Three-Dimensional Soil Landscape Modeling: A Potential Earth Science Teaching Tool

Science.gov (United States)

Schmid, Brian M.; Manu, Andrew; Norton, Amy E.

2009-01-01

Three-dimensional visualization is helpful in understanding soils, and three dimensional (3-D) tools are gaining popularity in teaching earth sciences. Those tools are still somewhat underused in soil science, yet soil properties such as texture, color, and organic carbon content vary both vertically and horizontally across the landscape. These…

On the spin-axis dynamics of a Moonless Earth

Energy Technology Data Exchange (ETDEWEB)

Li, Gongjie; Batygin, Konstantin, E-mail: gli@cfa.harvard.edu [Harvard-Smithsonian Center for Astrophysics, The Institute for Theory and Computation, 60 Garden Street, Cambridge, MA 02138 (United States)

2014-07-20

The variation of a planet's obliquity is influenced by the existence of satellites with a high mass ratio. For instance, Earth's obliquity is stabilized by the Moon and would undergo chaotic variations in the Moon's absence. In turn, such variations can lead to large-scale changes in the atmospheric circulation, rendering spin-axis dynamics a central issue for understanding climate. The relevant quantity for dynamically forced climate change is the rate of chaotic diffusion. Accordingly, here we re-examine the spin-axis evolution of a Moonless Earth within the context of a simplified perturbative framework. We present analytical estimates of the characteristic Lyapunov coefficient as well as the chaotic diffusion rate and demonstrate that even in absence of the Moon, the stochastic change in Earth's obliquity is sufficiently slow to not preclude long-term habitability. Our calculations are consistent with published numerical experiments and illustrate the putative system's underlying dynamical structure in a simple and intuitive manner.

Mathematical modeling of earth's dynamical systems a primer

CERN Document Server

Slingerland, Rudy

2011-01-01

Mathematical Modeling of Earth's Dynamical Systems gives earth scientists the essential skills for translating chemical and physical systems into mathematical and computational models that provide enhanced insight into Earth's processes. Using a step-by-step method, the book identifies the important geological variables of physical-chemical geoscience problems and describes the mechanisms that control these variables. This book is directed toward upper-level undergraduate students, graduate students, researchers, and professionals who want to learn how to abstract complex systems into sets of dynamic equations. It shows students how to recognize domains of interest and key factors, and how to explain assumptions in formal terms. The book reveals what data best tests ideas of how nature works, and cautions against inadequate transport laws, unconstrained coefficients, and unfalsifiable models. Various examples of processes and systems, and ample illustrations, are provided. Students using this text should be f...

InTeGrate: Interdisciplinary Teaching about the Earth for a Sustainable Future

Science.gov (United States)

Manduca, C. A.

2017-12-01

InTeGrate supports integrated interdisciplinary learning about resource and environmental issues across the undergraduate curriculum to create a sustainable and just civilization. The project has developed teaching materials and examples of their use in programs and is currently engaged in a suite of activities that support use of these resources in improving undergraduate Earth education. Thirty-three sets of teaching materials supporting instruction over time periods of 2 weeks to a full semester have been developed by teams of faculty and peer-reviewed to ensure strong research-based pedagogic design and attention to five design principles: 1) address one or more grand challenges involving the Earth and society, 2) develop student ability to address interdisciplinary problems, 3) improve student understanding of the nature and methods of science and developing geoscientific habits of mind, 4) make use of authentic and credible science data to learn central concepts in the context of scientific methods of inquiry, and, 5) incorporate systems thinking. They have been tested in a wide variety of institutional and disciplinary settings and are documented with instructor notes describing adaptation for specific settings. All published materials passed a review for scientific accuracy. Sixteen program models demonstrate strategies for strengthening learning about Earth and sustainability at scales ranging from a department to an interinstitutional collaboration. These examples document the use of InTeGrate resources in the development and evaluation of these programs. A synthesis of lessons learned by these projects addresses strategies for teaching about the Earth across the curriculum. InTeGrate is currently supporting use of ideas and resources developed over the past six years of project work through a webinar series, workshops at professional society meetings, a traveling workshop program for departments and regions, a set of online learning communities and

Coupling population dynamics with earth system models: the POPEM model.

Science.gov (United States)

Navarro, Andrés; Moreno, Raúl; Jiménez-Alcázar, Alfonso; Tapiador, Francisco J

2017-09-16

Precise modeling of CO 2 emissions is important for environmental research. This paper presents a new model of human population dynamics that can be embedded into ESMs (Earth System Models) to improve climate modeling. Through a system dynamics approach, we develop a cohort-component model that successfully simulates historical population dynamics with fine spatial resolution (about 1°×1°). The population projections are used to improve the estimates of CO 2 emissions, thus transcending the bulk approach of existing models and allowing more realistic non-linear effects to feature in the simulations. The module, dubbed POPEM (from Population Parameterization for Earth Models), is compared with current emission inventories and validated against UN aggregated data. Finally, it is shown that the module can be used to advance toward fully coupling the social and natural components of the Earth system, an emerging research path for environmental science and pollution research.

A program wide framework for evaluating data driven teaching and learning - earth analytics approaches, results and lessons learned

Science.gov (United States)

Wasser, L. A.; Gold, A. U.

2017-12-01

There is a deluge of earth systems data available to address cutting edge science problems yet specific skills are required to work with these data. The Earth analytics education program, a core component of Earth Lab at the University of Colorado - Boulder - is building a data intensive program that provides training in realms including 1) interdisciplinary communication and collaboration 2) earth science domain knowledge including geospatial science and remote sensing and 3) reproducible, open science workflows ("earth analytics"). The earth analytics program includes an undergraduate internship, undergraduate and graduate level courses and a professional certificate / degree program. All programs share the goals of preparing a STEM workforce for successful earth analytics driven careers. We are developing an program-wide evaluation framework that assesses the effectiveness of data intensive instruction combined with domain science learning to better understand and improve data-intensive teaching approaches using blends of online, in situ, asynchronous and synchronous learning. We are using targeted online search engine optimization (SEO) to increase visibility and in turn program reach. Finally our design targets longitudinal program impacts on participant career tracts over time.. Here we present results from evaluation of both an interdisciplinary undergrad / graduate level earth analytics course and and undergraduate internship. Early results suggest that a blended approach to learning and teaching that includes both synchronous in-person teaching and active classroom hands-on learning combined with asynchronous learning in the form of online materials lead to student success. Further we will present our model for longitudinal tracking of participant's career focus overtime to better understand long-term program impacts. We also demonstrate the impact of SEO optimization on online content reach and program visibility.

Effective and responsible teaching of climate change in Earth Science-related disciplines

Science.gov (United States)

Robinson, Z. P.; Greenhough, B. J.

2009-04-01

Climate change is a core topic within Earth Science-related courses. This vast topic covers a wide array of different aspects that could be covered, from past climatic change across a vast range of scales to environmental (and social and economic) impacts of future climatic change and strategies for reducing anthropogenic climate change. The Earth Science disciplines play a crucial role in our understanding of past, present and future climate change and the Earth system in addition to understanding leading to development of strategies and technological solutions to achieve sustainability. However, an increased knowledge of the occurrence and causes of past (natural) climate changes can lead to a lessened concern and sense of urgency and responsibility amongst students in relation to anthropogenic causes of climatic change. Two concepts integral to the teaching of climate change are those of scientific uncertainty and complexity, yet an emphasis on these concepts can lead to scepticism about future predictions and a further loss of sense of urgency. The requirement to understand the nature of scientific uncertainty and think and move between different scales in particular relating an increased knowledge of longer timescale climatic change to recent (industrialised) climate change, are clearly areas of troublesome knowledge that affect students' sense of responsibility towards their role in achieving a sustainable society. Study of the attitudes of university students in a UK HE institution on a range of Earth Science-related programmes highlights a range of different attitudes in the student body towards the subject of climate change. Students express varied amounts of ‘climate change saturation' resulting from both media and curriculum coverage, a range of views relating to the significance of humans to the global climate and a range of opinions about the relevance of environmental citizenship to their degree programme. Climate change is therefore a challenging

Teaching Earth Sciences as an interdisciplinary subject: Novel module design involving research literature

Science.gov (United States)

Tong, Vincent C. H.

2010-05-01

The study of Earth Sciences requires an interdisciplinary approach as it involves understanding scientific knowledge originating from a wide spectrum of research areas. Not only does it include subjects ranging from, for instance, hydrogeology to deep crustal seismology and from climate science to oceanography, but it also has many direct applications in closely related disciplines such as environmental engineering and natural resources management. While research crossing traditional disciplinary boundaries in geosciences is becoming increasingly common, there is only limited integration of interdisciplinary research in the teaching of the subject. Given that the transition from undergraduate education based on subject modules to postgraduate interdisciplinary research is never easy, such integration is a highly desirable pedagogical approach at both undergraduate and postgraduate levels. My presentation is based on a recent teaching project involving novel design of an undergraduate course. The course is implemented in order to address the synergy between research and teaching (Tong, 2009). This project has been shown to be effective and successful in teaching geosciences undergraduates at the University of London. The module consists of studying core geophysical principles and linking them directly to a selection of recently published research papers in a wide range of interdisciplinary applications. Research reviewing and reporting techniques are systematically developed, practised and fully integrated into teaching of the core scientific theories. A fully-aligned assignment with a feedback website invites the students to reflect on the scientific knowledge and the study skills related to research literature they have acquired in the course. This teaching project has been recognized by a teaching award (http://www.clpd.bbk.ac.uk/staff/BETA). In this presentation, I will discuss how undergraduate teaching with a focus on research literature in Earth Sciences can

Imprint of Galactic dynamics on Earth's climate

DEFF Research Database (Denmark)

Svensmark, Henrik

2006-01-01

A connection between climate and the Solar system's motion perpendicular to the Galactic plane during the last 200 Myr years is studied. An imprint of galactic dynamics is found in a long-term record of the Earth's climate that is consistent with variations in the Solar system oscillation around...

On the mechanical vibrator-earth contact geometry and its dynamics

NARCIS (Netherlands)

Noorlandt, R.P.; Drijkoningen, G.G.

2016-01-01

The geometry of the contact between a vibrator and the earth underneath influences the dynamics of the vibrator. Although a vibrator might appear to be well-coupled with the earth on a macroscale, perfect coupling certainly does not occur on the microscale. With the aid of contact mechanical

Creative Building Design for Innovative Earth Science Teaching and Outreach (Invited)

Science.gov (United States)

Chan, M. A.

