the budget for the future years is more or less flat and the possibility for any major new start does not vividly appear on the horizon. Unfortunately, the scientific measurement needs for remote sensing have not shrunk to commensurate with the budget constraints. In fact, the challenges and scientific appetite in search of answers to a score of outstanding questions have been gradually expanding. With these factors in mind, for the last three years NASA has been changing its focus to concentrate on how to take advantage of smaller missions by relying on industry, and minimizing the overall mission life cycle by developing technologies that are independent of the mission implementation cycle. The major redirection of early investment in the critical technologies should eventually have its rewards and significantly reduce the mission development period. Needless to say, in the long run this approach should save money, minimize risk, promote or encourage partnering, allow for a rapid response to measurement needs, and enable frequent missions making a wider variety of earth science measurements. This paper gives an overview of some of the identified crucial technologies and their intended applications for meeting the future Earth Science challenges.

  2. Technology Thrust for Future Earth Science Applications

    Science.gov (United States)

    Habib, Shahid

    2000-01-01

    This paper presents NASA's recent direction to invest in the critical science instrument and platform technologies in order to realize more reliable, frequent and versatile missions for future Earth Science measurements. Traditionally, NASA's Earth Science Enterprise has developed and flown science missions that have been large in size, weight and volume. These missions have taken much longer implementation due to technology development time and have carried a large suite of instruments on a large-size spacecraft. NASA is also facing an era where the budget for the future years is more or less flat and the possibility for any major new start does not vividly appear on the horizon. Unfortunately, the scientific goals have not shrunk to commensurate with the budget constraints. In fact, the challenges and scientific appetite in search of answers to a score of outstanding questions have been gradually expanding. With these factors in mind, for the last three years NASA has been changing its focus to concentrate on how to take advantage of smaller missions by relying on industry, and minimizing the overall life cycle by infusing technologies that are being developed independently of any planned mission's implementation cycle. The major redirection of early investment in the critical technologies should have its rewards and significantly reduce the mission development period. Needless to say, in the long run this approach should save money, minimize risk, promote or encourage partnering, and allow for more frequent missions or earth science measurements to occur. This paper gives an overview of some of the identified crucial technologies and their intended applications for meeting the future Earth Science challenges.

  3. The Power of Cooperation in International Paleoclimate Science: Examples from the PAGES 2k Network and the Ocean2k Working Group

    Science.gov (United States)

    Addison, J. A.

    2015-12-01

    The Past Global Changes (PAGES) project of IGBP and Future Earth supports research to understand the Earth's past environment to improve future climate predictions and inform strategies for sustainability. Within this framework, the PAGES 2k Network was established to provide a focus on the past 2000 years, a period that encompasses Medieval Climate Anomaly warming, Little Ice Age cooling, and recent anthropogenically-forced climate change. The results of these studies are used for testing earth system models, and for understanding decadal- to centennial-scale variability, which is needed for long-term planning. International coordination and cooperation among the nine regional Working Groups that make up the 2k Network has been critical to the success of PAGES 2k. The collaborative approach is moving toward scientific achievements across the regional groups, including: (i) the development of a community-driven open-access proxy climate database; (ii) integration of multi-resolution proxy records; (iii) development of multivariate climate reconstructions; and (iv) a leap forward in the spatial resolution of paleoclimate reconstructions. The last addition to the 2k Network, the Ocean2k Working Group has further innovated the collaborative approach by: (1) creating an open, receptive environment to discuss ideas exclusively in the virtual space; (2) employing an array of real-time collaborative software tools to enable communication, group document writing, and data analysis; (3) consolidating executive leadership teams to oversee project development and manage grassroots-style volunteer pools; and (4) embracing the value-added role that international and interdisciplinary science can play in advancing paleoclimate hypotheses critical to understanding future change. Ongoing efforts for the PAGES 2k Network are focused on developing new standards for data quality control and archiving. These tasks will provide the foundation for new and continuing "trans-regional" 2k

  4. An experience of science theatre: Earth Science for children

    Science.gov (United States)

    Musacchio, Gemma; Lanza, Tiziana; D'Addezio, Giuliana

    2015-04-01

    The present paper describes an experience of science theatre addressed to children of primary and secondary school, with the main purpose of explaining the Earth interior while raising awareness about natural hazard. We conducted the experience with the help of a theatrical company specialized in shows for children. Several performances have been reiterated in different context, giving us the opportunity of conducting a preliminary survey with public of different ages, even if the show was conceived for children. Results suggest that science theatre while relying on creativity and emotional learning in transmitting knowledge about the Earth and its hazard has the potential to induce in children a positive attitude towards the risks

  5. ArXives of Earth science

    Science.gov (United States)

    2018-03-01

    Preprint servers afford a platform for sharing research before peer review. We are pleased that two dedicated preprint servers have opened for the Earth sciences and welcome submissions that have been posted there first.

