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…

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

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.

Collaboration and Community Building in Summer Undergraduate Research Programs in the School of Earth Sciences at Stanford University

Science.gov (United States)

Nevle, R. J.; Watson Nelson, T.; Harris, J. M.; Klemperer, S. L.

2012-12-01

In 2012, the School of Earth Sciences (SES) at Stanford University sponsored two summer undergraduate research programs. Here we describe these programs and efforts to build a cohesive research cohort among the programs' diverse participants. The two programs, the Stanford School of Earth Sciences Undergraduate Research (SESUR) Program and Stanford School of Earth Sciences Summer Undergraduate Research in Geoscience and Engineering (SURGE) Program, serve different undergraduate populations and have somewhat different objectives, but both provide students with opportunities to work on strongly mentored yet individualized research projects. In addition to research, enrichment activities co-sponsored by both programs support the development of community within the combined SES summer undergraduate research cohort. Over the course of 6 to 9 months, the SESUR Program engages Stanford undergraduates, primarily rising sophomores and juniors, with opportunities to deeply explore Earth sciences research while learning about diverse areas of inquiry within SES. Now in its eleventh year, the SESUR experience incorporates the breadth of the scientific endeavor: finding an advisor, proposal writing, obtaining funding, conducting research, and presenting results. Goals of the SESUR program include (1) providing a challenging and rewarding research experience for undergraduates who wish to explore the Earth sciences; (2) fostering interdisciplinary study in the Earth sciences among the undergraduate population; and (3) encouraging students to major or minor in the Earth sciences and/or to complete advanced undergraduate research in one of the departments or programs within SES. The SURGE Program, now in its second year, draws high performing students, primarily rising juniors and seniors, from 14 colleges and universities nationwide, including Stanford. Seventy percent of SURGE students are from racial/ethnic backgrounds underrepresented in STEM fields, and approximately one

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…

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…

Primary school children and teachers discover the nature and science of planet Earth and Mars

Science.gov (United States)

Kleinhans, Maarten; Verkade, Alex; Bastings, Mirjam; Reichwein, Maarten

2016-04-01

For various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught at all, examination systems often favour technological tricks and knowledge of the 'right' answer over the process of investigation and logical reasoning towards that answer. Over the long term, this is not conducive to curiosity and scientific attitude in large parts of the population. Since the problem is more serious in primary than in secondary education, and as children start their school career with a natural curiosity and great energy to explore their world, we focus our efforts on primary school teachers in close collaboration with teachers and researchers. Our objective was to spark children's curiosity and their motivation to learn and discover, as well as to help teachers develop self-afficacy in science education. To this end we developed a three-step program with a classroom game and sand-box experiments related to planet Earth and Mars. The classroom game Expedition Mundus simulates science in its focus on asking questions, reasoning towards answers on the basis of multiple sources and collaboration as well as growth of knowledge. Planet Mundus is entirely fictitional to avoid differences in foreknowledge between pupils. The game was tested in hundreds of classes in primary schools and the first years of secondary education and was printed (in Dutch) and distributed over thousands of schools as part of teacher education through university science hubs. Expedition Mundus was developed by the Young Academy of the Royal Netherlands Academy of Arts and Sciences and De Praktijk. The tested translations in English and German are available on http://www.expeditionmundus.org. Following the classroom game, we conducted simple landscape experiments in sand boxes supported by google earth imagery of real rivers, fans and deltas on Earth and Mars. This was loosely based on our fluvial morphodynamics research. This, in the presence of a

Earth Science Outreach: A Move in the Right Direction

Science.gov (United States)

McLarty Halfkenny, B.; Schröder Adams, C.

2009-05-01

There is concern within the Geoscience Community about the public's limited understanding of Earth Science and its fundamental contribution to society. Earth Science plays only a minor role in public school education in Ontario leaving many students to stumble upon this field of study in post-secondary institutions. As the Earth Sciences offer relevant advice for political decisions and provide excellent career opportunities, outreach is an increasingly important component of our work. Recruitment of post-secondary students after they have chosen their discipline cannot remain the sole opportunity. Outreach must be directed to potential students at an early stage of their education. High school teachers are influential, directing students towards professional careers. Therefore we are first committed to reach these teachers. We provide professional development, resources and continued support, building an enthusiastic community of educators. Specific initiatives include: a three day workshop supported by a grant from EdGEO introducing earth science exercises and local field destinations; a resource kit with minerals, rocks, fossils, mineral identification tools and manuals; a CD with prepared classroom exercises; and in-class demonstrations and field trip guiding on request. Maintaining a growing network with teachers has proven highly effective. Direct public school student engagement is also given priority. We inspire students through interaction with researchers and graduate students, hand-on exercises, and by providing opportunities to visit our department and work with our collections. Successful projects include our week-long course "School of Rock" for the Enrichment Mini-Course Program, classroom visits and presentations on the exciting and rewarding career paths in geology during Carleton University open houses. Outreach to the general public allows us to educate the wider community about the Geoheritage of our region, and initiate discussions about

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.

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.

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.

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 ...

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

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…

The GeoBus project: a mobile Earth science outreach project for secondary schools in the UK

Science.gov (United States)

Robinson, R. A.; Roper, K. A.; Macfarlane, D.; Pike, C.

2013-12-01

GeoBus is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews. It is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (high) schools by providing teaching resources that are not readily available to educators, to inspire young learners by incorporating new science research outcomes in teaching activities, and to provide a bridge between industry, higher education institutions, research councils and schools. These linkages are important for introducing career opportunities in Earth sciences. Since its launch, GeoBus has visited over 140 different schools across the length and breadth of Scotland. Over 20,000 pupils will have been involved in practical hands-on Earth science learning activities by December 2013, including many in remote and disadvantaged regions. The resources that GeoBus brings to schools include all the materials and equipment needed to run workshops, field excursions and Enterprise Challenges. GeoBus provides 16 workshops which can be adapted for different learning levels. Workshops are 50 to 80 minute sessions for up to 30 pupils and topics include minerals, rocks, fossils, geological time, natural resources, climate change, volcanoes, earthquakes, and geological mapping. As with all GeoBus activities, the inclusion of equipment and technology otherwise unavailable to schools substantially increases the engagement of pupils in workshops. Field excursions are popular, as many teachers have little or no field trainng and feel unable to lead this type of activity. The excursions comprise half or full day sessions for up to 30 pupils and are tailored to cover the local geology or geomorphology. The Enterprise Challenges are half or full day sessions for up to 100 pupils. Current topics are Drilling for Oil, Renewable Energy, a Journey to Mars and Scotland

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.

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.

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.

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

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 ... pairs of benthic foraminifera from the Krishna–Godavari basin and Peru offshore to ... Department of Applied Geology, Indian Institute of Technology (Indian School of ...

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 ...

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.

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.

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 ... In the upper layer, themaximum shear stress is high in the Zhangjiakou area, whereas in the ... School of Resources and Geoscience, China University of Mining and ...

The American Indian Summer Institute in Earth System Science (AISESS) at UC Irvine: A Two-Week Residential Summer Program for High School Students

Science.gov (United States)

Johnson, K. R.; Polequaptewa, N.; Leon, Y.

2012-12-01

Native Americans remain severely underrepresented in the geosciences, despite a clear need for qualified geoscience professionals within Tribal communities to address critical issues such as natural resource and land management, water and air pollution, and climate change. In addition to the need for geoscience professionals within Tribal communities, increased participation of Native Americans in the geosciences would enhance the overall diversity of perspectives represented within the Earth science community and lead to improved Earth science literacy within Native communities. To address this need, the Department of Earth System Science and the American Indian Resource Program at the University California have organized a two-week residential American Indian Summer Institute in Earth System Science (AISESS) for high-school students (grades 9-12) from throughout the nation. The format of the AISESS program is based on the highly-successful framework of a previous NSF Funded American Indian Summer Institute in Computer Science (AISICS) at UC Irvine and involves key senior personnel from the AISICS program. The AISESS program, however, incorporates a week of camping on the La Jolla Band of Luiseño Indians reservation in Northern San Diego County, California. Following the week of camping and field projects, the students spend a week on the campus of UC Irvine participating in Earth System Science lectures, laboratory activities, and tours. The science curriculum is closely woven together with cultural activities, native studies, and communication skills programs The program culminates with a closing ceremony during which students present poster projects on environmental issues relevant to their tribal communities. The inaugural AISESS program took place from July 15th-28th, 2012. We received over 100 applications from Native American high school students from across the nation. We accepted 40 students for the first year, of which 34 attended the program. The

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Snow & Avalanche Study Establishment, Research & Development Centre, Him Parisar, Sector 37A, Chandigarh 160 036, India. School of Earth, Ocean and Climate Sciences, Indian Institute of Technology, Bhubaneswar, Toshali Bhavan, Satya Nagar, Bhubaneswar 751 007, India. Meteorological Office, Sector-39, ...