2009-12-01

Earth Science departments can blend the physical “bricks and mortar” facility with programs and educational displays to create a facility that is a permanent outreach tool and a welcoming home for teaching and research. The new Frederick Albert Sutton building at the University of Utah is one of the first LEED (Leadership in Energy and Environmental Design) certified Earth Science buildings in the country. Throughout the structure, creative architectural designs are combined with sustainability, artful geologic displays, and community partnerships. Distinctive features of the building include: 1) Unique, inviting geologic designs such as cross bedding pattern in the concrete foundation; “a river runs through it” (a pebble tile “stream” inside the entrance); “confluence” lobby with spectacular Eocene Green River fossil fish and plant walls; polished rock slabs; and many natural stone elements. All displays are also designed as teaching tools. 2) Student-generated, energy efficient, sustainable projects such as: solar tube lights, xeriscape & rock monoliths, rainwater collection, roof garden, pervious cement, and energy monitoring. 3) Reinforced concrete foundation for vibration-free analytical measurements, and exposed lab ceilings for duct work and infrastructure adaptability. The spectacular displays for this special project were made possible by new partnerships within the community. Companies participated with generous, in-kind donations (e.g., services, stone flooring and slabs, and landscape rocks). They received recognition in the building and in literature acknowledging donors. A beautiful built environment creates space that students, faculty, and staff are proud of. People feel good about coming to work, and they are happy about their surroundings. This makes a strong recruiting tool, with more productive and satisfied employees. Buildings with architectural interest and displays can showcase geology as art and science, while highlighting

Cooperative Institute for Dynamic Earth Research (CIDER): Contributions to Education (Invited)

Science.gov (United States)

Romanowicz, B. A.

2010-12-01

The Cooperative Institute for Dynamic Earth Research (http://www.deep-earth.org) began its activities in 2003 and has so far held four summer programs of duration ranging from 3 to 7 weeks, funded by the NSF/CSEDI program, with support from and at the Kavli Institute for Theoretical Physics in Santa Barbara. CIDER's goals are twofold: (1) as a "synthesis center", to provide an environment for transformative studies of Earth's internal dynamics, requiring a concerted multi-disciplinary effort of leading researchers, and (2) to educate a new generation of Earth scientists with a breadth of competence across the disciplines required to understand the dynamic earth: mineral physics, geodynamics, geochemistry and geomagnetism. CIDER summer programs, so far, have focused on themes related to the Deep Earth: "Reconciling seismic and geochemical heterogeneity in the Earth", "The Earth's transition zone", "Boundary layers in the Earth" and "Fluids and volatiles in the Earth's mantle and core". These programs typically include three weeks of unstructured program designed for senior (assistant professor level and higher) researchers, and a 3-4 weeks "tutorial and workshop" part geared towards advanced graduate students and post-docs, but open also to more senior participants. The first two weeks of the tutorial part include lectures and practical exercises in the different disciplines aimed at providing participants with a basic understanding of the fundamentals and current challenges in disciplines other than their own. During the second week, topics related to the summer program's theme are proposed for further study in a workshop mode by multi-disciplinary groups formed on the fly, continued through the last week or two of the program. These activities often lead to the development of new collaborations and research proposals to the CSEDI program. In 2011, CIDER will hold a summer program at UC Berkeley on the theme "Mountain Building", expanding the scope of the Institute

The lattice dynamical studies of rare earth compounds: electron-phonon interactions

International Nuclear Information System (INIS)

Jha, Prafulla K.; Sanyal, Sankar P.; Singh, R.K.

2002-01-01

During the last two decades chalcogenides and pnictides of rare earth (RE) atoms have drawn considerable attention of the solid state physicists because of their peculiar electronic, magnetic, optical and phonon properties. Some of these compounds e.g. sulphides and selenides of cerium (Ce), samarium (Sm), yttrium (Y), ytterbium (Yb), europium (Eu) and thulium (Tm) and their alloys show nonintegral valence (between 2 and 3), arising due to f-d electron hybridization at ambient temperature and pressure. The rare earth mixed valence compounds (MVC) reviewed in this article crystallize in simple cubic structure. Most of these compounds show the existence of strong electron-phonon coupling at half way to the zone boundary. This fact manifests itself through softening of the longitudinal acoustic mode, negative value of elastic constant C 12 etc. The purpose of this contribution is to review some of the recent activities in the fields of lattice dynamics and allied properties of rare earth compounds. The present article is primarily devoted to review the effect of electron-phonon interactions on the dynamical properties of rare earth compounds by using the lattice dynamical model theories based on charged density deformations and long-range many body forces. While the long range charge transfer effect arises due to f-d hybridization of nearly degenerate 4f-5d bands of rare earth ions, the density deformation comes into the picture of breathing motion of electron shells. These effects of charge transfer and charge density deformation when considered in the lattice dynamical models namely the three body force rigid ion model (TRM) and breathing shell model (BSM) are quite successful in explaining the phonon anomalies in these compounds and undoubtedly unraveled many important physical process governing the phonon anomalies in rare earth compounds

Searching for New Earths: Teaching Children How We Seek Distant Planets

Science.gov (United States)

Pulliam, C.

2008-06-01

Teaching science to children ages 8-13 can be a great challenge, especially if you lack the resources for a full-blown audio/visual presentation. How do you hold their attention and get them involved? One method is to teach a topic no one else covers at this educational level: something exciting and up-to-the-minute, at the cutting edge of science. We developed an interactive 45-minute presentation to convey the two basic techniques used to locate planets orbiting other stars. Activities allowed children to hunt for their own planets in simulated data sets. We also stimulated their imagination by giving each child a take-home, multicolored marble ``planet'' and asking them to discuss their planet's characteristics. The resulting presentation ``Searching for New Earths'' could be adapted to a variety of educational settings.

Future Satellite Gravimetry and Earth Dynamics

CERN Document Server

Flury, Jakob

2005-01-01

Currently, a first generation of dedicated satellite missions for the precise mapping of the Earth’s gravity field is in orbit (CHAMP, GRACE, and soon GOCE). The gravity data from these satellite missions provide us with very new information on the dynamics of planet Earth. In particular, on the mass distribution in the Earth’s interior, the entire water cycle (ocean circulation, ice mass balance, continental water masses, and atmosphere), and on changes in the mass distribution. The results are fascinating, but still rough with respect to spatial and temporal resolution. Technical progress in satellite-to-satellite tracking and in gravity gradiometry will allow more detailed results in the future. In this special issue, Earth scientists develop visions of future applications based on follow-on high-precision satellite gravimetry missions.

A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

Science.gov (United States)

Beam, Margery Elizabeth

The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

Earth Observation of Vegetation Dynamics in Global Drylands

DEFF Research Database (Denmark)

Tian, Feng

Land degradation in global drylands has been a concern related to both the local livelihoods and the changes in terrestrial biosphere, especially in the context of substantial global environmental changes. Earth Observation (EO) provides a unique way to assess the vegetation dynamics over the past...

What Can Nature Teach Us About Improving Earth Science Data Access?

Science.gov (United States)

Young, S.

2012-12-01

Humans have collected earth observations data for centuries, helping us understand present conditions, allowing us to forecast the future, and giving us a window billions of years into the past. In the last 40 years the collection of earth observations data has increased on a truly massive and accelerating scale. Our abilities to collect new data have outpaced our abilities to access and use the data in all the ways users may expect. Mobile technology is a prime example. Smart telephones and tablet devices are proliferating rapidly; by 2016 there likely will be more smartphones than PCs on the planet. Earth data providers need to plan for and evolve to meet the needs, expectations, and capabilities of vast new numbers of mobile users. These users will not only consume data; many of them will also want to provide data via crowdsourcing or "citizen science" efforts. Can we channel the desire to provide citizen data in ways that help to ground-truth other observations, enrich the observations base, and improve data quality? Innovation will be key to meeting such challenges. Is it possible to innovate by studying the past? Does the earth system itself hold lessons that we can apply? We will examine what nature can teach us to foster sustainable innovation in our information technologies. Simplicity enables complexity; understanding complexity requires a return to simplicity. This presentation describes several user scenarios and examples of simplicity-complexity interactions to illustrate the connections with earth science data access.

GRACE, time-varying gravity, Earth system dynamics and climate change

Science.gov (United States)

Wouters, B.; Bonin, J. A.; Chambers, D. P.; Riva, R. E. M.; Sasgen, I.; Wahr, J.

2014-11-01

Continuous observations of temporal variations in the Earth's gravity field have recently become available at an unprecedented resolution of a few hundreds of kilometers. The gravity field is a product of the Earth's mass distribution, and these data—provided by the satellites of the Gravity Recovery And Climate Experiment (GRACE)—can be used to study the exchange of mass both within the Earth and at its surface. Since the launch of the mission in 2002, GRACE data has evolved from being an experimental measurement needing validation from ground truth, to a respected tool for Earth scientists representing a fixed bound on the total change and is now an important tool to help unravel the complex dynamics of the Earth system and climate change. In this review, we present the mission concept and its theoretical background, discuss the data and give an overview of the major advances GRACE has provided in Earth science, with a focus on hydrology, solid Earth sciences, glaciology and oceanography.

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2016-01-01

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

GRACE, time-varying gravity, Earth system dynamics and climate change

International Nuclear Information System (INIS)

Wouters, B; Bonin, J A; Chambers, D P; Riva, R E M; Sasgen, I; Wahr, J

2014-01-01

Continuous observations of temporal variations in the Earth's gravity field have recently become available at an unprecedented resolution of a few hundreds of kilometers. The gravity field is a product of the Earth's mass distribution, and these data—provided by the satellites of the Gravity Recovery And Climate Experiment (GRACE)—can be used to study the exchange of mass both within the Earth and at its surface. Since the launch of the mission in 2002, GRACE data has evolved from being an experimental measurement needing validation from ground truth, to a respected tool for Earth scientists representing a fixed bound on the total change and is now an important tool to help unravel the complex dynamics of the Earth system and climate change. In this review, we present the mission concept and its theoretical background, discuss the data and give an overview of the major advances GRACE has provided in Earth science, with a focus on hydrology, solid Earth sciences, glaciology and oceanography. (review article)

Making System Dynamics Cool? Using Hot Testing & Teaching Cases

NARCIS (Netherlands)

Pruyt, E.

2009-01-01

This paper deals with the use of ‘hot’ real-world cases for both testing and teaching purposes such as in the Introductory System Dynamics course at Delft University of Technology in the Netherlands. The paper starts with a brief overview of the System Dynamics curriculum. Then the problem-oriented

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.