  6. Learning More About Our Earth: An Exploration of NASA's Contributions to Earth Science Through Remote Sensing Technologies

    Science.gov (United States)

    Lindsay, Francis

    2017-01-01

    NASA is commonly known for its pioneering work in space exploration and the technological advancements that made access to space possible. NASA is now increasingly known for the agency's research and technologies that support the Earth sciences. This is a presentation focusing on NASA's Earth science efforts told mostly through the technological innovations NASA uses to achieve a greater understanding of the Earth, making it possible to explore the Earth as a system. Enabling this science is NASA's fleet of over two dozen Earth science spacecraft, supported by aircraft, ships and ground observations. NASA's Earth Observing System (EOS) is a coordinated series of polar-orbiting and low inclination satellites for long-term global observations of the land surface, biosphere, solid Earth, atmosphere, and oceans. With the launching of the three flagship satellite missions, Terra, Aqua and Aura, beginning in 1999, NASA's initial Mission to Planet Earth made it possible to measure aspects of the environment that touch the lives of every person around the world. NASA harnessing the unique space-based platform means, fortunately, no planet is better studied than the one we actually live on.

  7. How Climate Science got to be in the Next Generation Science Standards (Invited)

    Science.gov (United States)

    Wysession, M. E.

    2013-12-01

    Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science

  8. K-12 STEM Educators and the Inclusive Classroom

    OpenAIRE

    Li, Songze

    2016-01-01

    The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...

  9. Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-01-01

    The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

  10. Exploiting Untapped Information Resources in Earth Science

    Science.gov (United States)

    Ramachandran, R.; Fox, P. A.; Kempler, S.; Maskey, M.

    2015-12-01

    One of the continuing challenges in any Earth science investigation is the amount of time and effort required for data preparation before analysis can begin. Current Earth science data and information systems have their own shortcomings. For example, the current data search systems are designed with the assumption that researchers find data primarily by metadata searches on instrument or geophysical keywords, assuming that users have sufficient knowledge of the domain vocabulary to be able to effectively utilize the search catalogs. These systems lack support for new or interdisciplinary researchers who may be unfamiliar with the domain vocabulary or the breadth of relevant data available. There is clearly a need to innovate and evolve current data and information systems in order to improve data discovery and exploration capabilities to substantially reduce the data preparation time and effort. We assert that Earth science metadata assets are dark resources, information resources that organizations collect, process, and store for regular business or operational activities but fail to utilize for other purposes. The challenge for any organization is to recognize, identify and effectively utilize the dark data stores in their institutional repositories to better serve their stakeholders. NASA Earth science metadata catalogs contain dark resources consisting of structured information, free form descriptions of data and pre-generated images. With the addition of emerging semantic technologies, such catalogs can be fully utilized beyond their original design intent of supporting current search functionality. In this presentation, we will describe our approach of exploiting these information resources to provide novel data discovery and exploration pathways to science and education communities

  11. In Brief: European Earth science network for postdocs

    Science.gov (United States)

    Showstack, Randy

    2008-12-01

    The European Space Agency (ESA) has launched a new initiative called the Changing Earth Science Network, to support young scientists undertaking leading-edge research activities aimed at advancing the understanding of the Earth system. The initiative will enable up to 10 young postdoctoral researchers from the agency's member states to address major scientific challenges by using Earth observation (EO) satellite data from ESA and its third-party missions. The initiative aims to foster the development of a network of young scientists in Europe with a good knowledge of the agency and its EO programs. Selected candidates will have the option to carry out part of their research in an ESA center as a visiting scientist. The deadline to submit proposals is 16 January 2009. Selections will be announced in early 2009. The Changing Earth Science Network was developed as one of the main programmatic components of ESA's Support to Science Element, launched in 2008. For more information, visit http://www.esa.int/stse.

  12. Assessing Earth and Environmental Science Enrollment Trends in Texas Public High Schools

    Science.gov (United States)

    Sanders, Joan G.

    2012-01-01

    Scope and Method of Study: This study assesses the status of Earth and environmental sciences education in Texas Public High Schools by analyzing enrollment proportions of 11th and 12th grade students in 607 Independent School Districts (ISD) for the 2010-2011 academic school year using a quantitative, non-experimental alpha research design. This…

  13. Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

    Science.gov (United States)

    Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

    2009-12-01

    Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Enrichment characteristics of radioelements in various types of rock from Sambalpur district, Orissa, ... Radiometric analysis; uranium; ternary diagram; rock type; quartzofeldspathic breccia; granite. ... Journal of Earth System Science | News.