Goddard Space Flight Center: 1994 Maryland/GSFC Earth and Environmental Science Teacher Ambassador Program

Science.gov (United States)

Latham, James

1995-01-01

The Maryland/Goddard Space Flight Center (GSFC) Earth and Environmental Science Teacher Ambassador Program was designed to enhance classroom instruction in the Earth and environmental science programs in the secondary schools of the state of Maryland. In October 1992, more than 100 school system administrators from the 24 local Maryland school systems, the Maryland State Department of Education, and the University of Maryland met with NASA GSFC scientists and education officers to propose a cooperative state-wide secondary school science teaching enhancement initiative.

Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science

Science.gov (United States)

Pickering, Jane; Ague, Jay J.; Rath, Kenneth A.; Heiser, David M.; Sirch, James N.

2012-01-01

The Peabody Fellows in Earth Science program was a professional development opportunity for middle and high school teachers to enhance their knowledge of, and teaching skills in, the Earth sciences. It combined a summer institute and academic year workshops with the production of new curricular resources on the interpretation of landforms in…

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…

Bringing Earth Magnetism Research into the High School Physics Classroom

Science.gov (United States)

Smirnov, A. V.; Bluth, G.; Engel, E.; Kurpier, K.; Foucher, M. S.; Anderson, K. L.

2015-12-01

We present our work in progress from an NSF CAREER project that aims to integrate paleomagnetic research and secondary school physics education. The research project is aimed at quantifying the strength and geometry of the Precambrian geomagnetic field. Investigation of the geomagnetic field behavior is crucial for understanding the mechanisms of field generation, and the development of the Earth's atmosphere and biosphere, and can serve as a focus for connecting high-level Earth science research with a standard physics curriculum. High school science teachers have participated in each summer field and research component of the project, gaining field and laboratory research experience, sets of rock and mineral samples, and classroom-tested laboratory magnetism activities for secondary school physics and earth science courses. We report on three field seasons of teacher field experiences and two years of classroom testing of paleomagnetic research materials merged into physics instruction on magnetism. Students were surveyed before and after dedicated instruction for both perceptions and attitude towards earth science in general, then more specifically on earth history and earth magnetism. Students were also surveyed before and after instruction on major earth system and magnetic concepts and processes, particularly as they relate to paleomagnetic research. Most students surveyed had a strongly positive viewpoint towards the study of Earth history and the importance of studying Earth Sciences in general, but were significantly less drawn towards more specific topics such as mineralogy and magnetism. Students demonstrated understanding of Earth model and the basics of magnetism, as well as the general timing of life, atmospheric development, and magnetic field development. However, detailed knowledge such as the magnetic dynamo, how the magnetic field has changed over time, and connections between earth magnetism and the development of an atmosphere remained largely

Approaches for Improving Earth System Science Education in Middle Schools and High Schools in the United States (Invited)

Science.gov (United States)

Adams, P. E.

2009-12-01

Earth system science is an often neglected subject in the US science curriculum. The state of Kansas State Department of Education, for example, has provided teachers with a curriculum guide for incorporating earth system science as an ancillary topic within the subjects of physics, chemistry, and the biological sciences. While this does provide a means to have earth system science within the curriculum, it relegates earth system science topics to a secondary status. In practice, earth system science topics are considered optional or only taught if there is time within an already an overly crowded curriculum. Given the importance of developing an educated citizenry that is capable of understanding, coping, and deciding how to live in a world where climate change is a reality requires a deeper understanding of earth system science. The de-emphasis of earth system science in favor of other science disciplines makes it imperative to seek opportunities to provide teachers, whose primary subject is not earth system science, with professional development opportunities to develop content knowledge understanding of earth system science, and pedagogical content knowledge (i.e. effective strategies for teaching earth system science). This is a noble goal, but there is no single method. At Fort Hays State University we have developed multiple strategies from face-to-face workshops, on-line coursework, and academic year virtual and face-to-face consultations with in-service and pre-service teachers. A review of the techniques and measures of effectiveness (based on teacher and student performance), and strengths and limitations of each method will be presented as an aid to other institutions and programs seeking to improve the teaching and learning of earth system science in their region.

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

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.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

In contrast, eastern province values dominated in the Pd-Au-Cu region at the 'Cu' end of the profiles. A strong dominance of Pd in the eastern Deccan was also of interest. ... School of Geography and Earth Sciences, McMaster University, Hamilton, Canada. Department of Geology, Presidency University, Kolkata 700 073, ...

Improving the critical thinking skills of junior high school students on Earth and Space Science (ESS) materials

Science.gov (United States)

Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2018-05-01

Critical thinking skills need to be developed in students. With critical thinking skills, students will be able to understand the concept with more depth easily, be sensitive with problems that occur, understand and solve problems that occur in their surroundings, and apply the concepts in different situations. Earth and Space Science (ESS) material is part of the science subjects given from elementary school to college. This research is a test of research program with quantitative method. This study aims to investigate the improvement of critical thinking skills of students through training of science teachers in junior high school in designing learning media for teaching ESS. With samples of 24 science teachers and 32 students of grade 7th in junior high school which are chosen by purposive sampling in a school in Ogan Ilir District, South Sumatra, obtained average pre-test and post-test scores of students’ critical thinking skills are 52.26 and 67.06 with an average N-gain of 0.31. A survey and critical thinking skills based-test were conducted to get the data. The results show positive impact and an increase in students’ critical thinking skills on the ESS material.

MOBI: a marine and earth science interpretation and qualification program for out-of-school environment and natural heritage interpreters and other science communicators in Germany

Science.gov (United States)

Schneider, S.; Ellger, C.

2017-12-01

As a contribution to Germany's "Science Year 2016*17 - Seas and Oceans", a large science outreach program organized and financed by the National Ministry for Education and Research, GeoUnion, the umbrella organization of Earth science associations and institutions in Germany, has conducted a series of advance level workshops for out-of-school educators and interpreters in Germany. The workshops were organized in co-operation with geoparks, biosphere reserve areas and other environmental management institutions all over Germany. The goal was to convey various perspectives of modern marine sciences to inland venues, linking important present-day marine themes with the presentation of marine phases in the geological history of the host region. The workshops were designed for park rangers, museum educationalists and other science communicators, initiating a broader impact on target groups such as school classes, (geo-)tourists and stakeholder groups. Our approach has been to combine lectures by top-level scientists (on both ocean literacy aspects and regional geology) with discussions and an on-the-spot learning-and-presenting module based on prepared text and visual material. Beyond earth science issues we have integrated economy, ecology, social sciences as well as arts and humanities aspects. One central topic was the role of the world ocean in climate change; other themes highlighted sea level rise, the thermohaline circulation, sea-floor spreading, coral reefs, over-fishing, various marine species and the problem of plastic waste in the ocean. We had anticipated that marine issues are actually very rarely discussed in inland Germany. A structured presentation of ocean literacy elements has proved to be a new range of topical issues from earth and environmental sciences highly appreciated by the participants.

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.

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

The Relationship between Science Achievement and Self-Concept among Gifted Students from the Third International Earth Science Olympiad

Science.gov (United States)

Chang, Chun-Yen; Lin, Pei-Ling

2017-01-01

This study investigated the relationship between gifted students' academic self-concept (ASC) and academic achievement (AC) in earth science with internationally representative high-school students from the third International Earth Science Olympiad (IESO) held in Taiwan in 2009. The results of regression analysis indicated that IESO students' ASC…

How Successful Has Earth Science Education Been in Teaching Deep Time and Terminology of the Earth's Structure?

Science.gov (United States)

Murphy, Phil

2012-01-01

A very limited questioning of undergraduate Environmental Science students at the start of their studies suggests the age of the Earth is being successfully taught in high schools. The same cannot be said for the teaching of the structure of the Earth.

GeoBus: sharing science research with schools

Science.gov (United States)

Roper, Kathryn; Robinson, Ruth; Moorhouse, Ben

2016-04-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is currently sponsored by industry, NERC, The Crown Estate, and the Scottish Government. The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have little or no experience in teaching this subject. This is, in part, done through the sharing of new science research outcomes and the experiences of young researchers with school pupils to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, over 40,000 pupils will have been involved in experiential Earth science learning activities in 190 different schools (over 400 separate visits) across the length and breadth of Scotland: many of these schools are in remote and disadvantaged regions. A new GeoBus project is under development within the Department of Earth Sciences at UCL in London. A key aim of GeoBus is to incorporate new research into our workshops with the main challenge being the development of appropriate resources that incorporate the key learning aims and requirements of the science and geography curricula. GeoBus works closely with researchers, teachers and educational practitioners to tailor the research outcomes to the curricula as much as possible. Over the past four years, GeoBus has developed 17 workshops, 5 challenge events and extensive field trips and each of these activities are trialled and evaluated within the university, and adjustments are made before the activities are delivered in schools. Activities are continually reviewed and further developments are made in response to both teacher and pupil feedback. This critical reflection of the project's success and impact is important to insure a positive and significant contribution to the science learning in

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.

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.