The emergence of learning-teaching trajectories in education: a complex dynamic systems approach.

Science.gov (United States)

Steenbeek, Henderien; van Geert, Paul

2013-04-01

In this article we shall focus on learning-teaching trajectories ='successful' as well as 'unsuccessful' ones - as emergent and dynamic phenomena resulting from the interactions in the entire educational context, in particular the interaction between students and teachers viewed as processes of intertwining self-, other- and co-regulation. The article provides a review of the educational research literature on action regulation in learning and teaching, and interprets this literature in light of the theory of complex dynamic systems. Based on this reinterpretation of the literature, two dynamic models are proposed, one focusing on the short-term dynamics of learning-teaching interactions as they take place in classrooms, the other focusing on the long-term dynamics of interactions in a network of variables encompassing concerns, evaluations, actions and action effects (such as learning) students and teachers. The aim of presenting these models is to demonstrate, first, the possibility of transforming existing educational theory into dynamic models and, second, to provide some suggestions as to how such models can be used to further educational theory and practice.

Making System Dynamics Cool II : New Hot Teaching and Testing Cases of Increasing Complexity

NARCIS (Netherlands)

Pruyt, E.

2010-01-01

This follow-up paper presents several actual cases for testing and teaching System Dynamics. The cases were developed between April 2009 and January 2010 for the Introductory System Dynamics courses at Delft University of Technology in the Netherlands. They can be used for teaching and testing

A fast dynamic mode in rare earth based glasses

Energy Technology Data Exchange (ETDEWEB)

Zhao, L. Z.; Xue, R. J.; Zhu, Z. G.; Wang, W. H.; Bai, H. Y., E-mail: hybai@iphy.ac.cn [Institute of Physics, Chinese Academy of Sciences, Beijing 100190 (China); Ngai, K. L. [Dipartimento di Fisica, Università di Pisa, Largo B. Pontecorvo 3, I-56127 Pisa (Italy)

2016-05-28

Metallic glasses (MGs) usually exhibit only slow β-relaxation peak, and the signature of the fast dynamic is challenging to be observed experimentally in MGs. We report a general and unusual fast dynamic mode in a series of rare earth based MGs manifested as a distinct fast β′-relaxation peak in addition to slow β-relaxation and α-relaxation peaks. We show that the activation energy of the fast β′-relaxation is about 12RT{sub g} and is equivalent to the activation of localized flow event. The coupling of these dynamic processes as well as their relationship with glass transition and structural heterogeneity is discussed.

Making System Dynamics Cool IV : Teaching & Testing with Cases & Quizzes

NARCIS (Netherlands)

Pruyt, E.

2012-01-01

This follow-up paper presents cases and multiple choice questions for teaching and testing System Dynamics modeling. These cases and multiple choice questions were developed and used between January 2012 and April 2012 a large System Dynamics course (250+ 2nd year BSc and 40+ MSc students per year)

Making System Dynamics Cool III : New Hot Teaching & Testing Cases

NARCIS (Netherlands)

Pruyt, E.

2011-01-01

This follow-up paper presents seven actual cases for testing and teaching System Dynamics developed and used between January 2010 and January 2011 for one of the largest System Dynamics courses (250+ students per year) at Delft University of Technology in the Netherlands. The cases presented in this

Dynamic Processes of Cross-Tail Current in the Near-Earth Magnetotail

International Nuclear Information System (INIS)

Xing-Qiang, Lu; Zhi-Wei, Ma

2009-01-01

Current dynamic processes in realistic magnetotail geometry are studied by Hall magnetohydrodynamic (MHD) simulations under various driven conditions and Hall effects. Associated with the external driving force, a thin current sheet with a broad extent is built up in the near-Earth magnetotail. The time evolution for the formation of the current sheet comprises two phases: slow growth and a fast impulsive phase before the near-Earth disruption of the current sheet resulting from the fast magnetic reconnection. The simulation results indicate that as the external driving force increases, the site and the tailward speed of the near-Earth current disruption region are closer to the Earth and faster, respectively. Whether the near-Earth disruption of the current sheet takes place or not is mainly controlled by Hall effects. It is found that there is no sudden disruption of the current sheet in the near-Earth region if the ion inertial length is below d i = 0.04. (geophysics, astronomy, and astrophysics)

A novel teaching tool using dynamic cues improves visualisation of chest lesions by naive observers

Science.gov (United States)

Mohamed Ali, M. A.; Toomey, R. J.; Ryan, J. T.; Cuffe, F. C.; Brennan, P. C.

2009-02-01

Introduction Dynamic cueing is an effective way of stimulating perception of regions of interest within radiological images. This study explores the impact of a novel teaching tool using dynamic cueing for lesion detection on plain chest radiographs. Materials and methods Observer performance studies were carried out where 36 novices examined 30 chest images in random order. Half of these contained between one and three simulated pulmonary nodules. Three groups were investigated: A (control: no teaching tool), B (retested immediately after undergoing the teaching tool) and C (retested a week after undergoing the teaching tool). The teaching tool involved dynamically displaying the same images with and without lesions. Results were compared using Receiver Operating Characteristics (ROC), sensitivity and specificity analyses. Results The second reading showed significantly greater area under the ROC curve (Az value) (pchest radiographs in the short term.

Teaching methods for increasing the participations of students: Innovative dynamics games Teaching methods for increasing the participations of students: Innovative dynamics games Teaching methods for increasing the participations of students: Innovative dynamics games

Directory of Open Access Journals (Sweden)

Ester Oliveras

2013-09-01

Full Text Available Purpose: This paper analyses new dynamics as teaching methodologies in the context of   the degrees adapted to the EHEA. The aim of this study is double: to assess whether there is greater involvement in seminars with these new dynamics and to test if learning also experienced changes. Design/methodology/approach: To experiment with the introduction of innovative dynamic games in an introductory course in accounting.  These new dynamics are applied during the academic year 2010-11 in the UPF. The design, implementation and evaluation of the methodology devised have followed three stages: 1 Game Design and adequate dynamic; 2 To test the games; 2 Implementation during the course. Findings: The results show that students value positively those dynamics improving their learning and creating greater involvement. Research limitations/implications: There are some contradictory results regarding the knowledge gained by the students. Another area to be explored relates to the skills that the teacher must have in order to manage this type of dynamics. Originality/value: In an introductory level of the Financial Accounting course the most common dynamics is solving exercises. Due to the nature of matter, these are closed so they not provoke discussion among students. However, you can use activities that allow greater participation, especially through dynamics or games. This paper shows that.Purpose: This paper analyses new dynamics as teaching methodologies in the context of   the degrees adapted to the EHEA. The aim of this study is double: to assess whether there is greater involvement in seminars with these new dynamics and to test if learning also experienced changes.Design/methodology/approach: To experiment with the introduction of innovative dynamic games in an introductory course in accounting.  These new dynamics are applied during the academic year 2010-11 in the UPF. The design, implementation and evaluation of the methodology devised

Capacity building for tropical coastal ecosystems management using a dynamic teaching model

DEFF Research Database (Denmark)

Lindberg, Annika Büchert; Nielsen, Thomas; Macintosh, Donald

2008-01-01

This learning opportunity illustrates effective capacity building through a dynamic teaching model that involves you and gives you personal experiences. The teaching model is easy to adapt to local environments and the learning opportunity is relevant to everyone working in coastal natural resource...... in combining knowledge and methods and applying these in a real life situation. Objectives: The participants will apply the acquired knowledge of ecosystems and project management tools when describing ecosystem services and when planning a project The participants will act as different stakeholders during...... the role play and hereby gain experience from a situation mimicking real life project situation.; The participants will experience how dynamic teaching can improve capacity building....

Comparative Examination of Reconnection-Driven Magnetotail Dynamics at Mercury and Earth

Science.gov (United States)

Slavin, J. A.

2014-12-01

becomes quasi-periodic. Unlike the Earth, solar wind dynamic pressure increases at Mercury couple directly to its large iron core. Magnetic fields due to induction currents in Mercury's interior strongly resist compression of the dayside magnetosphere. The effects of such inductive coupling on magnetotail dynamics at Mercury remains to be determined.

Science on Stage: Engaging and teaching scientific content through performance art

Science.gov (United States)

Posner, Esther

2016-04-01

Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.

Effects of dynamic long-period ocean tides on changes in earth's rotation rate

Science.gov (United States)

Nam, Young; Dickman, S. R.

1990-01-01

As a generalization of the zonal response coefficient first introduced by Agnew and Farrell (1978), the zonal response function kappa of the solid earth-ocean system is defined as the ratio, in the frequency domain, of the tidal change in earth's rotation rate to the tide-generating potential. Amplitudes and phases of kappa for the monthly, fortnightly, and nine-day lunar tides are estimated from 2 1/2 years of VLBI UT1 observations, corrected for atmospheric angular momentum effects using NMC wind and pressure series. Using the dynamic ocean tide model of Dickman (1988, 1989), amplitudes and phases of kappa for an elastic earth-ocean system are predicted. The predictions confirm earlier results which found that dynamic effects of the longer-period ocean tides reduce the amplitude of kappa by about 1 percent.

Functional network macroscopes for probing past and present Earth system dynamics (Invited)

Science.gov (United States)

Donges, J. F.

2013-12-01

The Earth, as viewed from a physicist's perspective, is a dynamical system of great complexity. Functional complex networks are inferred from observational data and model runs or constructed on the basis of theoretical considerations. Representing statistical interdependencies or causal interactions between objects (e.g., Earth system subdomains, processes, or local field variables), functional complex networks are conceptually well-suited for naturally addressing some of the fundamental questions of Earth system analysis concerning, among others, major dynamical patterns, teleconnections, and feedback loops in the planetary machinery, as well as critical elements such as thresholds, bottlenecks, and switches. The first part of this talk concerns complex network theory and network-based time series analysis. Regarding complex network theory, the novel contributions include consistent frameworks for analyzing the topology of (i) general networks of interacting networks and (ii) networks with vertices of heterogeneously distributed weights, as well as (iii) an analytical theory for describing spatial networks. In the realm of time series analysis, (i) recurrence network analysis is put forward as a theoretically founded, nonlinear technique for the study of single, but possibly multivariate time series. (ii) Coupled climate networks are introduced as an exploratory tool of data analysis for quantitatively characterizing the intricate statistical interdependency structure within and between several fields of time series. The second part presents applications for detecting dynamical transitions (tipping points) in time series and studying bottlenecks in the atmosphere's general circulation structure. The analysis of paleoclimate data reveals a possible influence of large-scale shifts in Plio-Pleistocene African climate variability on events in human evolution. This presentation summarizes the contents of the dissertation titled "Functional network macroscopes for

Dynamics of the earth's radiation belts and inner magnetosphere (geophysical monograph series)

CERN Document Server

2013-01-01

Dynamics of the Earth's Radiation Belts and Inner Magnetosphere draws together current knowledge of the radiation belts prior to the launch of Radiation Belt Storm Probes (RPSP) and other imminent space missions, making this volume timely and unique. The volume will serve as a useful benchmark at this exciting and pivotal period in radiation belt research in advance of the new discoveries that the RPSP mission will surely bring. Highlights include the following: a review of the current state of the art of radiation belt science; a complete and up-to-date account of the wave-particle interactions that control the dynamical acceleration and loss processes of particles in the Earth's radiation belts and inner magnetosphere; a discussion emphasizing the importance of the cross-energy coupling of the particle populations of the radiation belts, ring current, and plasmasphere in controlling the dynamics of the inner magnetosphe...