  15. International earth science information network for global change decision making

    Energy Technology Data Exchange (ETDEWEB)

    Autrey-Hunley, C.; Kuhn, W.R.; Kasischke, E.; Trichel, M.T.; Coppola, R.

    1991-01-01

    Effective environmental decision making depends upon the ability to predict physical changes in the environment, societal responses to these changes, and how both the physical changes and societal responses will be affected by changes in government regulations, public perceptions and the environment. Technological advances in remote sensing have provided a wealth of earth science data necessary to study global change problems; the Earth Observatory System will provide an unprecedented data source in the late 1990's. The Consortium for an International Earth Science Information Network (CIESIN) will combine earth science data (both satellite and ground-based) with data on the social sciences (e.g., economics, demographics, public health) to support informed policy decisions and to transfer knowledge on global change and its causes to the public.

  16. A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-10-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

  17. What Is (Or Should Be) Scientific Evidence Use in K-12 Classrooms?

    Science.gov (United States)

    McNeill, Katherine L.; Berland, Leema

    2017-01-01

    Research and reform efforts frequently identify evidence as an essential component of science classroom instruction to actively engage students in science practices. Despite this agreement on the primacy of evidence, there is a lack of consensus around what counts as "evidence" in k-12 classrooms (e.g., ages 5-18): scholarship and…

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 119; Issue 5 ... Miocene; western India; sesquiterpenoids; geochemistry; geology; biogeosciences. ... These sesquiterpenoids which are commonly detected in many SE Asian crude ...

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 2 ... (SVM); geographical information systems (GIS); remote sensing; Golestan province; Iran. ... Department of Watershed Management Engineering, College of Natural ...

  20. Discover Earth: an earth system science program for libraries and their communities

    Science.gov (United States)

    Dusenbery, P.

    2011-12-01

    The view from space has deepened our understanding of Earth as a global, dynamic system. Instruments on satellites and spacecraft, coupled with advances in ground-based research, have provided us with astonishing new perspectives of our planet. Now more than ever, enhancing the public's understanding of Earth's physical and biological systems is vital to helping citizens make informed policy decisions especially when they are faced with the consequences of global climate change. While the focus for education reform is on school improvement, there is considerable research that supports the role that out-of-school experiences can play in student achievement. Libraries provide an untapped resource for engaging underserved youth and their families in fostering an appreciation and deeper understanding of science and technology topics. The Space Science Institute's National Center for Interactive Learning (NCIL) in partnership with the American Library Association (ALA), the Lunar and Planetary Institute (LPI), and the National Girls Collaborative Project (NGCP) have received funding from NSF to develop a national project called the STAR Library Education Network: a hands-on learning program for libraries and their communities (or STAR-Net for short). STAR stands for Science-Technology, Activities and Resources. STAR-Net includes two exhibitions: Discover Earth and Discover Tech. The Discover Earth exhibition will focus on local earth science topics-such as weather, water cycle, and ecosystem changes-as well as a global view of our changing planet. The main take-away message (or Big Idea) for this exhibition is that the global environment changes - and is changed by - the host community's local environment. The project team is testing whether this approach will be a good strategy for engaging the public, especially in rural America. This presentation will provide an overview of the Discover Earth project and how it is integrating climate change ideas into the exhibit

  1. SCIDIP-ES - A science data e-infrastructure for preservation of earth science data

    Science.gov (United States)

    Riddick, Andrew; Glaves, Helen; Marelli, Fulvio; Albani, Mirko; Tona, Calogera; Marketakis, Yannis; Tzitzikas, Yannis; Guarino, Raffaele; Giaretta, David; Di Giammatteo, Ugo

    2013-04-01

    The capability for long term preservation of earth science data is a key requirement to support on-going research and collaboration within and between many earth science disciplines. A number of critically important current research directions (e.g. understanding climate change, and ensuring sustainability of natural resources) rely on the preservation of data often collected over several decades in a form in which it can be accessed and used easily. In many branches of the earth sciences the capture of key observational data may be difficult or impossible to repeat. For example, a specific geological exposure or subsurface borehole may be only temporarily available, and deriving earth observation data from a particular satellite mission is clearly often a unique opportunity. At the same time such unrepeatable observations may be a critical input to environmental, economic and political decision making. Another key driver for strategic long term data preservation is that key research challenges (such as those described above) frequently require cross disciplinary research utilising raw and interpreted data from a number of earth science disciplines. Effective data preservation strategies can support this requirement for interoperability, and thereby stimulate scientific innovation. The SCIDIP-ES project (EC FP7 grant agreement no. 283401) seeks to address these and other data preservation challenges by developing a Europe wide e-infrastructure for long term data preservation comprising appropriate software tools and infrastructure services to enable and promote long term preservation of earth science data. Because we define preservation in terms of continued usability of the digitally encoded information, the generic infrastructure services will allow a wide variety of data to be made usable by researchers from many different domains. This approach will enable the cost for long-term usability across disciplines to be shared supporting the creation of strong