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

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

A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access

Science.gov (United States)

Lewis, Elizabeth; Lu, Jia

2017-01-01

Although U.S. high school students' access to Earth and space science (ESS) varies widely from state to state, nationally, ESS content is the most neglected area of science education and scientific literacy. States have been considering whether they will formally adopt, or less formally adapt, the new national science education standards, the Next…

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"…

The Earth Science for Tomorrows Classroom

Science.gov (United States)

Shanskiy, Merrit

2015-04-01

The Earth sciences comprises many fascinating topics that is teached to different age level pupils/students in order to bring hard core science closer to their daily life. With developing possibilities in IT, multimedia overall electronic sector the teachers/lecturers have continuous possibilities to accomplish novel approaches and utilize new ideas to make science more interesting for students in all ages. Emerging, from personal experiences, the teaching of our surrounding Environment can be very enjoyable. In our everyday life the SOIL remains invisible. The soil is covered by plant cover which makes the topic somewhat in distant that is not "visible" to an eye and its importance is underestimated. In other hand, the SOIL is valuable primary resource for food production and basis of life for healthy environment. From several studies have found that because its complications, SOIL related topics are not very often chosen topic for course or diploma works by students. The lower-school students are very open to environmental topics accordingly to the grades. Here, the good results can be obtained through complimentary materials creation, like story telling and drawing books and puzzles. The middle/ and upper/school students will experience "real science" being able to learn what the science is about which often can play a important role on making choices for future curriculum completion at university level. Current presentation shares the ideas of selected methods that had showed successful results on different Earth Science topics teaching (biodiversity, growing substrates, green house gas emissions). For some ideas the presentation introduces also the further developmental possibilities to be used in teaching at Tomorrows Classroom.

Re-designing an Earth Sciences outreach program for Rhode Island public elementary schools to address new curricular standards and logistical realities in the community

Science.gov (United States)

Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.

2017-12-01

In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing

Earth Science (A Process Approach), Section 1: The Water Cycle.

Science.gov (United States)

Campbell, K. C.; And Others

Included is a collection of earth science laboratory activities, which may provide the junior or senior high school science teacher with ideas for activities in his program. The included 48 experiments are grouped into these areas: properties of matter; evaporation; atmospheric moisture and condensation; precipitation; moving water, subsurface…

Preparing new Earth Science teachers via a collaborative program between Research Scientists and Educators

Science.gov (United States)

Grcevich, Jana; Pagnotta, Ashley; Mac Low, Mordecai-Mark; Shara, Michael; Flores, Kennet; Nadeau, Patricia A.; Sessa, Jocelyn; Ustunisik, Gokce; Zirakparvar, Nasser; Ebel, Denton; Harlow, George; Webster, James D.; Kinzler, Rosamond; MacDonald, Maritza B.; Contino, Julie; Cooke-Nieves, Natasha; Howes, Elaine; Zachowski, Marion

2015-01-01

The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a innovative program designed to prepare participants to be world-class Earth Science teachers. New York State is experiencing a lack of qualified Earth Science teachers, leading in the short term to a reduction in students who successfully complete the Earth Science Regents examination, and in the long term potential reductions in the number of students who go on to pursue college degrees in Earth Science related disciplines. The MAT program addresses this problem via a collaboration between practicing research scientists and education faculty. The faculty consists of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level education experts. During the 15-month, full-time program, students participate in a residency program at local urban classrooms as well as taking courses and completing field work in astrophysics, geology, earth science, and paleontology. The program targets high-needs schools with diverse populations. We seek to encourage, stimulate interest, and inform the students impacted by our program, most of whom are from traditionally underrepresented backgrounds, about the rich possibilities for careers in Earth Science related disciplines and the intrinsic value of the subject. We report on the experience of the first and second cohorts, all of whom are now employed in full time teaching positions, and the majority in high needs schools in New York State.

Dagik Earth: A Digital Globe Project for Classrooms, Science Museums, and Research Institutes

Science.gov (United States)

Saito, A.; Tsugawa, T.

2017-12-01

Digital globe system is a powerful tool to make the audiences understand phenomena on the Earth and planets in intuitive way. Geo-cosmos of Miraikan, Japan uses 6-m spherical LED, and is one of the largest systems of digital globe. Science on a Sphere (SOS) by NOAA is a digital globe system that is most widely used in science museums around the world. These systems are so expensive that the usage of the digital globes is mainly limited to large-scale science museums. Dagik Earth is a digital globe project that promotes educational programs using digital globe with low cost. It aims to be used especially in classrooms. The cost for the digital globe of Dagik Earth is from several US dollars if PC and PC projector are available. It uses white spheres, such as balloons and balance balls, as the screen. The software is provided by the project with free of charge for the educational usage. The software runs on devices of Windows, Mac and iOS. There are English and Chinese language versions of the PC software besides Japanese version. The number of the registered users of Dagik Earth is about 1,400 in Japan. About 60% of them belongs to schools, 30% to universities and research institutes, and 8% to science museums. In schools, it is used in classes by teachers, and science activities by students. Several teachers have used the system for five years and more. In a students' activity, Dagik Earth contents on the typhoon, solar eclipse, and satellite launch were created and presented in a school festival. This is a good example of the usage of Dagik Earth for STEM education. In the presentation, the system and activity of Dagik Earth will be presented, and the future expansion of the project will be discussed.

GSA's Teacher Advocate Program - getting teachers to be advocates for Earth Science

Science.gov (United States)

Lewis, G. B.

2011-12-01

After parents, teachers are they most influential people when it comes to students leaning about their world. However, when it comes to Earth science, the vast majority of our teachers have little to no Earth science training and lack the resources to run exciting and challenging classes on Earth science topics for their students. The Geological Society of America (GSA) is committed to reversing that trend by developing easy to use resources and training teachers on how to use them in their classrooms. Through a program called the Teacher Advocate Program (TAP), GSA has already had teachers using Earth science materials with over 6 million students (1.3 million a year). Formally established in 2003, TAP aims to raise the number of teachers who are advocates for geoscience in their classrooms, schools and school districts by providing those teachers with: Low cost teaching resources that provide them with teaching notes, teaching materials (images, models etc) and usable class room activities. Low cost training opportunities for teachers on how to use TAP materials. In-field experiences for teachers to provide them with teaching materials and insights.

Archive of Geosample Data and Information from the University of Hawaii at Manoa School of Ocean and Earth Science and Technology (SOEST)

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — The University of Hawaii at Manoa, School of Ocean and Earth Science and Technology (SOEST) is a partner in the Index to Marine and Lacustrine Geological Samples...

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

Discover Earth: An earth system science program for libraries and their communities

Science.gov (United States)

Curtis, L.; Dusenbery, P.

2010-12-01

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. In spite of this relevance, there are many obstacles to achieving broad public understanding of key earth system science (ESS) concepts. Strategies for addressing climate change can only succeed with the full engagement of the general public. As reported by U.S. News and World Report in 2010, small towns in rural America are emerging as the front line in the climate change debate in the country. 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. There are two distinct components of STAR-Net: Discover Earth and Discover Tech. 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 overarching goal of the project is to reach underserved youth and their families with informal STEM learning experiences. The Discover Earth part of STAR_Net will produce ESS

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

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

Semantic Network Analysis on Terms related Mantle in Earth Science 2 Textbooks of Korea

Science.gov (United States)

Chung, Duk Ho; reum Cho, Ah; Park, Seon Ok

2016-04-01

The purpose of this study is to demonstrate if freshmen's cognitive frame about 'Crisis of the Earth' upon taking the Earth science 1 in high school reflects the school curriculum. The data was collected from 67 freshmen who'd graduated high school in formal education. They expressed 'Crisis of the Earth' as a painting with explanation and then we extracted units of meaning from paintings, respectively. We analyzed the words and frame using the Semantic Network Analysis. The result is as follows; First, as every participant forms the cognitive frame for the crisis of the Earth, it is shown that they connect each part which that composes the global environment and realize it as the changing relation with interaction. Secondly, forming a cognitive frame regarding crisis of the Earth, both groups connect it with human endeavor. Especially, it seems that the group of participants who finished Earth Science I fully reflects the course of the formal education. It is necessary to make the students recognize it from a universal point of view, not only from the Earth. Also, much effort is required in order to enlighten about the appropriateness regarding problem-solving of the Earth and expand their mind as time changes. Keywords : Earth ScienceⅠ, cognitive frame, crisis of the earth, semantic network analysis

The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction

Science.gov (United States)

Chao, Yu-Long; Chou, Ying-Chyi; Yen, Hsin-Yi; Chen, Shr-Jya

2017-01-01

As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of…

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.…

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

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…

A museum-based urban teacher residency program's approach to strengthening the STEM pipeline: Channeling highly qualified Earth Science teachers into high needs schools

Science.gov (United States)

Ustunisik, G. K.; Zirakparvar, N. A.