Dynamic ocean-tide effects on Earth's rotation

Science.gov (United States)

Dickman, S. R.

1993-01-01

This article develops 'broad-band' Liouville equations which are capable of determining the effects on the rotation of the Earth of a periodic excitation even at frequencies as high as semi-diurnal; these equations are then used to predict the rotational effects of altimetric, numerical and 32-constituent spherical harmonic ocean-tide models. The rotational model includes a frequency-dependent decoupled core, the effects of which are especially marked near retrograde diurnal frequencies; and a fully dynamic oceanic response, whose effects appear to be minor despite significant frequency dependence. The model also includes solid-earth effects which are frequency dependent as the result of both anelasticity at long periods and the fluid-core resonance at nearly diurnal periods. The effects of both tidal inertia and relative angular momentum on Earth rotation (polar motion, length of day, 'nutation' and Universal Time) are presented for 32 long- and short-period ocean tides determined as solutions to the author's spherical harmonic tide theory. The lengthening of the Chandler wobble period by the pole tide is also re-computed using the author's full theory. Additionally, using the spherical harmonic theory, tidal currents and their effects on rotation are determined for available numerical and altimetric tide height models. For all models, we find that the effects of tidal currents are at least as important as those of tide height for diurnal and semi-diurnal constituents.

Design, Development and Preliminary Student Evaluation of Virtual Field Guides as aids to teaching and learning in the Earth sciences

Science.gov (United States)

Stott, Tim

2010-05-01

In Universities the benefits of teaching and learning through fieldwork has been brought under closer examination in recent years (e.g. Andrews et al., 2003) and the notion of supporting fieldwork in the Geography, Earth and Environmental Science (GEES) disciplines has been gathering momentum over the past decade as evidenced by conferences on ‘Supporting fieldwork using information technology' (Maskall et al., 2007) and a Higher Education Academy GEES Virtual Fieldwork Conference at University of Worcester (May 2007). Virtual environments and e-learning resources have been shown to help students become active rather than passive learners by appealing to their multi-sensory learning ability with interactive media (Fletcher et al., 2002; 2007). Research on glacial and fluvial processes has been conducted since 2003 by Liverpool John Moores University (LJMU) staff, sometimes in collaboration with other Universities, at field sites in the French Alps, Swiss Alps and Cariboo Mountains in British Columbia. A virtual field guide (VFG) (www.virtualalps.co.uk) has been developed which uses maps, site photos, panorama movies, video clips, a google earth tour, student exercises using hydrological and glacial datasets collected in the field and revision exercises. A preliminary evaluation of this learning resource has been carried out with two groups of LJMU students and an article written (Stott et al. 2009a). The Ingleton Waterfalls VFG (http://www.ljmu.ac.uk/BIE/ingleton/) was developed by LJMU staff to meet the needs of Foundation degree and undergraduate students. A workshop was presented at the Earth Science Teachers Association 2008 Annual Conference at LJMU, and a subsequent article written (Stott et al. 2009b). The final section of this presentation will summarise some staff perspectives and raises some questions and issues concerned with development and accessibility of VFGs in the light of new developments of a ‘semantic web' at LJMU (Carmichael, 2009). Andrews

Atmospheric dynamics and habitability range in Earth-like aquaplanets obliquity simulations

Science.gov (United States)

Nowajewski, Priscilla; Rojas, M.; Rojo, P.; Kimeswenger, S.

2018-05-01

We present the evolution of the atmospheric variables that affect planetary climate by increasing the obliquity by using a general circulation model (PlaSim) coupled to a slab ocean with mixed layer flux correction. We increase the obliquity between 30° and 90° in 16 aquaplanets with liquid sea surface and perform the simulation allowing the sea ice cover formation to be a consequence of its atmospheric dynamics. Insolation is maintained constant in each experiment, but changing the obliquity affects the radiation budget and the large scale circulation. Earth-like atmospheric dynamics is observed for planets with obliquity under 54°. Above this value, the latitudinal temperature gradient is reversed giving place to a new regime of jet streams, affecting the shape of Hadley and Ferrel cells and changing the position of the InterTropical Convergence Zone. As humidity and high temperatures determine Earth's habitability, we introduce the wet bulb temperature as an atmospheric index of habitability for Earth-like aquaplanets with above freezing temperatures. The aquaplanets are habitable all year round at all latitudes for values under 54°; above this value habitability decreases toward the poles due to high temperatures.

Dynamic Learning Objects to Teach Java Programming Language

Science.gov (United States)

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

Argoball: A Dynamic-Rules Game for Teaching Striking-and-Fielding Game Tactics

Science.gov (United States)

Todorovich, John R.; Fox, James P.; Ryan, Stuart; Todorovich, Sarah W.

2008-01-01

Physical educators using the teaching games for understanding (TGFU) approach employ modified game forms to teach children skills and tactics. Inspired by Danish Longball, "Argoball" is a dynamic-rules game that teachers interested in the TGFU model use to help their students develop effective skills and tactics to better participate in…

Analytical investigation of the dynamics of tethered constellations in Earth orbit, phase 2

Science.gov (United States)

Lorenzini, Enrico C.; Gullahorn, Gordon E.; Cosmo, Mario L.; Estes, Robert D.; Grossi, Mario D.

1994-01-01

This final report covers nine years of research on future tether applications and on the actual flights of the Small Expendable Deployment System (SEDS). Topics covered include: (1) a description of numerical codes used to simulate the orbital and attitude dynamics of tethered systems during station keeping and deployment maneuvers; (2) a comparison of various tethered system simulators; (3) dynamics analysis, conceptual design, potential applications and propagation of disturbances and isolation from noise of a variable gravity/microgravity laboratory tethered to the Space Station; (4) stability of a tethered space centrifuge; (5) various proposed two-dimensional tethered structures for low Earth orbit for use as planar array antennas; (6) tethered high gain antennas; (7) numerical calculation of the electromagnetic wave field on the Earth's surface on an electrodynamically tethered satellite; (8) reentry of tethered capsules; (9) deployment dynamics of SEDS-1; (10) analysis of SEDS-1 flight data; and (11) dynamics and control of SEDS-2.

The Contribution of GGOS to Understanding Dynamic Earth Processes

Science.gov (United States)

Gross, Richard

2017-04-01

Geodesy is the science of the Earth's shape, size, gravity and rotation, including their evolution in time. Geodetic observations play a major role in the solid Earth sciences because they are fundamental for the understanding and modeling of Earth system processes. Changes in the Earth's shape, its gravitational field, and its rotation are caused by external forces acting on the Earth system and internal processes involving mass transfer and exchange of angular and linear momentum. Thus, variations in these geodetic quantities of the Earth reflect and constrain mechanical and thermo-dynamic processes in the Earth system. Mitigating the impact on human life and property of natural hazards such as earthquakes, volcanic eruptions, debris flows, landslides, land subsidence, sea level change, tsunamis, floods, storm surges, hurricanes and extreme weather is an important scientific task to which geodetic observations make fundamental contributions. Geodetic observations can be used to monitor the pre-eruptive deformation of volcanoes and the pre-seismic deformation of earthquake fault zones, aiding in the issuance of volcanic eruption and earthquake warnings. They can also be used to rapidly estimate earthquake fault motion, aiding in the modeling of tsunami genesis and the issuance of tsunami warnings. Geodetic observations are also used in other areas of the Earth sciences, not just the solid Earth sciences. For example, geodesy contributes to atmospheric science by supporting both observation and prediction of the weather by geo-referencing meteorological observing data and by globally tracking change in stratospheric mass and lower tropospheric water vapor fields. Geodetic measurements of refraction profiles derived from satellite occultation data are routinely assimilated into numerical weather prediction models. Geodesy contributes to hydrologic studies by providing a unique global reference system for measurements of: sub-seasonal, seasonal and secular movements

Understanding the Earth Systems: Expressions of Dynamic and Cyclic Thinking among University Students

Science.gov (United States)

Batzri, Or; Ben Zvi Assaraf, Orit; Cohen, Carmit; Orion, Nir

2015-01-01

In this two-part study, we examine undergraduate university students' expression of two important system thinking characteristics--dynamic thinking and cyclic thinking--focusing particularly on students of geology. The study was conducted using an Earth systems questionnaire designed to elicit and reflect either dynamic or cyclic thinking. The…

Dynamic population gratings in rare-earth-doped optical fibres

Energy Technology Data Exchange (ETDEWEB)

Stepanov, Serguei [Optics Department, CICESE, km.107 carr. Tijuana-Ensenada, Ensenada, 22860, BC (Mexico)], E-mail: steps@cicese.mx

2008-11-21

Dynamic Bragg gratings can be recorded in rare-earth (e.g. Er, Yb) doped optical fibres by two counter-propagating mutually coherent laser waves via local saturation of the fibre optical absorption or gain (in optically pumped fibres). Typical recording cw light power needed for efficient grating formation is of sub-mW-mW scale which results in characteristic recording/erasure times of 10-0.1 ms. This review paper discusses fundamental aspects of the population grating formation, their basic properties, relating wave-mixing processes and also considers different applications of these dynamic gratings in single-frequency fibre lasers, tunable filters, optical fibre sensors and adaptive interferometry.