  2. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 126; Issue 8 ... Isotope fingerprinting of precipitation associated with western disturbances and .... of desert margin in western India using improved luminescence dating protocols.

  3. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 125; Issue 5 ... affects the shallow groundwaterproductivity in terms of quantity and quality. ... a sustainable groundwater management strategy toreduce long-terms drought risks.

  4. From Sky to Earth: Data Science Methodology Transfer

    Science.gov (United States)

    Mahabal, Ashish A.; Crichton, Daniel; Djorgovski, S. G.; Law, Emily; Hughes, John S.

    2017-06-01

    We describe here the parallels in astronomy and earth science datasets, their analyses, and the opportunities for methodology transfer from astroinformatics to geoinformatics. Using example of hydrology, we emphasize how meta-data and ontologies are crucial in such an undertaking. Using the infrastructure being designed for EarthCube - the Virtual Observatory for the earth sciences - we discuss essential steps for better transfer of tools and techniques in the future e.g. domain adaptation. Finally we point out that it is never a one-way process and there is enough for astroinformatics to learn from geoinformatics as well.

  5. Cool Science Explains a Warming World: Using Ice Core Science to Bridge the Gap Between Researchers and the K-12 Classroom

    Science.gov (United States)

    Huffman, L. T.

    2017-12-01

    Changing ice has urgent implications for people around the world. The Ice Drilling Program Office (IDPO) provides scientific leadership and oversight of ice coring and drilling activities funded by the US National Science Foundation and also has goals to enhance education and communication of current research information. In a time when misinformation is rampant and climate change science is suspect, it is essential that students receive accurate scientific information and engage in learning activities that model complex ideas through engaging and age appropriate ways, while also learning to validate and recognize reliable sources. The IDPO Education and Outreach (EO) office works to create resources, activities and professional development that bridge the gap between ice core science research and educators and their students. Ice core science is on the cutting edge of new discoveries about climate change and understanding better the past to predict the future. Hands-on inquiry activities based on ice core data allow teachers to lead their students to new discoveries about climate secrets hidden deep in the ice. Capitalizing on the inherent interest in the extremes of the Polar Regions, IDPO materials engage students in activities aligned with NGSS standards. Ice drilling technologies make an ideal platform for intertwining engineering concepts and practices with science research to meet the SEP (Science and Engineering Practices) in the NGSS. This session will highlight how the IDPO EO office has built a community of ice core scientists willing to take part in education and outreach projects and events and share some of the resources available to K-12 educators. We will highlight some of the successes and lessons learned as we continually evolve our work toward more effective science education and communication highlighting ice core and climate change science.

  6. A System of Three Super Earths Transiting the Late K-Dwarf GJ 9827 at 30 pc

    Science.gov (United States)

    Rodriguez, Joseph E.; Vanderburg, Andrew; Eastman, Jason D.; Mann, Andrew W.; Crossfield, Ian J. M.; Ciardi, David R.; Latham, David W.; Quinn, Samuel N.

    2018-02-01

    We report the discovery of three small transiting planets orbiting GJ 9827, a bright (K = 7.2) nearby late K-type dwarf star. GJ 9827 hosts a 1.62 ± 0.11 {R}\\oplus super Earth on a 1.2 day period, a {1.269}-0.089+0.087 {R}\\oplus super Earth on a 3.6 day period, and a 2.07 ± 0.14 {R}\\oplus super Earth on a 6.2 day period. The radii of the planets transiting GJ 9827 span the transition between predominantly rocky and gaseous planets, and GJ 9827 b and c fall in or close to the known gap in the radius distribution of small planets between these populations. At a distance of 30 pc, GJ 9827 is the closest exoplanet host discovered by K2 to date, making these planets well-suited for atmospheric studies with the upcoming James Webb Space Telescope. The GJ 9827 system provides a valuable opportunity to characterize interior structure and atmospheric properties of coeval planets spanning the rocky to gaseous transition.