2015-12-01

Channeling better prepared Earth Science teachers into secondary schools with low achievement rates in STEM subjects is essential to ensuring that the students attending these schools are ultimately afforded the opportunity to take advantage of projected growth in the global geoscience workforce. Here, a museum-based urban teacher residency (UTR) program's approach to building subject specific content knowledge and research experience in Earth Science teacher candidates is described. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty. Because these courses and research experiences are designed specifically for the teacher candidates, they are different than many science courses and research experiences available to pre-service teachers in a university setting. At the same time, the museum-based program is the only UTR to incorporate such a rigorous science curriculum, and some possible advantages and disadvantages of the program's approach are also considered here. While the impact of the program's approach on student achievement rates has yet to be evaluated, there is promise in the well documented links between a teacher's own experience with the practice of science and that teacher's ability to leverage effective pedagogical content knowledge in the teaching of science. Because the museum-based program's science curriculum is balanced against the educational coursework and teaching residencies that necessarily form the program's backbone, the museum's approach to strengthening the teacher candidate's science background may also inform the faculty and administration of other UTRs in cases where one of their program goals is to further expand their teacher candidate's content knowledge and practical subject matter experience.

Canadian Geoscience Education Network (CGEN): Fostering Excellence in Earth Science Education and Outreach

Science.gov (United States)

Haidl, F. M.; Vodden, C.; Bates, J. L.; Morgan, A. V.

2009-05-01

CGEN, the outreach arm of the Canadian Federation of Earth Sciences, is a network of more than 270 individuals from all over Canada who work to promote geoscience education and public awareness of science. CGEN's priorities are threefold: to improve the quality of Earth science education delivered in our primary and secondary schools; to raise public awareness about the Earth sciences and their impact on everyday life; and to encourage student interest in the Earth sciences as a career option. These priorities are supported by CGEN's six core programs: 1) The national EdGEO program (www.edgeo.org), initiated in the 1970s, supports Earth science workshops for teachers. These workshops, organized by teams of local educators and geoscientists, provide teachers with "enhanced knowledge, classroom resources and increased confidence" to more effectively teach Earth science. In 2008, a record 521 teachers attended 14 EdGEO workshops. 2) EarthNet (www.earthnet-geonet.ca) is a virtual resource centre that provides support for teachers and for geoscientists involved in education and outreach. In 2008, EarthNet received a $11,500 grant from Encana Corporation to develop energy-related content. 3) The new Careers in Earth Science website (www.earthsciencescanada.com/careers), launched in October 2008, enhances CGEN's capacity to encourage students to pursue a career in the Earth sciences. This project exemplifies the value of collaboration with other organizations. Seven groups provided financial support for the project and many other organizations and individuals contributed in-kind support. 4) Geoscape Canada and Waterscape Canada, programs led by the Geological Survey of Canada, communicate practical Earth science information to teachers, students, and other members of communities across Canada through a series of electronic and hard-copy posters and other resources. Many of the resources created from 1998 to 2007 are available online (www.geoscape.nrcan.gc.ca). A northern

School, Earth and Imagination

Science.gov (United States)

Merlini, Anna; Grieco, Giovanni; Oneta, Cristina

2015-04-01

Geology needs to be explained and narrated to the people, focusing on the goal of making that big change of mindset that will allow individuals and the entire community to tune into the timing and the ways in which the Earth evolves. In order to achieve these important goals it is necessary to educate children from an early age so that they learn to live an environmentally friendly life. With the project "School, Earth and imagination" we introduce, with a fun and new way, notions and topics in geological and environmental sciences in schools at all levels with the final goal of improving both knowledge and sensibility for these topics into the community. Through this project we start from the children (kindergarten and primary school, ages between 3 and 8 years) because they are the foundation of our society, and without foundations nothing can be built. The "School, Earth and imagination" project wants to give the children a real opportunity to approach reality and in general the surrounding environment, for the first time even before the traditional scholastic experience, with a scientific point of view, experimenting some basic physical concepts like temperature, weight, hardness and so on directly through their body. The project is structured and developed in modules that provide a high flexibility in order to meet needs and requirements of different schools in different situations. Each module is part of the journey of Mariolino, a character that represents a very curious child who introduces basic concepts associating them to geological processes. The Journey of Mariolino, as each module, follows an insistent scheme that starts from the presentation of the problem, follows with its discussion through direct questions and ends with experimentation of the hypotheses that children have proposed to validate the solution of the problem. Each module is independent and never ends without giving children a solution and is always structured with a practical activity

Ocean FEST and TECH: Inspiring Hawaii's Students to Pursue Ocean, Earth and Environmental Science Careers

Science.gov (United States)

Bruno, B. C.; Wren, J. L.; Ayau, J. F.

2013-12-01

Ocean TECH (Technology Expands Career Horizons) is a new initiative funded by NSF/GeoEd to stimulate interest in ocean, earth and environmental science careers - and the college majors that lead to such careers - among Hawaii's underrepresented students in grades 6-14. The Ocean TECH project features hands-on ocean science and technology and interactions with career professionals. Ocean TECH builds upon Ocean FEST (Families Exploring Science Together), a previous NSF/OEDG project aimed at teaching fun hands-on science in culturally and locally relevant ways to Hawaii's elementary school students and their families. Ocean FEST was rigorously evaluated (including cognitive pre-testing developed in partnership with external evaluators) and shown to be successful both in teaching science content and changing attitudes toward ocean, earth and environmental science careers. Over the course of the four-year grant, Ocean FEST reached 20,99 students and adults, including 636 classroom teachers and other volunteers who assisted with program delivery, most of whom were from underrepresented groups. For more info on Ocean FEST: http://oceanfest.soest.hawaii.edu/ Ocean TECH events have various formats, but common themes include: (1) Using technology as a hook to engage students in ocean, earth and environmental science. (2) Bringing middle school through community college students to college campuses, where they engage in hands-on science activities and learn about college majors. (3) Drawing direct links between the students' hands-on science activities and the research currently occurring at the UH Manoa's School of Ocean and Earth Science and Technology (SOEST), such as C-MORE and HOT research. (4) Respecting and valuing students' local knowledge and experiences. (5) Explicitly showing, through concrete examples, how becoming an ocean, earth or environmental scientist addresses would beneit Hawaii (6) Having graduate students from diverse backgrounds serve as instructors and

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...

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.

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 ...

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

A Model for Undergraduate and High School Student Research in Earth and Space Sciences: The New York City Research Initiative

Science.gov (United States)

Scalzo, F.; Johnson, L.; Marchese, P.

2006-05-01

The New York City Research Initiative (NYCRI) is a research and academic program that involves high school students, undergraduate and graduate students, and high school teachers in research teams that are led by college/university principal investigators of NASA funded projects and/or NASA scientists. The principal investigators are at 12 colleges/universities within a 50-mile radius of New York City (NYC and surrounding counties, Southern Connecticut and Northern New Jersey), as well as the NASA Goddard Institute of Space Studies (GISS). This program has a summer research institute component in Earth Science and Space Science, and an academic year component that includes the formulation and implementation NASA research based learning units in existing STEM courses by high school and college faculty. NYCRI is a revision and expansion of the Institute on Climate and Planets at GISS and is funded by NASA MURED and the Goddard Space Flight Center's Education Office.

The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

Science.gov (United States)

Llerandi Roman, Pablo Antonio

The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching

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…

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

Science.gov (United States)

Black, Alice A. (Jill)

%, indicating that the non-majors tested exhibited many Earth science misconceptions and conceptual difficulties. A number of significant results were found when independent t-tests and correlations were conducted among test scores and demographic variables. The number of previous university Earth science courses was significantly related to ESC scores. Preservice elementary/middle majors differed significantly in several ways from other non-majors, and several earlier results were not supported. Results of this study indicate that an important opportunity may exist to improve Earth science conceptual understanding by focusing on spatial ability, a cognitive ability that has heretofore not been directly addressed in schools.

Using Copy Change with Trade Books to Teach Earth Science

Science.gov (United States)

Bintz, William P.; Wright, Pam; Sheffer, Julie

2010-01-01

Developing and implementing relevant, challenging, integrative, and exploratory curriculum is critical at all levels of schooling. This article describes one attempt to develop and implement an instance of interdisciplinary curriculum by using copy change with trade books to teach earth science. Specifically, it introduces trade books as a way to…

Creating the Public Connection: Interactive Experiences with Real-Time Earth and Space Science Data

Science.gov (United States)

Reiff, Patricia H.; Ledley, Tamara S.; Sumners, Carolyn; Wyatt, Ryan

1995-01-01

The Houston Museum of Natural Sciences is less than two miles from Rice University, a major hub on the Internet. This project links these two institutions so that NASA real-time data and imagery can flow via Rice to the Museum where it reaches the public in the form of planetarium programs, computer based interactive kiosks, and space and Earth science problem solving simulation. Through this program at least 200,000 visitors annually (including every 4th and 7th grader in the Houston Independent School District) will have direct exposure to the Earth and space research being conducted by NASA and available over the Internet. Each information conduit established between Rice University and the Houston Museum of Natural Science will become a model for public information dissemination that can be replicated nationally in museums, planetariums, Challenger Centers, and schools.

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...

Assessment of an On-Line Earth System Science Course for Teachers

Science.gov (United States)

Shuster, R. D.; Grandgenett, N.