Dynamic population gratings in rare-earth-doped optical fibres

International Nuclear Information System (INIS)

Stepanov, Serguei

2008-01-01

Dynamic Bragg gratings can be recorded in rare-earth (e.g. Er, Yb) doped optical fibres by two counter-propagating mutually coherent laser waves via local saturation of the fibre optical absorption or gain (in optically pumped fibres). Typical recording cw light power needed for efficient grating formation is of sub-mW-mW scale which results in characteristic recording/erasure times of 10-0.1 ms. This review paper discusses fundamental aspects of the population grating formation, their basic properties, relating wave-mixing processes and also considers different applications of these dynamic gratings in single-frequency fibre lasers, tunable filters, optical fibre sensors and adaptive interferometry.

Dynamic and reduced-dynamic precise orbit determination of satellites in low earth orbits

International Nuclear Information System (INIS)

Swatschina, P.

2009-01-01

The precise positioning of satellites in Low Earth Orbits (LEO) has become a key technology for advanced space missions. Dedicated satellite missions, such as CHAMP, GRACE and GOCE, that aim to map the Earths gravity field and its variation over time with unprecedented accuracy, initiated the demand for highly precise orbit solutions of LEO satellites. Furthermore, a wide range of additional science opportunities opens up with the capability to generate accurate LEO orbits. For all considered satellite missions, the primary measurement system for navigation is a spaceborne GPS receiver. The goal of this thesis is to establish and implement methods for Precise Orbit Determination (POD) of LEO satellites using GPS. Striving for highest precision using yet efficient orbit generation strategies, the attained orbit solutions are aimed to be competitive with the most advanced solutions of other institutions. Dynamic and reduced-dynamic orbit models provide the basic concepts of this work. These orbit models are subsequently adjusted to the highly accurate GPS measurements. The GPS measurements are introduced at the zero difference level in the ionosphere free linear combination. Appropriate procedures for GPS data screening and editing are established to detect erroneous data and to employ measurements of good quality only. For the dynamic orbit model a sophisticated force model, especially designed for LEO satellites, has been developed. In order to overcome the limitations that are induced by the deficiencies of the purely dynamical model, two different types of empirical parameters are introduced into the force model. These reduced-dynamic orbit models allow for the generation of much longer orbital arcs while preserving the spacecraft dynamics to the most possible extent. The two methods for reduced-dynamic orbit modeling are instantaneous velocity changes (pulses) or piecewise constant accelerations. For both techniques highly efficient modeling algorithms are

It's Time to Stand up for Earth Science

Science.gov (United States)

Schaffer, Dane L.

2012-01-01

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

Sea-ice dynamics strongly promote Snowball Earth initiation and destabilize tropical sea-ice margins

Directory of Open Access Journals (Sweden)

A. Voigt

2012-12-01

Full Text Available The Snowball Earth bifurcation, or runaway ice-albedo feedback, is defined for particular boundary conditions by a critical CO₂ and a critical sea-ice cover (SI, both of which are essential for evaluating hypotheses related to Neoproterozoic glaciations. Previous work has shown that the Snowball Earth bifurcation, denoted as (CO₂, SI^*, differs greatly among climate models. Here, we study the effect of bare sea-ice albedo, sea-ice dynamics and ocean heat transport on (CO₂, SI^* in the atmosphere–ocean general circulation model ECHAM5/MPI-OM with Marinoan (~ 635 Ma continents and solar insolation (94% of modern. In its standard setup, ECHAM5/MPI-OM initiates a~Snowball Earth much more easily than other climate models at (CO₂, SI^* ≈ (500 ppm, 55%. Replacing the model's standard bare sea-ice albedo of 0.75 by a much lower value of 0.45, we find (CO₂, SI^* ≈ (204 ppm, 70%. This is consistent with previous work and results from net evaporation and local melting near the sea-ice margin. When we additionally disable sea-ice dynamics, we find that the Snowball Earth bifurcation can be pushed even closer to the equator and occurs at a hundred times lower CO₂: (CO₂, SI^* ≈ (2 ppm, 85%. Therefore, the simulation of sea-ice dynamics in ECHAM5/MPI-OM is a dominant determinant of its high critical CO₂ for Snowball initiation relative to other models. Ocean heat transport has no effect on the critical sea-ice cover and only slightly decreases the critical CO₂. For disabled sea-ice dynamics, the state with 85% sea-ice cover is stabilized by the Jormungand mechanism and shares characteristics with the Jormungand climate states. However, there is no indication of the Jormungand bifurcation and hysteresis in ECHAM5/MPI-OM. The state with 85% sea-ice cover therefore is a soft Snowball state rather than a true

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

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"…

Predicting Earth orientation changes from global forecasts of atmosphere-hydrosphere dynamics

Science.gov (United States)

Dobslaw, Henryk; Dill, Robert

2018-02-01

Effective Angular Momentum (EAM) functions obtained from global numerical simulations of atmosphere, ocean, and land surface dynamics are routinely processed by the Earth System Modelling group at Deutsches GeoForschungsZentrum. EAM functions are available since January 1976 with up to 3 h temporal resolution. Additionally, 6 days-long EAM forecasts are routinely published every day. Based on hindcast experiments with 305 individual predictions distributed over 15 months, we demonstrate that EAM forecasts improve the prediction accuracy of the Earth Orientation Parameters at all forecast horizons between 1 and 6 days. At day 6, prediction accuracy improves down to 1.76 mas for the terrestrial pole offset, and 2.6 mas for Δ UT1, which correspond to an accuracy increase of about 41% over predictions published in Bulletin A by the International Earth Rotation and Reference System Service.

Back to the drawing board : creating drawing or text summaries in support of system dynamics modelling

NARCIS (Netherlands)

Kenbeek, W.K.

2012-01-01

System Dynamics modelling is a promising tool to teach secondary school students how complex systems (such as the climate on earth) work, as well as to give these students the opportunity to experience how System Dynamics modelling can be used in science. However, research to date has shown that

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…

NAGT: Partnering to Expand and Improve the Teaching of Earth Sciences at all Levels of Instruction while Increasing Earth Literacy to the General Public

Science.gov (United States)

Herbstrith, K. G.

2016-12-01

Now more than ever, we need an Earth literate public and a workforce that can develop and be engaged in viable solutions to current and future environmental and resource challenges. The National Association of Geoscience Teachers (NAGT) is a member driven organization dedicated to fostering improvement in the teaching of the Earth Sciences at all levels of formal and informal instruction, to emphasizing the cultural significance of the Earth sciences and to disseminating knowledge in this field to the general public. NAGT offers a number of ways to partner and collaborate including our sponsored sessions, events and programs; two publications; workshop programming; three topical focused divisions; educational advocacy; and website offerings hosted through the Science Education Resource Center (SERC). A growing number of associations, institutions, projects, and individual educators are strengthening their professional networks by partnering with NAGT. Locating and connecting members of the Earth education community with shared values and interest is an important part of collaborating and NAGT's topical divisions assist community members who wish to work on the topics of 2-year college faculty, geoscience education research, and teacher preparation. The NAGT website and the linked websites of its collaborating partners provides a peer reviewed venue for educators to showcase their pedagogy and to learn best practices of others. The annual Earth Educators' Rendezvous is an opportunity to network face-to-face with the Earth education community, strengthening our relationships while working with those who share our interests and challenges while also learning from those who have divergent experiences. NAGT is a non-profit organization that advocates for the advancement of the geosciences and supports the work of Earth educators and geoscience education researchers. For more information about NAGT, visit our website at www.nagt.org

Fun and Games: using Games and Immersive Exploration to Teach Earth and Space Science

Science.gov (United States)

Reiff, P. H.; Sumners, C.

2011-12-01

We have been using games to teach Earth and Space Science for over 15 years. Our software "TicTacToe" has been used continuously at the Houston Museum of Natural Science since 2002. It is the single piece of educational software in the "Earth Forum" suite that holds the attention of visitors the longest - averaging over 10 minutes compared to 1-2 minutes for the other software kiosks. We now have question sets covering solar system, space weather, and Earth science. In 2010 we introduced a new game technology - that of immersive interactive explorations. In our "Tikal Explorer", visitors use a game pad to navigate a three-dimensional environment of the Classic Maya city of Tikal. Teams of students climb pyramids, look for artifacts, identify plants and animals, and site astronomical alignments that predict the annual return of the rains. We also have a new 3D exploration of the International Space Station, where students can fly around and inside the ISS. These interactive explorations are very natural to the video-game generation, and promise to bring educational objectives to experiences that had previously been used strictly for gaming. If space permits, we will set up our portable Discovery Dome in the poster session for a full immersive demonstration of these game environments.

Teaching and Learning about the Earth. ERIC Digest.

Science.gov (United States)

Lee, Hyonyong

This ERIC Digest investigates the earth and space science guidelines of the National Science Education Standards. These guidelines are frequently referred to as the earth system and include components such as plate tectonics, the water cycle, and the carbon cycle. This Digest describes the development of earth systems science and earth systems…

Using EarthLabs to Enhance Earth Science Curriculum in Texas

Science.gov (United States)

Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

2012-12-01

As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by

Earth

CERN Document Server

Carter, Jason

2017-01-01

This curriculum-based, easy-to-follow book teaches young readers about Earth as one of the eight planets in our solar system in astronomical terms. With accessible text, it provides the fundamental information any student needs to begin their studies in astronomy, such as how Earth spins and revolves around the Sun, why it's uniquely suitable for life, its physical features, atmosphere, biosphere, moon, its past, future, and more. To enhance the learning experience, many of the images come directly from NASA. This straightforward title offers the fundamental information any student needs to sp

Our Mission to Planet Earth: A guide to teaching Earth system science

Science.gov (United States)

1994-01-01

Volcanic eruptions, hurricanes, floods, and El Nino are naturally occurring events over which humans have no control. But can human activities cause additional environmental change? Can scientists predict the global impacts of increased levels of pollutants in the atmosphere? Will the planet warm because increased levels of greenhouse gases, produced by the burning of fossil fuels, trap heat and prevent it from being radiated back into space? Will the polar ice cap melt, causing massive coastal flooding? Have humans initiated wholesale climatic change? These are difficult questions, with grave implications. Predicting global change and understanding the relationships among earth's components have increased in priority for the nation. The National Aeronautics and Space Administration (NASA), along with many other government agencies, has initiated long-term studies of earth's atmosphere, oceans, and land masses using observations from satellite, balloon, and aircraft-borne instruments. NASA calls its research program Mission to Planet Earth. Because NASA can place scientific instruments far above earth's surface, the program allows scientists to explore earth's components and their interactions on a global scale.