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 121; Issue 3 ... The failure of atmospheric general circulation models (AGCMs) forced by ... Centre for Mathematical Modelling and Computer Simulation, Bangalore 560 037, India.

  8. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 124; Issue 7 ... mining; sediment dynamic; suspended sediment; watershed management. ... from a hillslope or channel, mirrors the watershed health, which needs to be quantified.

  9. Earth System Science Education Modules

    Science.gov (United States)

    Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

    2009-12-01

    The College of Charleston is developing several new geoscience-based education modules for integration into the Earth System Science Education Alliance (ESSEA). These three new modules provide opportunities for science and pre-service education students to participate in inquiry-based, data-driven experiences. The three new modules will be discussed in this session. Coastal Crisis is a module that analyzes rapidly changing coastlines and uses technology - remotely sensed data and geographic information systems (GIS) to delineate, understand and monitor changes in coastal environments. The beaches near Charleston, SC are undergoing erosion and therefore are used as examples of rapidly changing coastlines. Students will use real data from NASA, NOAA and other federal agencies in the classroom to study coastal change. Through this case study, learners will acquire remotely sensed images and GIS data sets from online sources, utilize those data sets within Google Earth or other visualization programs, and understand what the data is telling them. Analyzing the data will allow learners to contemplate and make predictions on the impact associated with changing environmental conditions, within the context of a coastal setting. To Drill or Not To Drill is a multidisciplinary problem based module to increase students’ knowledge of problems associated with nonrenewable resource extraction. The controversial topic of drilling in the Arctic National Wildlife Refuge (ANWR) examines whether the economic benefit of the oil extracted from ANWR is worth the social cost of the environmental damage that such extraction may inflict. By attempting to answer this question, learners must balance the interests of preservation with the economic need for oil. The learners are exposed to the difficulties associated with a real world problem that requires trade-off between environmental trust and economic well-being. The Citizen Science module challenges students to translate scientific

  10. EarthServer: Cross-Disciplinary Earth Science Through Data Cube Analytics

    Science.gov (United States)

    Baumann, P.; Rossi, A. P.

    2016-12-01

    The unprecedented increase of imagery, in-situ measurements, and simulation data produced by Earth (and Planetary) Science observations missions bears a rich, yet not leveraged potential for getting insights from integrating such diverse datasets and transform scientific questions into actual queries to data, formulated in a standardized way.The intercontinental EarthServer [1] initiative is demonstrating new directions for flexible, scalable Earth Science services based on innovative NoSQL technology. Researchers from Europe, the US and Australia have teamed up to rigorously implement the concept of the datacube. Such a datacube may have spatial and temporal dimensions (such as a satellite image time series) and may unite an unlimited number of scenes. Independently from whatever efficient data structuring a server network may perform internally, users (scientist, planners, decision makers) will always see just a few datacubes they can slice and dice.EarthServer has established client [2] and server technology for such spatio-temporal datacubes. The underlying scalable array engine, rasdaman [3,4], enables direct interaction, including 3-D visualization, common EO data processing, and general analytics. Services exclusively rely on the open OGC "Big Geo Data" standards suite, the Web Coverage Service (WCS). Conversely, EarthServer has shaped and advanced WCS based on the experience gained. The first phase of EarthServer has advanced scalable array database technology into 150+ TB services. Currently, Petabyte datacubes are being built for ad-hoc and cross-disciplinary querying, e.g. using climate, Earth observation and ocean data.We will present the EarthServer approach, its impact on OGC / ISO / INSPIRE standardization, and its platform technology, rasdaman.References: [1] Baumann, et al. (2015) DOI: 10.1080/17538947.2014.1003106 [2] Hogan, P., (2011) NASA World Wind, Proceedings of the 2nd International Conference on Computing for Geospatial Research

  11. Businesses assisting K--12 science instruction: Four case studies of long-term school partnerships

    Science.gov (United States)

    van Trieste, Lynne M.

    Businesses lack enough qualified applicants to fill the increasing need for scientists and engineers while educators lack many resources for science programs in K-12 schools. This series of case studies searched for successful collaborations between the two in four geographic locations: Boise, Idaho; Dallas, Texas; Los Angeles County, California, and Orange County, California. These science education partnerships were investigated to gain an understanding of long-term partnership structure, functioning and evaluation methods. Forty-nine individual interviews with representatives from the groups of stakeholders these programs impact were also conducted. Stakeholder groups included students, teachers, parents, school administrators, business liaisons, and non-profit representatives. Several recurring themes in these partnerships reinforced the existing literature research findings. Collaboration and communication between partners, teacher professional development, the need for more minority and female representation in physical science careers, and self-efficacy in relation to how people come to view their scientific abilities, are among these themes. Topics such as program replication, the importance of role models, programs using "hands-on" activities, reward systems for program participants, and program outcome measurement also emerged from the cases investigated. Third-party assistance by a non-profit entity is occurring within all of these partnerships. This assistance ranges from a service providing material resources such as equipment, lesson plans and meeting space, to managing the partnership fundraising, program development and evaluations. Discussions based upon the findings that support or threaten sustainment of these four partnerships, what a "perfect" partnership might look like, and areas in need of further investigation conclude this study.