2009-12-01

The University of Nebraska at Omaha (UNO) has been offering on-line Earth System Science coursework to in-service teachers in Nebraska since 2002 through the Earth Systems Science Education Alliance (ESSEA). The goal of this course is to increase teacher content knowledge in Earth Science, introduce them to Earth System Science, and have them experience cooperative learning. We have offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. This effort represents a close collaboration between faculty and students from the Colleges of Arts & Sciences and Education, with periodic assistance of the local schools. In a follow-up study related to ESSEA coursework, UNO examined the perceptions of teachers who have taken the course and the potential benefits of the ESSEA courses for their own educational settings. The study was descriptive in design and included an online survey and a focus group. The results of these assessments indicated that the teachers felt very positive about what they learned in these courses, and in particular, how they could incorporate cooperative learning, inquiry based activities, and Earth System Science interconnections in their own classrooms. Problems identified by the teachers included a perceived lack of time to be able to integrate the learned material into their science curriculua and a lack of computer and/or technological resources in their educational settings. In addition, this Fall, we will conduct two teacher case studies, where we will interview two teachers, visit their classrooms, acquire work samples and talk with students. All of the results of our survey and focus group will be presented.

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),…

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.

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.

10 years with Planet Earth essence in the primary school children drawings

Science.gov (United States)

D'Addezio, Giuliana

2016-04-01

"10 years with Planet Earth" is the title of the 2016 INGV calendar for primary schools representing the review of a project conceived as support and complement of 15 years long INGV dissemination activities with schools. We realized 10 calendars together with and for primary schools, every year with a subject related to a World in constant evolution. Earthquakes, volcanic eruptions, tsunami waves, magnetic storms and other phenomena are manifestations of the complexity and dynamicity, which began more than four billion years ago and never halted. Since the Earth originated to the first presence of water, life and oxygen, the Cambrian explosion of species, the domain of dinosaurs, the great extinctions and glaciations, the surface of our planet experiences continents collisions, mountains and oceans formation and life forms emerging and disappearing. Every year we have launched a competition asking children to send drawings on themes chosen to stimulate learning about Earth Sciences and Planet Earth dynamics. We intended to raise awareness on issues as water resources availability, protection against natural disasters and control of environmental degradation. For each competition, we chose the most significant drawings to be included in the yearly calendar about the Earth. The authors of drawings were awarded by scientists, journalists, artists and science communicators and even by a minister. Besides the competitions, these drawings depict their own impressions and reflections, providing an opportunity to illustrate the children's point of view. From drawings and texts arise a great consideration and respect for the Planet, raising hopes that similar initiatives can contribute to increase the knowledge of the Earth and of the fragile human ecosystem in the hearts and minds of future active citizens. The project was made possible thanks to the teachers and to the wonderful students of more than 200 schools that sent about 10,000 drawings that have intrigued

Science Teachers' and Senior Secondary Schools Students' Perceptions of Earth and Environmental Science Topics

Science.gov (United States)

Dawson, Vaille; Carson, Katherine

2013-01-01

This article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students' views about EES topics…

Earth and Space Science Ph.D. Class of 2003 Report released

Science.gov (United States)

Keelor, Brad

AGU and the American Geological Institute (AGI) released on 26 July an employment study of 180 Earth and space science Ph.D. recipients who received degrees from U.S. universities in 2003. The AGU/AGI survey asked graduates about their education and employment, efforts to find their first job after graduation, and experiences in graduate school. Key results from the study include: The vast majority (87%) of 2003 graduates found work in the Earth and space sciences, earning salaries commensurate with or slightly higher than 2001 and 2002 salary averages. Most (64%) graduates were employed within academia (including postdoctoral appointments), with the remainder in government (19%), industry (10%), and other (7%) sectors. Most graduates were positive about their employment situation and found that their work was challenging, relevant, and appropriate for someone with a Ph.D. The percentage of Ph.D. recipients accepting postdoctoral positions (58%) increased slightly from 2002. In contrast, the fields of physics and chemistry showed significant increases in postdoctoral appointments for Ph.D.s during the same time period. As in previous years, recipients of Ph.D.s in the Earth, atmospheric, and ocean sciences (median age of 32.7 years) are slightly older than Ph.D. recipients in most other natural sciences (except computer sciences), which is attributed to time taken off between undergraduate and graduate studies. Women in the Earth, atmospheric,and ocean sciences earned 33% of Ph.D.s in the class of 2003, surpassing the percentage of Ph.D.s earned by women in chemistry (32%) and well ahead of the percentage in computer sciences (20%), physics (19%), and engineering (17%). Participation of other underrepresented groups in the Earth, atmospheric, and ocean sciences remained extremely low.

Urban fifth graders' connections-making between formal earth science content and their lived experiences

Science.gov (United States)

Brkich, Katie Lynn

2014-03-01

Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples—the Grand Canyon, beach erosion, and others. However, these examples—which resonate well with middle- and upper-class students—ill-serve students of poverty attending urban schools who may have never traveled farther from home than the corner store. In this paper, I explore the use of a place-based educational framework in teaching earth science concepts to urban fifth graders and explore the connections they make between formal earth science content and their lived experiences using participant-driven photo elicitation techniques. I argue that students are able to gain a sounder understanding of earth science concepts when they are able to make direct observations between the content and their lived experiences and that when such direct observations are impossible they make analogies of appearance, structure, and response to make sense of the content. I discuss additionally the importance of expanding earth science instruction to include man-made materials, as these materials are excluded traditionally from the curriculum yet are most immediately available to urban students for examination.

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.

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

Cultural Earth Science in Hawai`i: Hands-on Place-Based Investigations that Merge Traditional Knowledge with Earth Science Inquiry

Science.gov (United States)

Moxey, L.; Dias, R. K.; Legaspi, E.

2011-12-01

During the summer of 2011, the Mālama Ke Ahupua`a (to care of our watershed) GEARUP summer program provided 25 under-served and under-represented minority public high school students (Hawaiian, part-Hawaiian, Filipino, Pacific Islanders) from Farrington High School (Kalihi, Honolulu) with a hands-on place-based multidiscipline course located within Manoa Valley (Ahupua`a O Kona) with the objective of engaging participants in scientific environmental investigations while exploring Hawaii's linkages between traditional knowledge, culture and science. The 4-week field program enabled students to collect samples along the perennial Manoa Stream and conduct water quality assessments throughout the Manoa watershed. Students collected science quality data from eight different sampling stations by means of field- and laboratory-based quantitative water quality testing equipment and GPS/GIS technology. While earning Hawaii DOE academic credits, students were able to document changes along the stream as related to pollution and urbanization. While conducting the various scientific investigations, students also participated in cultural fieldtrips and activities that highlighted the linkages between historical sustainable watershed uses by native Hawaiian communities, and their connections with natural earth processes. Additionally, students also participated in environmental service-learning projects that highlight the Hawaiian values of laulima (teamwork), mālama (to care for), and imi `ike (to seek knowledge). By contextualizing and merging hands-on place-based earth science inquiry with native Hawaiian traditional knowledge, students experienced the natural-cultural significance of their ahupua`a (watershed). This highlighted the advantages for promoting environmental literacy and geoscience education to under-served and under-represented minority populations in Hawaii from a rich native Hawaiian cultural framework.

Scientific Visualization & Modeling for Earth Systems Science Education

Science.gov (United States)

Chaudhury, S. Raj; Rodriguez, Waldo J.

2003-01-01

Providing research experiences for undergraduate students in Earth Systems Science (ESS) poses several challenges at smaller academic institutions that might lack dedicated resources for this area of study. This paper describes the development of an innovative model that involves students with majors in diverse scientific disciplines in authentic ESS research. In studying global climate change, experts typically use scientific visualization techniques applied to remote sensing data collected by satellites. In particular, many problems related to environmental phenomena can be quantitatively addressed by investigations based on datasets related to the scientific endeavours such as the Earth Radiation Budget Experiment (ERBE). Working with data products stored at NASA's Distributed Active Archive Centers, visualization software specifically designed for students and an advanced, immersive Virtual Reality (VR) environment, students engage in guided research projects during a structured 6-week summer program. Over the 5-year span, this program has afforded the opportunity for students majoring in biology, chemistry, mathematics, computer science, physics, engineering and science education to work collaboratively in teams on research projects that emphasize the use of scientific visualization in studying the environment. Recently, a hands-on component has been added through science student partnerships with school-teachers in data collection and reporting for the GLOBE Program (GLobal Observations to Benefit the Environment).

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 ...

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.

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.

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.

Earth Sciences' Capacity Building In Developing Countries through International Programmes

Science.gov (United States)

Eder, W.

2007-12-01

general goal of Geoparks to integrate the preservation of geological heritage into a strategy for regional sustainable socio-economic and cultural development serves ideally the overall objective of the "International Year of Planet Earth" with its subtitle "Earth Sciences for Society". International geo-related cooperation projects, run under the umbrella of international NGOs (like IUGS, IUGG, IGU, IUSS and others) are often supported financially by international and national funding agencies. Out of the broad international spectrum, some German projects devoted to developing countries - summer schools, training and capacity building courses in Earth Sciences, funded by the DFG (German Research Foundation), DAAD (German Academic Exchange Service), InWent (Capacity Building International, Germany) and others - are selected as examples in improving the geo-research capacity and education of developing countries.