Earth Science Education in Morocco

Science.gov (United States)

Bouabdelli, Mohamed

1999-05-01

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

DEVELOPMENT AND EVALUATION OF TECHNOLOGY EDUCATION USING EARTH OBSERVATION TECHNIQUE

Directory of Open Access Journals (Sweden)

Y. Ito

2012-07-01

Full Text Available In the present study, we introduce to secondary education an Earth observation technique using synthetic aperture radar (SAR. The goal is to increase interest in and raise the awareness of students in the Earth observation technique through practical activities. A curriculum is developed based on the result of questionnaire surveys of school teachers. The curriculum is composed of 16 units. Teaching materials related to the Earth observation technique are researched and developed. We designed a visual SAR processor and a small corner reflector (CR as a new teaching technique. In teaching sessions at secondary school, the developed teaching materials and software were used effectively. In observation experiments, students set up CRs that they had built, and ALOS PALSAR was able to clearly observe all of the CRs. The proposed curriculum helped all of the students to understand the usefulness of the Earth observation technique.

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…

Dynamics of Quasi-Electrostatic Whistler waves in Earth's Radiation belts

Science.gov (United States)

Goyal, R.; Sharma, R. P.; Gupta, D. N.

2017-12-01

A numerical model is proposed to study the dynamics of high amplitude quasi-electrostatic whistler waves propagating near resonance cone angle and their interaction with finite frequency kinetic Alfvén waves (KAWs) in Earth's radiation belts. The quasi-electrostatic character of whistlers is narrated by dynamics of wave propagating near resonance cone. A high amplitude whistler wave packet is obtained using the present analysis which has also been observed by S/WAVES instrument onboard STEREO. The numerical simulation technique employed to study the dynamics, leads to localization (channelling) of waves as well as turbulent spectrum suggesting the transfer of wave energy over a range of frequencies. The turbulent spectrum also indicates the presence of quasi-electrostatic whistlers and density fluctuations associated with KAW in radiation belts plasma. The ponderomotive force of pump quasi-electrostatic whistlers (high frequency) is used to excite relatively much lower frequency waves (KAWs). The wave localization and steeper spectra could be responsible for particle energization or heating in radiation belts.

Dynamic and interactive web-based radiology teaching file using layer and javascript

International Nuclear Information System (INIS)

Park, Seong Ho; Han, Joon Koo; Lee, Kyoung Ho

1999-01-01

To improve the Web-based radiology teaching file by means of a dynamic and interactive interface using Layer and JavaScript. The radiology teaching file for medical students at the author's medical school was used. By mean of a digital camera, films were digitized and compressed to Joint Photographic Expert Group (JPEG) format. Layers which had arrows or lines pointing out lesions and anatomical structures were converted to transparent CompuServe Graphics Interchange Format (GIF). Basically, HyperText Mark-up Language (HTML) was used for each Web page. Using JavaScript, Layers were made to be overlapped with radiologic images at the user's request. Each case page consisted of radiologic images and texts for additional information and explanation. By moving the cursor or clicking onto key words, indicators pointing out corresponding lesions and anatomical structures were automatically shown on radiologic images. Although not compatible with some Web-browsers, a dynamic and interactive interface using Layer and JavaScript has little effect on the time needed for data transfer through a network, and is therefore an effective method of accessing radiologic images using the World-Wide Web and using these for teaching and learning

Teaching Geoethics Across the Geoscience Curriculum

Science.gov (United States)

Mogk, David; Bruckner, Monica; Kieffer, Susan; Geissman, John; Reidy, Michael; Taylor, Shaun; Vallero, Daniel

2015-04-01

Training in geoethics is an important part of pre-professional development of geoscientists. Professional societies, governmental agencies, and employers of the geoscience workforce increasingly expect that students have had some training in ethics to guide their professional lives, and the public demands that scientists abide by the highest standards of ethical conduct. The nature of the geosciences exposes the profession to ethical issues that derive from our work in a complex, dynamic Earth system with an incomplete geologic record and a high degree of uncertainty and ambiguity in our findings. The geosciences also address topics such as geohazards and resource development that have ethical dimensions that impact on the health, security, public policies, and economic well-being of society. However, there is currently no formal course of study to integrate geoethics into the geoscience curriculum and few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. The workshop addressed topics such as where and how should geoethics be taught in a range of courses including introductory courses for non-majors, as embedded modules in existing geoscience courses, or as a dedicated course for majors on geoethics; what are the best pedagogic practices in teaching ethics, including lessons learned from cognate disciplines (philosophy, biology, engineering); what are the goals for teaching geoethics, and what assessments can be used to demonstrate mastery of ethical principles; what resources currently exist to support teaching geoethics, and what new resources are needed? The workshop also explored four distinct but related aspects of geoethics: 1) Geoethics and self: what are the internal attributes of a geoscientist that establish the ethical

Teaching through Trade Books: Humans and the Earth

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Royce, Christine Anne

2016-01-01

This column includes activities inspired by children's literature. Elementary students are beginning to understand the Earth's natural processes and humans' impact on the Earth. Humans need the natural resources that the Earth produces, use these resources to develop civilizations, and make decisions to offset the damage they cause, as well as…

Immersive Earth: Teaching Earth and Space with inexpensive immersive technology

Science.gov (United States)

Reiff, P. H.; Sumners, C.; Law, C. C.; Handron, K.

2003-12-01

In 1995 we pioneered "Space Update", the Digital Library for the rest of us", software that was so simple that a child could use it without a keyboard and yet would allow one-click updating of the daily earth and space science images without the dangers of having an open web browser on display. Thanks to NASA support, it allowed museums and schools to have a powerful exhibit for a tiny price. Over 40,000 disks in our series have been distributed so far to educators and the public. In 2003, with our partners we are again revolutionizing educational technology with a low-cost hardware and software solution to creating and displaying immersive content. Recently selected for funding as part of the REASoN competition, Immersive Earth is a partnership of scientists, museums, educators, and content providers. The hardware consists of a modest projector with a special fisheye lens to be used in an inflatable dome which many schools already have. This, coupled with a modest personal computer, can now easily project images and movies of earth and space, allows training students in 3-D content at a tiny fraction of the cost of a cave or fullscale dome theater. Another low-cost solution is the "Imove" system, where spherical movies can play on a personal computer, with the user changing the viewing direction with a joystick. We were the first to create immersive earth science shows, remain the leader in creating educational content that people want to see. We encourage people with "allsky" images or movies to bring it and see what it looks like inside a dome! Your content could be in our next show!

How Earth Educators Can Help Students Develop a Holistic Understanding of Sustainability

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Curren, R. R.; Metzger, E. P.

2017-12-01

With their expert understanding of planetary systems, Earth educators play a pivotal role in helping students understand the scientific dimensions of solution-resistant ("wicked") challenges to sustainability that arise from complex interactions between intertwined and co-evolving natural and human systems. However, teaching the science of sustainability in isolation from consideration of human values and social dynamics leaves students with a fragmented understanding and obscures the underlying drivers of unsustainability. Geoscience instructors who wish to address sustainability in their courses may feel ill-equipped to engage students in investigation of the fundamental nature of sustainability and its social and ethical facets. This presentation will blend disciplinary perspectives from Earth system science, philosophy, psychology, and anthropology to: 1) outline a way to conceptualize sustainability that synthesizes scientific, social, and ethical perspectives and 2) provide an overview of resources and teaching strategies designed to help students connect science content to the socio-political dimensions of sustainability through activities and assignments that promote active learning, systems thinking, reflection, and collaborative problem-solving.

Earth Tidal Controls on Basal Dynamics and Hydrology

Science.gov (United States)

Kulessa, B.; Hubbard, B. P.; Brown, G. H.; Becker, J.

2001-12-01

We appraise earth tidal forcing of coupled mechanical and hydrological processes beneath warm-based ice masses, which have to date been poorly documented but represent exciting phenomena that have important implications for future studies of glacier dynamics. Regular cycles in winter and early spring electrical self-potential (SP), water pressure (PW) and electrical conductivity (EC) were recorded at the bases of several boreholes drilled through Haut Glacier d'Arolla, Switzerland. Fourier power spectra of these data reflect the presence of diurnal and semi-diurnal cycles, and comparison with the earth tidal spectrum indicates that at least four components of the latter are visible in the borehole spectra: the luni-solar diurnal, the principal lunar diurnal, the principal solar semi-diurnal, and the principal lunar semi-diurnal. This correspondence suggests that earth tides exert a strong control over water flow at the bed of the glacier, at least during winter and early spring. We envisage a mechanism that involves earth-tide induced deformation of the bedrock and the unconsolidated sediments beneath the glacier, and to a certain extent probably also the overlying ice body. Basal water pockets, including those containing our sensors, located within these media are in turn also likely to be deformed periodically. We believe that PW gradients induced by such deformation may result in transient water flow and SPs in the pockets. Since PW and EC are typically out-of-phase, injection of waters of lower EC into the pockets during times of peak water flow is likely. Several lines of evidence suggest that such injection was caused by melting of the ice wall due to frictional heating, balancing creep closure which sustained some pockets through the winter. Further, the first annually-repeated post-winter reorganization event, termed the May event, may well be triggered by tidally-induced releases of waters from storage. This implies that the May event marks the opening of

Dynamics and control of a solar collector system for near Earth object deflection

International Nuclear Information System (INIS)

Gong Shenping; Li Junfeng; Gao Yunfeng

2011-01-01

A solar collector system is a possible method using solar energy to deflect Earth-threatening near-Earth objects. We investigate the dynamics and control of a solar collector system including a main collector (MC) and secondary collector (SC). The MC is used to collect the sunlight to its focal point, where the SC is placed and directs the collected light to an asteroid. Both the relative position and attitude of the two collectors should be accurately controlled to achieve the desired optical path. First, the dynamical equation of the relative motion of the two collectors in the vicinity of the asteroid is modeled. Secondly, the nonlinear sliding-mode method is employed to design a control law to achieve the desired configuration of the two collectors. Finally, the deflection capability of this solar collector system is compared with those of the gravitational tractor and solar sail gravitational tractor. The results show that the solar collector is much more efficient with respect to deflection capability.

Nonlinear dynamics of global atmospheric and earth system processes

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Zhang, Taiping; Verbitsky, Mikhail; Saltzman, Barry; Mann, Michael E.; Park, Jeffrey; Lall, Upmanu

1995-01-01

During the grant period, the authors continued ongoing studies aimed at enhancing their understanding of the operation of the atmosphere as a complex nonlinear system interacting with the hydrosphere, biosphere, and cryosphere in response to external radiative forcing. Five papers were completed with support from the grant, representing contributions in three main areas of study: (1) theoretical studies of the interactive atmospheric response to changed biospheric boundary conditions measurable from satellites; (2) statistical-observational studies of global-scale temperature variability on interannual to century time scales; and (3) dynamics of long-term earth system changes associated with ice sheet surges.