  12. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 124; Issue 5 ... was conducted through seasonal water quality monitoring in the year 2011. ... National Centre for Sustainable Coastal Management, MOEF, Chennai 600 025, India.

  13. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 127; Issue 2 ... GMPEs; PGA; uniform hazard spectra; spectrum-compatible natural accelerograms. ... from National Disaster Management Authority (NDMA 2010), in terms of PGA and ...

  14. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 123; Issue 8 ... (SF) receivers has the advantages of stand-alone, absolute positioning and cost efficiency. ... College of Informatics, South China Agricultural University, Guangzhou, ...

  15. 6. Seminar of the IIE-ININ-IMP on technological specialties. Topic 13: earth sciences

    International Nuclear Information System (INIS)

    1992-01-01

    The document includes 12 papers presented at the 6. Seminar of the IIE-ININ-IMP (Mexico) on technological specialties in the field of earth sciences. (Topic 13). Four items were in INIS subject scope and a separate abstract was prepared for each of them

  16. Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

    Science.gov (United States)

    Ford, D. J.

    2013-12-01

    With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 117; Issue 6 ... oxidation of methane in coastal sediment from Guishan Island (Pearl River Estuary), South China Sea ... National Institute of Health, Bethesda, Maryland 20892, USA.

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Monitoring of fire incidences in vegetation types and Protected Areas of India: Implications on carbon emissions ... Forest fire; forest type; Protected Area; conservation; remote sensing; AWiFS; India. ... Journal of Earth System Science | News.

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 114; Issue 5 ... a Geographical Information System (GIS)based hydrogeomorphic approach in the ... The integrated study helps design a suitable groundwater management plan for a ...

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 121; Issue 5 ... owing to rugged terrain at high altitude, high frequency of intense rainfall and rapidly ... School of Civil Engineering, SASTRA University, Thanjavur, Tamilnadu, India.

  1. The 6th International Earth Science Olympiad: A Student Perspective

    Science.gov (United States)

    Barlett, Luke; Cathro, Darcy; Mellow, Maddi; Tate, Clara

    2014-01-01

    In October 2012, two students from the Australian Science and Mathematics School and two from Yankalilla Area School were selected to travel to Olavarria, Argentina in order to compete in the 6th International Earth Science Olympiad (IESO). It was an opportunity for individuals with a passion for Earth science to come together from 17 countries to…

  2. Design of Scalable and Effective Earth Science Collaboration Tool

    Science.gov (United States)

    Maskey, M.; Ramachandran, R.; Kuo, K. S.; Lynnes, C.; Niamsuwan, N.; Chidambaram, C.

    2014-12-01

    Collaborative research is growing rapidly. Many tools including IDEs are now beginning to incorporate new collaborative features. Software engineering research has shown the effectiveness of collaborative programming and analysis. In particular, drastic reduction in software development time resulting in reduced cost has been highlighted. Recently, we have witnessed the rise of applications that allow users to share their content. Most of these applications scale such collaboration using cloud technologies. Earth science research needs to adopt collaboration technologies to reduce redundancy, cut cost, expand knowledgebase, and scale research experiments. To address these needs, we developed the Earth science collaboration workbench (CWB). CWB provides researchers with various collaboration features by augmenting their existing analysis tools to minimize learning curve. During the development of the CWB, we understood that Earth science collaboration tasks are varied and we concluded that it is not possible to design a tool that serves all collaboration purposes. We adopted a mix of synchronous and asynchronous sharing methods that can be used to perform collaboration across time and location dimensions. We have used cloud technology for scaling the collaboration. Cloud has been highly utilized and valuable tool for Earth science researchers. Among other usages, cloud is used for sharing research results, Earth science data, and virtual machine images; allowing CWB to create and maintain research environments and networks to enhance collaboration between researchers. Furthermore, collaborative versioning tool, Git, is integrated into CWB for versioning of science artifacts. In this paper, we present our experience in designing and implementing the CWB. We will also discuss the integration of collaborative code development use cases for data search and discovery using NASA DAAC and simulation of satellite observations using NASA Earth Observing System Simulation

  3. Leveraging Current Initiatives to Bring Earth and Space Science into Elementary and Early Childhood Classrooms: NGSS in the Context of the Classroom Technology Push

    Science.gov (United States)

    Pacheco-Guffrey, H. A.