Teaching planetary sciences to elementary school teachers: Programs that work

Science.gov (United States)

Lebofsky, Larry A.; Lebofsky, Nancy R.

1993-01-01

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

An Experience of Science Theatre to Introduce Earth Interior and Natural Hazards to Children

Science.gov (United States)

Musacchio, Gemma; Lanza, Tiziana; D'Addezio, Giuliana

2015-01-01

The present paper describes an experience of science theatre addressed to children of primary and secondary school, with the main purpose of making them acquainted with a topic, the interior of the Earth, largely underestimated in compulsory school curricula worldwide. A not less important task was to encourage a positive attitude towards natural…

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.…

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.

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.

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.

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.

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

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.

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.

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...

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...

Charting a Course to Earth System Science Literacy

Science.gov (United States)

Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

2008-12-01

Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

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

Mt. Kilimanjaro expedition in earth science education

Science.gov (United States)

Sparrow, Elena; Yoshikawa, Kenji; Narita, Kenji; Brettenny, Mark; Yule, Sheila; O'Toole, Michael; Brettenny, Rogeline

2010-05-01

Mt. Kilimanjaro, Africa's highest mountain is 5,895 meters above sea level and is located 330 km south of the equator in Tanzania. In 1976 glaciers covered most of Mt. Kilimanjaro's summit; however in 2000, an estimated eighty percent of the ice cap has disappeared since the last thorough survey done in 1912. There is increased scientific interest in Mt. Kilimanjaro with the increase in global and African average temperatures. A team of college and pre-college school students from Tanzania, South Africa and Kenya, teachers from South Africa and the United States, and scientists from the University of Alaska Fairbanks in the United States and Akita University in Japan, climbed to the summit of Mt Kilimanjaro in October 2009. They were accompanied by guides, porters, two expedition guests, and a videographer. This expedition was part of the GLOBE Seasons and Biomes Earth System Science Project and the GLOBE Africa science education initiative, exploring and contributing to climate change studies. Students learned about earth science experientially by observing their physical and biological surroundings, making soil and air temperature measurements, participating in discussions, journaling their experience, and posing research questions. The international trekkers noted the change in the biomes as the altitude, temperature and conditions changed, from cultivated lands, to rain forest, heath zone, moorland, alpine desert, and summit. They also discovered permafrost, but not at the summit as expected. Rather, it was where the mountain was not covered by a glacier and thus more exposed to low extreme temperatures. This was the first report of permafrost on Mt. Kilimanjaro. Classrooms from all over the world participated in the expedition virtually. They followed the trek through the expedition website (http://www.xpeditiononline.com/) where pictures and journals were posted, and posed their own questions which were answered by the expedition and base camp team members

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 ...

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 ...

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, ...

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 ...

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 ...

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.

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 ...

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.

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.

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 ...

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 ...

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.

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.

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...

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...

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...

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...

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 ...

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.

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.

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.

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, ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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.

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.

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.

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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- ...

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.

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.

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.

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.

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).

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.

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.

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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.

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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.

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.

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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…

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)

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

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 ...

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.

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.

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.

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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

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 ...

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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.

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 ...

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.

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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…

"Earth, from inside and outside - school activities based on seismology and astronomy"

Science.gov (United States)

Chivarean, Radu

2016-04-01

Through a multidisciplinary work that integrates Geography education with the other Earth Sciences, we developed an educational project to raise the students' awareness of seismic hazard and to disseminate good practices of earthquake safety. The Romanian Educational Seismic Network (ROEDUSEIS) project (started in 2012) is developed and implemented in partnership with schools from different Romanian cities, our school being one of these. In each participating school a SEP educational seismometer is installed. It is the first educational initiative in Romania in the field of seismology involving the National Institute for Earth Physics - NIEP as coordinator. The e-learning platform website (http://www.roeduseis.ro) represents a great opportunity for students to use real advanced research instruments and scientific data analysis tools in their everyday school activities and a link to observations of Earth phenomena and Earth science in general. The most important educational objectives are related to: preparing comprehensive educational materials as resources for training students and teachers in the analysis and interpretation of seismological data, experimentation of new technologies in projecting and implementing new didactic activities, professional development and support for teachers and development of science curriculum module. The scientific objective is to introduce in schools the use of scientific instruments like seismometer and experimental methods (seismic data analysis). The educational materials entitled "Earthquakes and their effects" is organized in a guide for teachers accompanied by a booklet for students. The structure of the educational material is divided in theoretical chapters followed by sections with activities and experiments adapted to the level of understanding particular to our students. The ROEDUSEIS e-platform should be considered as a modern method for teaching and learning that integrates and completes the work in classroom. The

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.

Providing Elementary Teachers in South Texas with Professional Development to Improve Earth Science Instruction

Science.gov (United States)

Borrego, H.; Ellins, K. K.

2011-12-01

Through three years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development program, my knowledge of earth science, new pedagogical approaches, and confidence has improved dramatically. I have also received instructional materials and learned how to access high quality online resources and use a variety of web-based tools. In this session, I will share my experiences and report on how I used my own learning to help both teachers and students to become more earth science literate individuals. Earth Science test scores at the elementary level throughout South Texas are consistently low in comparison to other regions in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach Earth Sciences. My TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Particularly noteworthy are TERC's EarthLabs: Earth System Science and GLOBE activities. Although these Earthlab investigations are designed for high schools students, I demonstrated how they could be adapted for elementary students. As a result, I have provided professional development in the Earth Sciences to about 300 South Texas elementary teachers. TXESS Revolution has also equipped me to empower the students I teach. My students this past year presented their challenge Legacy Cycle Project to the community. The TXESS Revolution teamed up with the Texas Water Development Board to deliver training on the implementation of a new online challenged-based curriculum called the Water Exploration Legacy Cycles. This training gave me the tools to guide my students learning through authentic scientific research. To carry out their challenge, students researched an area of interest, read literature, consulted with experts in the field, consider different prospective, and presented their final products via PowerPoint, poster

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 ...

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 ...

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 ...

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 ...

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.

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.

Data Curation Education Grounded in Earth Sciences and the Science of Data

Science.gov (United States)

Palmer, C. L.

2015-12-01

This presentation looks back over ten years of experience advancing data curation education at two Information Schools, highlighting the vital role of earth science case studies, expertise, and collaborations in development of curriculum and internships. We also consider current data curation practices and workforce demand in data centers in the geosciences, drawing on studies conducted in the Data Curation Education in Research Centers (DCERC) initiative and the Site-Based Data Curation project. Outcomes from this decade of data curation research and education has reinforced the importance of key areas of information science in preparing data professionals to respond to the needs of user communities, provide services across disciplines, invest in standards and interoperability, and promote open data practices. However, a serious void remains in principles to guide education and practice that are distinct to the development of data systems and services that meet both local and global aims. We identify principles emerging from recent empirical studies on the reuse value of data in the earth sciences and propose an approach for advancing data curation education that depends on systematic coordination with data intensive research and propagation of current best practices from data centers into curriculum. This collaborative model can increase both domain-based and cross-disciplinary expertise among data professionals, ultimately improving data systems and services in our universities and data centers while building the new base of knowledge needed for a foundational science of data.

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…

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.

Diversity and Innovation for Geosciences (dig) Texas Earth and Space Science Instructional Blueprints

Science.gov (United States)

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

2014-12-01

The NSF-sponsored DIG Texas Instructional Blueprint project supports the development of online instructional blueprints for a yearlong high school-level Earth science course. Each blueprint stitches together three-week units that contain curated educational resources aligned with the Texas state standards for Earth and Space Science and the Earth Science Literacy Principles. Units focus on specific geoscience content, place-based concerns, features or ideas, or other specific conceptual threads. Five regional teams composed of geoscientists, pedagogy specialists, and practicing science teachers chose unit themes and resources for twenty-two units during three workshops. In summer 2014 three Education Interns (Earth science teachers) spent six weeks refining the content of the units and aligning them with the Next Generation Science Standards. They also assembled units into example blueprints. The cross-disciplinary collaboration among blueprint team members allowed them to develop knowledge in new areas and to share their own discipline-based knowledge and perspectives. Team members and Education Interns learned where to find and how to evaluate high quality geoscience educational resources, using a web-based resource review tool developed by the Science Education Resource Center (SERC). SERC is the repository for the DIG Texas blueprint web pages. Work is underway to develop automated tools to allow educators to compile resources into customized instructional blueprints by reshuffling units within an existing blueprint, by mixing units from other blueprints, or creating new units and blueprints. These innovations will enhance the use of the units by secondary Earth science educators beyond Texas. This presentation provides an overview of the project, shows examples of blueprints and units, reports on the preliminary results of classroom implementation by Earth science teachers, and considers challenges encountered in developing and testing the blueprints. The

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

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...