A Dynamic/Anisotropic Low Earth Orbit (LEO) Ionizing Radiation Model

Science.gov (United States)

Badavi, Francis F.; West, Katie J.; Nealy, John E.; Wilson, John W.; Abrahms, Briana L.; Luetke, Nathan J.

2006-01-01

The International Space Station (ISS) provides the proving ground for future long duration human activities in space. Ionizing radiation measurements in ISS form the ideal tool for the experimental validation of ionizing radiation environmental models, nuclear transport code algorithms, and nuclear reaction cross sections. Indeed, prior measurements on the Space Transportation System (STS; Shuttle) have provided vital information impacting both the environmental models and the nuclear transport code development by requiring dynamic models of the Low Earth Orbit (LEO) environment. Previous studies using Computer Aided Design (CAD) models of the evolving ISS configurations with Thermo Luminescent Detector (TLD) area monitors, demonstrated that computational dosimetry requires environmental models with accurate non-isotropic as well as dynamic behavior, detailed information on rack loading, and an accurate 6 degree of freedom (DOF) description of ISS trajectory and orientation.

Teaching the Interior Composition and Rheology of the Earth to Undergraduate Students Using an Inquiry Based Approach

Science.gov (United States)

Hayden, T. G.; Callahan, C. N.; Sibert, R. J.; Ewald, S. K.

2011-12-01

Most introductory geology courses include a lesson on the internal layered structure of the Earth. Due to the abstract nature of the content, this topic is difficult to teach using an inquiry-based approach. The challenge is two-fold: first, students cannot directly see the layers from their perspective on the earth's surface, and second, students have trouble grasping the vast scale of the earth, which far exceeds their everyday experiences. In addition, the two separate classification systems for dividing the internal structure of the Earth are often a point of confusion and source of misconceptions. In response to this challenge, we developed an inquiry lesson that scaffolds students' understanding of the compositional and rheological properties of the Earth's interior. The intent is to build students' understanding of the Earth's layers by guiding their attention to the reasons for the separate classification systems and the individual layers. The investigation includes teacher- or material-driven components such as guiding questions and specific hand-samples for analogues as well as student-driven components like collecting data and constructing explanations. The lesson opens with a series of questions designed to elicit students' existing ideas about the Earth's interior. The students are then guided to make observations of hand samples meant to represent examples of the crust and mantle as well as physical materials meant to serve as analogues for the lithosphere and asthenosphere. The lesson concludes with students integrating their observations into a model of the Earth's internal structure that accounts for both the compositional and rheological properties. Although this lesson was originally developed as a roughly 60 minute lesson for a class of 24 students, we also note ways this lesson can be modified for use at a variety of course levels. The lesson was pilot-tested in an introductory Earth Science course for future elementary (K-8) teachers. Data

Dynamics of the teaching and learning of vocational subjects Technology Career in Business Administration

Directory of Open Access Journals (Sweden)

Iván Javier Villamar-Alvarado

2016-05-01

Full Text Available The challenges we have to overcome are many companies to satisfy its internal, external, existing and potential customers, so it is necessary to develop profiles to identify factors affecting the current and future demand in the labor and business market. These requirements pose challenges to institutions of higher education in their conception of professional training, which must find more effective ways and teaching methods to ensure that professionals are prepared to work in the dynamic contemporary business world. To contribute to this endeavor a didactic conception of the dynamics of the teaching and learning of vocational subjects Career Technology Management Company, which is based on a training model of business administration become simulation method, is proposed.

China’s Rare Earths Supply Forecast in 2025: A Dynamic Computable General Equilibrium Analysis

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Jianping Ge

2016-09-01

Full Text Available The supply of rare earths in China has been the focus of significant attention in recent years. Due to changes in regulatory policies and the development of strategic emerging industries, it is critical to investigate the scenario of rare earth supplies in 2025. To address this question, this paper constructed a dynamic computable equilibrium (DCGE model to forecast the production, domestic supply, and export of China’s rare earths in 2025. Based on our analysis, production will increase by 10.8%–12.6% and achieve 116,335–118,260 tons of rare-earth oxide (REO in 2025, based on recent extraction control during 2011–2016. Moreover, domestic supply and export will be 75,081–76,800 tons REO and 38,797–39,400 tons REO, respectively. The technological improvements on substitution and recycling will significantly decrease the supply and mining activities of rare earths. From a policy perspective, we found that the elimination of export regulations, including export quotas and export taxes, does have a negative impact on China’s future domestic supply of rare earths. The policy conflicts between the increase in investment in strategic emerging industries, and the increase in resource and environmental taxes on rare earths will also affect China’s rare earths supply in the future.

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

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.

Why do we not teach that the earth is flat?

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Lecointre Guillaume

2015-01-01

Full Text Available Scientific explanations of the Origins (of Earth, life, species, Man … are contested nowadays even within schools. A school curriculum is a strong political act. In the French context, as far back as 1792, republicans have put knowledge at the heart of the development of French citizenship. In state schools, we teach knowledge, not religious beliefs or opinions. This implies, however, that one must be able to tell the difference. We propose a typology using two criteria. First, is the claim upheld individually or collectively? And second, does the legitimacy of the claim come from an authority figure or from a rational justification? We emphasise the collective nature and the autonomy of the process by which scientific knowledge is validated, as the direct by-products of experimental reproducibility. These characteristics have as a consequence that science is implicitly secular on an international scale. The reproducibility of experiments relies on four fundamental cognitive expectations which are described here: initial scepticism of the facts, principle of realism, rationality and methodological materialism. Failure to fulfil these expectations discredits any claim creationism may make to qualify as scientific.

Ivestigating Earth Science in Urban Schoolyards

Science.gov (United States)

Endreny, Anna; Siegel, Donald I.

2009-01-01

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

Commons problems, common ground: Earth-surface dynamics and the social-physical interdisciplinary frontier

Science.gov (United States)

Lazarus, E.

2015-12-01

In the archetypal "tragedy of the commons" narrative, local farmers pasture their cows on the town common. Soon the common becomes crowded with cows, who graze it bare, and the arrangement of open access to a shared resource ultimately fails. The "tragedy" involves social and physical processes, but the denouement depends on who is telling the story. An economist might argue that the system collapses because each farmer always has a rational incentive to graze one more cow. An ecologist might remark that the rate of grass growth is an inherent control on the common's carrying capacity. And a geomorphologist might point out that processes of soil degradation almost always outstrip processes of soil production. Interdisciplinary research into human-environmental systems still tends to favor disciplinary vantages. In the context of Anthropocene grand challenges - including fundamental insight into dynamics of landscape resilience, and what the dominance of human activities means for processes of change and evolution on the Earth's surface - two disciplines in particular have more to talk about than they might think. Here, I use three examples - (1) beach nourishment, (2) upstream/downstream fluvial asymmetry, and (3) current and historical "land grabbing" - to illustrate a range of interconnections between physical Earth-surface science and common-pool resource economics. In many systems, decision-making and social complexity exert stronger controls on landscape expression than do physical geomorphological processes. Conversely, human-environmental research keeps encountering multi-scale, emergent problems of resource use made 'common-pool' by water, nutrient and sediment transport dynamics. Just as Earth-surface research can benefit from decades of work on common-pool resource systems, quantitative Earth-surface science can make essential contributions to efforts addressing complex problems in environmental sustainability.

New dynamic system suggested for earth expansion

Energy Technology Data Exchange (ETDEWEB)

Fitzpatrick, J [Asuncion Nacional Univ. (Paraguay). Inst. de Ciencias

1972-01-01

It is here suggested that there may have been much more radioactive materials in the deep interior of the earth than bitherto supposed. Trapped heat being generated in the interior would provide a mechanism for earth expansion. An assumption of heat generation in the deep interior of the earth of the order of 0,5 X 10-13 calories per second, per cubic centimeter, would provide sufficient thermal expansion to account for approximately 0.1 mm. change in the radius of the earth per year.

Global patterns in Earth's dynamic topography since the Jurassic: the role of subducted slabs

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M. Rubey

2017-09-01

Full Text Available We evaluate the spatial and temporal evolution of Earth's long-wavelength surface dynamic topography since the Jurassic using a series of high-resolution global mantle convection models. These models are Earth-like in terms of convective vigour, thermal structure, surface heat-flux and the geographic distribution of heterogeneity. The models generate a degree-2-dominated spectrum of dynamic topography with negative amplitudes above subducted slabs (i.e. circum-Pacific regions and southern Eurasia and positive amplitudes elsewhere (i.e. Africa, north-western Eurasia and the central Pacific. Model predictions are compared with published observations and subsidence patterns from well data, both globally and for the Australian and southern African regions. We find that our models reproduce the long-wavelength component of these observations, although observed smaller-scale variations are not reproduced. We subsequently define geodynamic rules for how different surface tectonic settings are affected by mantle processes: (i locations in the vicinity of a subduction zone show large negative dynamic topography amplitudes; (ii regions far away from convergent margins feature long-term positive dynamic topography; and (iii rapid variations in dynamic support occur along the margins of overriding plates (e.g. the western US and at points located on a plate that rapidly approaches a subduction zone (e.g. India and the Arabia Peninsula. Our models provide a predictive quantitative framework linking mantle convection with plate tectonics and sedimentary basin evolution, thus improving our understanding of how subduction and mantle convection affect the spatio-temporal evolution of basin architecture.

Reconciling Long-Wavelength Dynamic Topography, Geoid Anomalies and Mass Distribution on Earth

Science.gov (United States)

Hoggard, M.; Richards, F. D.; Ghelichkhan, S.; Austermann, J.; White, N.