    2016-12-01

    Classroom teachers face many challenges today such as new standards, the moving targets of high stakes tests and teacher evaluations, inconsistent/insufficient access to resources and evolving education policies. Science education in the K-5 context is even more complex. NGSS can be intimidating, especially to K-5 educators with little science background. High stakes science tests are slow to catch up with newly drafted state level science standards, leaving teachers unsure about what to change and when to implement updated standards. Amid all this change, many schools are also piloting new technology programs. Though exciting, tech initiatives can also be overwhelming to teachers who are already overburdened. A practical way to support teachers in science while remaining mindful of these stressors is to design and share resources that leverage other K-5 school initiatives. This is often done by integrating writing or math into science learning to meet Common Core requirements. This presentation will suggest a method for bringing Earth and space science learning into elementary / early childhood classrooms by utilizing the current push for tablet technology. The goal is to make science integration reasonable by linking it to technology programs that are in their early stages. The roles and uses of K-5 Earth and space science apps will be examined in this presentation. These apps will be linked to NGSS standards as well as to the science and engineering practices. To complement the app resources, two support frameworks will also be shared. They are designed to help educators consider new technologies in the context of their own classrooms and lessons. The SAMR Model (Puentadura, 2012) is a conceptual framework that helps teachers think critically about the means and purposes of integrating technology into existing lessons. A practical framework created by the author will also be shared. It is designed to help teachers identify and address the important logistical

  4. Introduction. Progress in Earth science and climate studies.

    Science.gov (United States)

    Thompson, J Michael T

    2008-12-28

    In this introductory paper, I review the 'visions of the future' articles prepared by top young scientists for the second of the two Christmas 2008 Triennial Issues of Phil. Trans. R. Soc.A, devoted respectively to astronomy and Earth science. Topics covered in the Earth science issue include: trace gases in the atmosphere; dynamics of the Antarctic circumpolar current; a study of the boundary between the Earth's rocky mantle and its iron core; and two studies of volcanoes and their plumes. A final section devoted to ecology and climate covers: the mathematical modelling of plant-soil interactions; the effects of the boreal forests on the Earth's climate; the role of the past palaeoclimate in testing and calibrating today's numerical climate models; and the evaluation of these models including the quantification of their uncertainties.

  5. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 120; Issue 4 ... DEM; cell size; sink; fractal dimension; entropy; semivariogram. ... These methods were applied to determine the level artifacts (interpolation error) in DEM surface as ...

  6. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    . Articles written in Journal of Earth System Science. Volume 126 Issue 8 December 2017 pp 109. GIS-based bivariate statistical techniques for groundwater potential analysis (an example of Iran) · Ali Haghizadeh Davoud Davoudi ...

  7. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 120; Issue 4 ... a human adjustment scenario, which assumes future improvements in water conservation ... Similarly, a severe drought would lead to a total streamflow loss of < 80%.

  8. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  9. Improving Climate Literacy Using The Ice Sheet System Model (ISSM): A Prototype Virtual Ice Sheet Laboratory For Use In K-12 Classrooms

    Science.gov (United States)

    Halkides, D. J.; Larour, E. Y.; Perez, G.; Petrie, K.; Nguyen, L.

    2013-12-01

    Statistics indicate that most Americans learn what they will know about science within the confines of our public K-12 education system and the media. Next Generation Science Standards (NGSS) aim to remedy science illiteracy and provide guidelines to exceed the Common Core State Standards that most U.S. state governments have adopted, by integrating disciplinary cores with crosscutting ideas and real life practices. In this vein, we present a prototype ';Virtual Ice Sheet Laboratory' (I-Lab), geared to K-12 students, educators and interested members of the general public. I-Lab will allow users to perform experiments using a state-of-the-art dynamical ice sheet model and provide detailed downloadable lesson plans, which incorporate this model and are consistent with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12). The ultimate goal of this website is to improve public climate science literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. The model used will be the Ice Sheet System Model (ISSM), an ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine, that simulates the near-term evolution of polar ice sheets (Greenland and Antarctica) and includes high spatial resolution capabilities and data assimilation to produce realistic simulations of ice sheet dynamics at the continental scale. Open sourced since 2011, ISSM is used in cutting edge cryosphere research around the globe. Thru I-Lab, students will be able to access ISSM using a simple, online graphical interface that can be launched from a web browser on a computer, tablet or smart phone. The interface will allow users to select different climate conditions and watch how the polar ice sheets evolve in time under those conditions. Lesson contents will include links to background material and activities that teach observation recording, concept articulation, hypothesis formulation and testing, and