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...

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

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.

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.

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.

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 ...

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)

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.

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.

The Teach for America RockCorps, Year 2: Using Authentic Research Experiences in Geophysics for STEM Teachers to Inspire Earth Science-Themed Lessons in High School Classrooms

Science.gov (United States)

Parsons, B.; Kassimu, R.; Borjas, C. N.; Griffith, W. A.

2016-12-01

Brooke Parsons1, Rahmatu Kassimu2, Christopher Borjas3, and W. Ashley Griffith31Uplift Hampton Preparatory High School, Dallas, TX, 75232 2H. Grady Spruce High School, Dallas, TX, 75217 3Department of Earth and Environmental Sciences, University of Texas Arlington, Arlington, TX, 76019 As Earth Science courses appear in fewer high school curricula, we seek to find creative ways to integrate Earth Science themes as contextual examples into other K-12 STEM courses in order to develop (A) Earth Science literacy, and (B) a pipeline of young talent into our field. This presentation details the efforts of the 2nd year Teach for America (TFA) Rock Corps, a five year NSF-sponsored partnership between TFA and the University of Texas at Arlington designed to provide STEM teachers with genuine research opportunities using components that can be extrapolated to develop dynamic Geophysics-themed lesson plans and materials for their classrooms. Two teachers were selected from the Dallas-Fort Worth region of TFA to participate in original research modeling off-fault damage that occurs during earthquakes in a lab setting using a Split-Hopkinson-Pressure Bar (SHPB). In particular, we simulate a coseismic transient stress perturbation in a fault damage zone by combining traditional SHPB with a traveling harmonic oscillator: Two striker bars attached by an elastic spring are launched with a gas gun allowing us to create the double stress pulse expected during an earthquake rupture. This research affords teachers inspiration to implement Geophysics-themed lesson plans for their courses, Physics/Pre-AP Physics and Chemistry. The physics course will adopt principles of seismic wave propagation to teach concepts of impulse, momentum, conservation of energy, harmonic motion, wave velocity, wave propagation, and real world applications of waves. The chemistry course will implement geochemistry themed techniques into applying the scientific method, density, isotopic composition, p

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

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…

Demystifying Scientific Data ­ Using Earth Science to Teach the Scientific Method

Science.gov (United States)

Nassiff, P. J.; Santos, E. A.; Erickson, P. J.; Niell, A. E.

2006-12-01

The collection of large quantities of data and their subsequent analyses are important components of any scientific process, particularly at research institutes such as MIT's Haystack Observatory, where the collection and analyses of data is crucial to research efforts. Likewise, a recent study on science education concluded that students should be introduced to analyzing evidence and hypotheses, to critical thinking - including appropriate skepticism, to quantitative reasoning and the ability to make reasonable estimates, and to the role of uncertainty and error in science. In order to achieve this goal with grades 9-12 students and their instructors, we developed lesson plans and activities based on atmospheric science and geodetic research at Haystack Observatory. From the complex steps of experimental design, measurement, and data analysis, students and teachers will gain insight into the scientific research processes as they exist today. The use of these space weather and geodesy activities in classrooms will be discussed. Space Weather: After decades of data collection with multiple variables, space weather is about as complex an area of investigation as possible. Far from the passive relationship between the Sun and Earth often taught in the early grades, or the beautiful auroras discussed in high school, there are complex and powerful interactions between the Sun and Earth. In spite of these complexities, high school students can learn about space weather and the repercussions on our communication and power technologies. Starting from lessons on the basic method of observing space weather with incoherent scatter radar, and progressing to the use of simplified data sets, students will discover how space weather affects Earth over solar cycles and how severe solar activity is measured and affects the Earth over shorter time spans. They will see that even from complex, seemingly ambiguous data with many variables and unknowns, scientists can gain valuable

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

The Treatment of Geological Time & the History of Life on Earth in High School Biology Textbooks

Science.gov (United States)

Summers, Gerald; Decker, Todd; Barrow, Lloyd

2007-01-01

In spite of the importance of geological time in evolutionary biology, misconceptions about historical events in the history of life on Earth are common. Glenn (1990) has documented a decline from 1960 to 1989 in the amount of space devoted to the history of life in high school earth science textbooks, but we are aware of no similar study in…

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

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 ...

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

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…

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.

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.

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

Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

Science.gov (United States)

Charlton, Bruce G

2006-01-01

Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate

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…

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.

Creating Deep Time Diaries: An English/Earth Science Unit for Middle School Students

Science.gov (United States)

Jordan, Vicky; Barnes, Mark

2006-01-01

Students love a good story. That is why incorporating literary fiction that parallels teaching goals and standards can be effective. In the interdisciplinary, thematic six-week unit described in this article, the authors use the fictional book "The Deep Time Diaries," by Gary Raham, to explore topics in paleontology, Earth science, and creative…

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.

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.

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

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.

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 ...

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.

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.

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)

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

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 ...

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

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

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

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...

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.

Middle school students' understanding of the natural history of the Earth and life on Earth as a function of deep time

Science.gov (United States)

Pulling, Azalie Cecile

The purpose of this study was to use deep time, that is geologic time as a mechanism to explore middle school students' understanding of the natural history of the earth and the evolution of life on earth. Geologic time is a logical precursor to middle school students' understanding of biological evolution. This exploratory, mixed model study used qualitative and quantitative methods in each stage of the research to explore sixth grade students, understanding of geologic time, their worldviews (e.g., conceptual ecology), and conceptual change. The study included fifty-nine students in the large group study and four case studies. The primary data collection instrument was the Geologic Timeline Survey. Additional data collection instruments and methods (e.g., concept evaluation statement, journal entries, word associations, interviews, and formal tests) were used to triangulate the study findings. These data were used to create narrative modal profiles of the categories of student thinking that emerged from the large group analysis: Middle School (MS) Scientists (correct science), MS Protoscientists (approaching correct science), MS Prescientists (dinosaur understanding), and MS Pseudoscientists (fundamental religious understanding). Case studies were used to provide a thick description of each category. This study discovered a pattern of student thinking about geologic time that moved along a knowledge continuum from pseudoscience (fundamental creationist understanding) to prescience (everyday-science understanding) to science (correct or approaching correct science). The researcher described the deep-seated misconceptions produced by the prescience thinking level, e.g., dinosaur misconceptions, and cautioned the science education community about using dinosaurs as a glamour-science topic. The most limiting conceptual frameworks found in this study were prescience (a dinosaur focus) and pseudoscience (a fundamental religious focus). An understanding of geologic time

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.

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.

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 ...

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 ...

Experiential learning for education on Earth Sciences

Science.gov (United States)

Marsili, Antonella; D'Addezio, Giuliana; Todaro, Riccardo; Scipilliti, Francesca

2015-04-01

The Laboratorio Divulgazione Scientifica e Attività Museali of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Laboratory for Outreach and Museum Activities) in Rome, organizes every year intense educational and outreach activities to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. Focusing on kids, we designed and implemented the "greedy laboratory for children curious on science (Laboratorio goloso per bambini curiosi di scienza)", to intrigue children from primary schools and to attract their interest by addressing in a fun and unusual way topics regarding the Earth, seismicity and seismic risk. We performed the "greedy laboratory" using experiential teaching, an innovative method envisaging the use and handling commonly used substances. In particular, in the "greedy laboratory" we proposed the use of everyday life's elements, such as food, to engage, entertain and convey in a simple and interesting communication approach notions concerning Earth processes. We proposed the initiative to public during the "European Researchers Night" in Rome, on September 26, 2014. Children attending the "greedy laboratory", guided by researchers and technicians, had the opportunity to become familiar with scientific concepts, such as the composition of the Earth, the Plate tectonics, the earthquake generation, the propagation of seismic waves and their shaking effects on the anthropogenic environment. During the hand-on laboratory, each child used not harmful substances such as honey, chocolate, flour, barley, boiled eggs and biscuits. At the end, we administered a questionnaire rating the proposed activities, first evaluating the level of general satisfaction of the laboratory and then the various activities in which it was divided. This survey supplied our team with feedbacks, revealing some precious hints on appreciation and margins of improvement. We provided a semi-quantitative assessment with a

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.

Inquiry learning for gender equity using History of Science in Life and Earth Sciences’ learning environments

Directory of Open Access Journals (Sweden)

C. Sousa

2016-03-01

Full Text Available The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science. The hands-on and minds-on activities proposed for high scholl students of Life and Earth Sciences onstitute a learnig environment enriched in features of science by focusing on the work of two scientists: Lynn Margulis (1938-2011  and her endosymbiosis theory of the origin of life on Earth and Inge Leehman (1888-1993 responsible for a breakthrough regarding the internal structure of Earth, by caracterizing a discontinuity within the nucleus, contributing to the current geophysical model. For middle scholl students the learning environment includes Inge Leehman and Mary Tharp (1920-2006 and her first world map of the ocean floor. My strategy includes features of science, such as: theory-laden nature of scientific knowledge, models, values and socio-scientific issues, technology contributes to science and feminism.  In conclusion, I consider that this study may constitute an example to facilitate the implementation, by other teachers, of active inquiry strategies focused on features of science within a framework of social responsibility of science, as well as the basis for future research.