  10. Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

    Science.gov (United States)

    Black, Alice A. (Jill)

    Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

  11. Multiple Modes of Inquiry in Earth Science

    Science.gov (United States)

    Kastens, Kim A.; Rivet, Ann

    2008-01-01

    To help teachers enrich their students' understanding of inquiry in Earth science, this article describes six modes of inquiry used by practicing geoscientists (Earth scientists). Each mode of inquiry is illustrated by using examples of seminal or pioneering research and provides pointers to investigations that enable students to experience these…

  12. Earth Science Data Education through Cooking Up Recipes

    Science.gov (United States)

    Weigel, A. M.; Maskey, M.; Smith, T.; Conover, H.

    2016-12-01

    One of the major challenges in Earth science research and applications is understanding and applying the proper methods, tools, and software for using scientific data. These techniques are often difficult and time consuming to identify, requiring novel users to conduct extensive research, take classes, and reach out for assistance, thus hindering scientific discovery and real-world applications. To address these challenges, the Global Hydrology Resource Center (GHRC) DAAC has developed a series of data recipes that novel users such as students, decision makers, and general Earth scientists can leverage to learn how to use Earth science datasets. Once the data recipe content had been finalized, GHRC computer and Earth scientists collaborated with a web and graphic designer to ensure the content is both attractively presented to data users, and clearly communicated to promote the education and use of Earth science data. The completed data recipes include, but are not limited to, tutorials, iPython Notebooks, resources, and tools necessary for addressing key difficulties in data use across a broad user base. These recipes enable non-traditional users to learn how to use data, but also curates and communicates common methods and approaches that may be difficult and time consuming for these users to identify.

  13. Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

    Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

  14. Sun-Earth Day: Growth and Impact of NASA E/PO Program

    Science.gov (United States)

    Hawkins, I.; Thieman, J.

    2004-12-01

    Over the past six years, the NASA Sun-Earth Connection Education Forum has sponsored and coordinated education public outreach events to highlight NASA Sun-Earth Connection research and discoveries. Our strategy involves using celestial phenomena, such as total solar eclipses and the Transit of Venus to celebrate Sun-Earth Day, a popular Education and Public Outreach international program. Sun-Earth Day also focuses attention on Equinoxes and Solstices to engage K-12 schools and the general public in space science activities, demonstrations, and interactions with space scientists. In collaboration with partners that include the Exploratorium, Maryland Science Center, NASA Connect, Sun-Earth Connection missions, Ideum, and others, we produce webcasts, other multi-media, and print resources for use by school and informal educators nation-wide. We provide training and professional development to K-12 educators, museum personnel, amateur astronomers, Girl Scout leaders, etc., so they can implement their own outreach programs taking advantage of our resources. A coordinated approach promotes multiple programs occurring each year under a common theme. We will report lessons learned from several years of experience, and strategies for growth and sustainability. We will also share our plans for "Ancient Observatories - Timeless Knowledge" our theme for Sun-Earth Day 2005, which will feature solar alignments at ancient sites that mark the equinoxes and/or solstices. The video and webcast programming will feature several sites including: Chaco Canyon (New Mexico), Hovenweep (Utah), and Chichen Itza (Mexico). Many of these sites present unique opportunities to develop authentic cultural connections to Native Americans, highlighting the importance of the Sun across the ages.

  15. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 120; Issue 1 ... formed by various processes, in the present area the association of these structures, ... scale) are thought to have been responsible for the soft-sediment deformations.

  16. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 118; Issue 3 ... demand and also to formulate future development and management strategies. ... gives an early signal of deterioration in groundwater quality in the peripheral parts of ...

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 126; Issue 3 ... Withregard to the lack of quality information and data in watersheds, it is of high ... Department of Watershed Management Engineering, Faculty of Agriculture, Lorestan ...

  18. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 118; Issue 1 ... are essential for qualitative and quantitative analysis of snow cover applications. ... This study also suggests that the suitability of topographic models can not be ...

  19. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 122; Issue 4 ... in urban rivers using multivariate analysis: Implications for river management ... in the post-monsoon and pre-monsoon seasons during the time period 2008–2010.

  20. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science; Volume 120; Issue 1 ... Results from time course experiments with both 15N and 13C tracers suggest ... Faculty of Natural Resources Management, Lakehead University, Thunder Bay, ON, ...

Some links on this page may take you to non-federal websites. Their policies may differ from this site.