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...

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.

The Effects of Hands-On Learning Stations on Building American Elementary Teachers' Understanding about Earth and Space Science Concepts

Science.gov (United States)

Bulunuz, Nermin; Jarrett, Olga S.

2010-01-01

Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock…

EarthLabs - Investigating Hurricanes: Earth's Meteorological Monsters

Science.gov (United States)

McDaris, J. R.; Dahlman, L.; Barstow, D.

2007-12-01

Earth science is one of the most important tools that the global community needs to address the pressing environmental, social, and economic issues of our time. While, at times considered a second-rate science at the high school level, it is currently undergoing a major revolution in the depth of content and pedagogical vitality. As part of this revolution, labs in Earth science courses need to shift their focus from cookbook-like activities with known outcomes to open-ended investigations that challenge students to think, explore and apply their learning. We need to establish a new model for Earth science as a rigorous lab science in policy, perception, and reality. As a concerted response to this need, five states, a coalition of scientists and educators, and an experienced curriculum team are creating a national model for a lab-based high school Earth science course named EarthLabs. This lab course will comply with the National Science Education Standards as well as the states' curriculum frameworks. The content will focus on Earth system science and environmental literacy. The lab experiences will feature a combination of field work, classroom experiments, and computer access to data and visualizations, and demonstrate the rigor and depth of a true lab course. The effort is being funded by NOAA's Environmental Literacy program. One of the prototype units of the course is Investigating Hurricanes. Hurricanes are phenomena which have tremendous impact on humanity and the resources we use. They are also the result of complex interacting Earth systems, making them perfect objects for rigorous investigation of many concepts commonly covered in Earth science courses, such as meteorology, climate, and global wind circulation. Students are able to use the same data sets, analysis tools, and research techniques that scientists employ in their research, yielding truly authentic learning opportunities. This month-long integrated unit uses hurricanes as the story line by

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.

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

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.

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

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.

Signing Earth Science: Accommodations for Students Who Are Deaf or Hard of Hearing and Whose First Language Is Sign

Science.gov (United States)

Vesel, J.; Hurdich, J.

2014-12-01

TERC and Vcom3D used the SigningAvatar® accessibility software to research and develop a Signing Earth Science Dictionary (SESD) of approximately 750 standards-based Earth science terms for high school students who are deaf and hard of hearing and whose first language is sign. The partners also evaluated the extent to which use of the SESD furthers understanding of Earth science content, command of the language of Earth science, and the ability to study Earth science independently. Disseminated as a Web-based version and App, the SESD is intended to serve the ~36,000 grade 9-12 students who are deaf or hard of hearing and whose first language is sign, the majority of whom leave high school reading at the fifth grade or below. It is also intended for teachers and interpreters who interact with members of this population and professionals working with Earth science education programs during field trips, internships etc. The signed SESD terms have been incorporated into a Mobile Communication App (MCA). This App for Androids is intended to facilitate communication between English speakers and persons who communicate in American Sign Language (ASL) or Signed English. It can translate words, phrases, or whole sentences from written or spoken English to animated signing. It can also fingerspell proper names and other words for which there are no signs. For our presentation, we will demonstrate the interactive features of the SigningAvatar® accessibility software that support the three principles of Universal Design for Learning (UDL) and have been incorporated into the SESD and MCA. Results from national field-tests will provide insight into the SESD's and MCA's potential applicability beyond grade 12 as accommodations that can be used for accessing the vocabulary deaf and hard of hearing students need for study of the geosciences and for facilitating communication about content. This work was funded in part by grants from NSF and the U.S. Department of Education.

Examples of learning activities for Earth and Space Sciences in the new Italian National curriculum

Science.gov (United States)

Macario, Maddalena

2016-04-01

In the last few years, starting from 2010, science curricula were changed dramatically in the secondary Italian school as consequence of a radical law reform. In particular, Earth Science and Astronomy subjects have been shifted from the last to the previous school years; in addition, these subjects have been integrated with other natural sciences learning, such as biology and chemistry. As a consequence, Italian teachers felt forced to totally revise their teaching methods for all of these disciplines. The most demanding need was adapting content to younger learners, as those of the first years are, who usually do have neither pre-knowledge in physics nor high level maths skills. Secondly, content learning was progressively driven toward a greater attention to environmental issues in order to raise more awareness in learners about global changes as examples of fragile equilibrium of our planet. In this work some examples of activities are shown, to introduce students to some astronomical phenomena in a simpler way, which play a key role in influencing other Earth's events, in order to make pupils more conscious about how and to what extent our planet depends on space, at different time scales. The activities range from moon motions affecting tides, to secondary Earth motions, which are responsible for climate changes, to the possibility to find life forms in other parts of the Universe, to the possibility for humans to live in the space for future space missions. Students are involved in hands-on inquiry-based laboratories that scaffold both theoretic knowledge and practical skills for a deeper understanding of cause-effect relationships existing in the Earth.

Understanding Earth's Albedo Effect

Science.gov (United States)

Fidler, Chuck

2012-01-01

Earth and space science in the middle school classroom are composed of intricately intertwined sets of conceptual systems (AAAS 1993; NRC 1996). Some systems of study, such as the water and rock cycles, are quite explicit and often found as stand-alone middle school science units. Other phenomena are not so apparent, yet they play an extremely…

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

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

"Earth, Sun and Moon": Computer Assisted Instruction in Secondary School Science--Achievement and Attitudes

Science.gov (United States)

Ercan, Orhan; Bilen, Kadir; Ural, Evrim

2016-01-01

This study investigated the impact of a web-based teaching method on students' academic achievement and attitudes in the elementary education fifth grade Science and Technology unit, "System of Earth, Sun and Moon". The study was a quasi-experimental study with experimental and control groups comprising 54 fifth grade students attending…

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.

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.

Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation

Science.gov (United States)

Bulunuz, Nermin; Jarrett, Olga S.

2009-01-01

This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

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…

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

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.

The development and validation of a two-tiered multiple-choice instrument to identify alternative conceptions in earth science

Science.gov (United States)

Mangione, Katherine Anna

This study was to determine reliability and validity for a two-tiered, multiple- choice instrument designed to identify alternative conceptions in earth science. Additionally, this study sought to identify alternative conceptions in earth science held by preservice teachers, to investigate relationships between self-reported confidence scores and understanding of earth science concepts, and to describe relationships between content knowledge and alternative conceptions and planning instruction in the science classroom. Eighty-seven preservice teachers enrolled in the MAT program participated in this study. Sixty-eight participants were female, twelve were male, and seven chose not to answer. Forty-seven participants were in the elementary certification program, five were in the middle school certification program, and twenty-nine were pursuing secondary certification. Results indicate that the two-tiered, multiple-choice format can be a reliable and valid method for identifying alternative conceptions. Preservice teachers in all certification areas who participated in this study may possess common alternative conceptions previously identified in the literature. Alternative conceptions included: all rivers flow north to south, the shadow of the Earth covers the Moon causing lunar phases, the Sun is always directly overhead at noon, weather can be predicted by animal coverings, and seasons are caused by the Earth's proximity to the Sun. Statistical analyses indicated differences, however not all of them significant, among all subgroups according to gender and certification area. Generally males outperformed females and preservice teachers pursuing middle school certification had higher scores on the questionnaire followed by those obtaining secondary certification. Elementary preservice teachers scored the lowest. Additionally, self-reported scores of confidence in one's answers and understanding of the earth science concept in question were analyzed. There was a

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.

The mobile GeoBus outreach project: hands-on Earth and Mars activities for secondary schools in the UK

Science.gov (United States)

Robinson, Ruth; Pike, Charlotte; Roper, Kathryn

2015-04-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary schools by providing teaching resources that are not readily available to educators, to inspire young learners by incorporating new science research outcomes in teaching activities, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Just under 35,000 pupils have been involved in practical hands-on Earth science learning activities since the project began in 2012, including many in remote and disadvantaged regions. The resources that GeoBus brings to schools include all the materials and equipment needed to run 50 - 80 minute workshops, and half- or whole-day Enterprise Challenges and field excursions. Workshops are aimed at a class of up to 30 pupils and topics include minerals, rocks, fossils, geological time, natural resources, climate change, volcanoes, earthquakes, and geological mapping. As with all GeoBus activities, the inclusion of equipment and technology otherwise unavailable to schools substantially increases the engagement of pupils in workshops. Field excursions are increasingly popular, as many teachers have little or no field trainng and feel unable to lead this type of activity. The excursions comprise half or full day sessions for up to 30 pupils and are tailored to cover the local geology or geomorphology. Enterprise Challenge are half or full day sessions for up to 100 pupils. Topics include "Journey to Mars", "Scotland's Rocks", "Drilling for Oil", and "Renewable Energy". Both of the energy Enterprise Challenges were designed to incorporates ideas and

The effects of cooperative learning methods on minority ninth graders in earth and space science