2017-12-01

Since the first satellite observations in the late 1950s, we have known that that the Earth's non-hydrostatic geoid is dominated by spherical harmonic degree 2 (wavelengths of 16,000 km). Peak amplitudes are approximately ± 100 m, with highs centred on the Pacific Ocean and Africa, encircled by lows in the vicinity of the Pacific Ring of Fire and at the poles. Initial seismic tomography models revealed that the shear-wave velocity, and therefore presumably the density structure, of the lower mantle is also dominated by degree 2. Anti-correlation of slow, probably low density regions beneath geoid highs indicates that the mantle is affected by large-scale flow. Thus, buoyant features are rising and exert viscous normal stresses that act to deflect the surface and core-mantle boundary (CMB). Pioneering studies in the 1980s showed that a viscosity jump between the upper and lower mantle is required to reconcile these geoid and tomographically inferred density anomalies. These studies also predict 1-2 km of dynamic topography at the surface, dominated by degree 2. In contrast to this prediction, a global observational database of oceanic residual depth measurements indicates that degree 2 dynamic topography has peak amplitudes of only 500 m. Here, we attempt to reconcile observations of dynamic topography, geoid, gravity anomalies and CMB topography using instantaneous flow kernels. We exploit a density structure constructed from blended seismic tomography models, combining deep mantle imaging with higher resolution upper mantle features. Radial viscosity structure is discretised, and we invert for the best-fitting viscosity profile using a conjugate gradient search algorithm, subject to damping. Our results suggest that, due to strong sensitivity to radial viscosity structure, the Earth's geoid seems to be compatible with only ± 500 m of degree 2 dynamic topography.

Dynamics and stability of a tethered centrifuge in low earth orbit

Science.gov (United States)

Quadrelli, B. M.; Lorenzini, E. C.

1992-01-01

The three-dimensional attitude dynamics of a spaceborne tethered centrifuge for artificial gravity experiments in low earth orbit is analyzed using two different methods. First, the tethered centrifuge is modeled as a dumbbell with a straight viscoelastic tether, point tip-masses, and sophisticated environmental models such as nonspherical gravity, thermal perturbations, and a dynamic atmospheric model. The motion of the centrifuge during spin-up, de-spin, and steady-rotation is then simulated. Second, a continuum model of the tether is developed for analyzing the stability of lateral tether oscillations. Results indicate that the maximum fluctuation about the 1-g radial acceleration level is less than 0.001 g; the time required for spin-up and de-spin is less than one orbit; and lateral oscillations are stable for any practical values of the system parameters.

Earth's variable rotation

Science.gov (United States)

Hide, Raymond; Dickey, Jean O.

1991-01-01

Recent improvements in geodetic data and practical meteorology have advanced research on fluctuations in the earth's rotation. The interpretation of these fluctuations is inextricably linked with studies of the dynamics of the earth-moon system and dynamical processes in the liquid metallic core of the earth (where the geomagnetic field originates), other parts of the earth's interior, and the hydrosphere and atmosphere. Fluctuations in the length of the day occurring on decadal time scales have implications for the topographay of the core-mantle boundary and the electrical, magnetic, ande other properties of the core and lower mantle. Investigations of more rapid fluctuations bear on meteorological studies of interannual, seasonal, and intraseasonal variations in the general circulation of the atmosphere and the response of the oceans to such variations.

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

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…

Graduate students teaching elementary earth science through interactive classroom lessons

Science.gov (United States)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

Atmospheric dynamics of Earth-like tidally locked aquaplanets

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Tapio Schneider

2010-12-01

Full Text Available We present simulations of atmospheres of Earth-like aquaplanets that are tidally locked to their star, that is, planets whose orbital period is equal to the rotation period about their spin axis, so that one side always faces the star and the other side is always dark. Such simulations are of interest in the study of tidally locked terrestrial exoplanets and as illustrations of how planetary rotation and the insolation distribution shape climate. As extreme cases illustrating the effects of slow and rapid rotation, we consider planets with rotation periods equal to one current Earth year and one current Earth day. The dynamics responsible for the surface climate (e.g., winds, temperature, precipitation and the general circulation of the atmosphere are discussed in light of existing theories of atmospheric circulations. For example, as expected from the increasing importance of Coriolis accelerations relative to inertial accelerations as the rotation rate increases, the winds are approximately isotropic and divergent at leading order in the slowly rotating atmosphere but are predominantly zonal and rotational in the rapidly rotating atmosphere. Free-atmospheric horizontal temperature variations in the slowly rotating atmosphere are generally weaker than in the rapidly rotating atmosphere. Interestingly, the surface temperature on the night side of the planets does not fall below ~240 K in either the rapidly or slowly rotating atmosphere; that is, heat transport from the day side to the night side of the planets efficiently reduces temperature contrasts in either case. Rotational waves and eddies shape the distribution of winds, temperature, and precipitation in the rapidly rotating atmosphere; in the slowly rotating atmosphere, these distributions are controlled by simpler divergent circulations. Both the slowly and rapidly rotating atmospheres exhibit equatorial superrotation. Systematic variation of the planetary rotation rate shows that the

Topology of sustainable management in dynamical Earth system models with desirable states

Science.gov (United States)

Heitzig, J.; Kittel, T.

2015-03-01

To keep the Earth system in a desirable region of its state space, such as the recently suggested "tolerable environment and development window", "planetary boundaries", or "safe (and just) operating space", one not only needs to understand the quantitative internal dynamics of the system and the available options for influencing it (management), but also the structure of the system's state space with regard to certain qualitative differences. Important questions are: which state space regions can be reached from which others with or without leaving the desirable region? Which regions are in a variety of senses "safe" to stay in when management options might break away, and which qualitative decision problems may occur as a consequence of this topological structure? In this article, as a complement to the existing literature on optimal control which is more focussed on quantitative optimization and is much applied in both the engineering and the integrated assessment literature, we develop a mathematical theory of the qualitative topology of the state space of a dynamical system with management options and desirable states. We suggest a certain terminology for the various resulting regions of the state space and perform a detailed formal classification of the possible states with respect to the possibility of avoiding or leaving the undesired region. Our results indicate that before performing some form of quantitative optimization, the sustainable management of the Earth system may require decisions of a more discrete type that come in the form of several dilemmata, e.g., choosing between eventual safety and uninterrupted desirability, or between uninterrupted safety and increasing flexibility. We illustrate the concepts and dilemmata with conceptual models from classical mechanics, climate science, ecology, economics, and coevolutionary Earth system modelling and discuss their potential relevance for the climate and sustainability debate.

Multimedia in physics education: teaching videos about aero and fluid dynamics

International Nuclear Information System (INIS)

Wagner, Andreas; Altherr, Stefan; Eckert, Bodo; Jodl, Hans Joerg

2007-01-01

In a series of letters, we present teaching videos on topics which are difficult to understand for students, or which are difficult to realize experimentally in school, if at all. These videos can be used for quantitative analysis or visualization of phenomena. Here we present videos on aero and fluid dynamics which deal with the Navier-Stokes equation, the continuity equation and Karman's vortex street. (letters and comments)

Dynamics of global vegetation biomass simulated by the integrated Earth System Model

Science.gov (United States)

Mao, J.; Shi, X.; Di Vittorio, A. V.; Thornton, P. E.; Piao, S.; Yang, X.; Truesdale, J. E.; Bond-Lamberty, B. P.; Chini, L. P.; Thomson, A. M.; Hurtt, G. C.; Collins, W.; Edmonds, J.

2014-12-01

The global vegetation biomass stores huge amounts of carbon and is thus important to the global carbon budget (Pan et al., 2010). For the past few decades, different observation-based estimates and modeling of biomass in the above- and below-ground vegetation compartments have been comprehensively conducted (Saatchi et al., 2011; Baccini et al., 2012). However, uncertainties still exist, in particular for the simulation of biomass magnitude, tendency, and the response of biomass to climatic conditions and natural and human disturbances. The recently successful coupling of the integrated Earth System Model (iESM) (Di Vittorio et al., 2014; Bond-Lamberty et al., 2014), which links the Global Change Assessment Model (GCAM), Global Land-use Model (GLM), and Community Earth System Model (CESM), offers a great opportunity to understand the biomass-related dynamics in a fully-coupled natural and human modeling system. In this study, we focus on the systematic analysis and evaluation of the iESM simulated historical (1850-2005) and future (2006-2100) biomass changes and the response of the biomass dynamics to various impact factors, in particular the human-induced Land Use/Land Cover Change (LULCC). By analyzing the iESM simulations with and without the interactive LULCC feedbacks, we further study how and where the climate feedbacks affect socioeconomic decisions and LULCC, such as to alter vegetation carbon storage. References Pan Y et. al: A large and persistent carbon sink in the World's forests. Science 2011, 333:988-993. Saatchi SS et al: Benchmark map of forest carbon stocks in tropical regions across three continents. Proc Natl Acad Sci 2011, 108:9899-9904. Baccini A et al: Estimated carbon dioxide emissions from tropical deforestation improved by carbon-density maps. Nature Clim Change 2012, 2:182-185. Di Vittorio AV et al: From land use to land cover: restoring the afforestation signal in a coupled integrated assessment-earth system model and the implications for

The Australian Computational Earth Systems Simulator

Science.gov (United States)

Mora, P.; Muhlhaus, H.; Lister, G.; Dyskin, A.; Place, D.; Appelbe, B.; Nimmervoll, N.; Abramson, D.

2001-12-01

Numerical simulation of the physics and dynamics of the entire earth system offers an outstanding opportunity for advancing earth system science and technology but represents a major challenge due to the range of scales and physical processes involved, as well as the magnitude of the software engineering effort required. However, new simulation and computer technologies are bringing this objective within reach. Under a special competitive national funding scheme to establish new Major National Research Facilities (MNRF), the Australian government together with a consortium of Universities and research institutions have funded construction of the Australian Computational Earth Systems Simulator (ACcESS). The Simulator or computational virtual earth will provide the research infrastructure to the Australian earth systems science community required for simulations of dynamical earth processes at scales ranging from microscopic to global. It will consist of thematic supercomputer infrastructure and an earth systems simulation software system. The Simulator models and software will be constructed over a five year period by a multi-disciplinary team of computational scientists, mathematicians, earth scientists, civil engineers and software engineers. The construction team will integrate numerical simulation models (3D discrete elements/lattice solid model, particle-in-cell large deformation finite-element method, stress reconstruction models, multi-scale continuum models etc) with geophysical, geological and tectonic models, through advanced software engineering and visualization technologies. When fully constructed, the Simulator aims to provide the software and hardware infrastructure needed to model solid earth phenomena including global scale dynamics and mineralisation processes, crustal scale processes including plate tectonics, mountain building, interacting fault system dynamics, and micro-scale processes that control the geological, physical and dynamic

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.

Using Dynamic Geometry Software for Teaching Conditional Probability with Area-Proportional Venn Diagrams

Science.gov (United States)

Radakovic, Nenad; McDougall, Douglas

2012-01-01

This classroom note illustrates how dynamic visualization can be used to teach conditional probability and Bayes' theorem. There are two features of the visualization that make it an ideal pedagogical tool in probability instruction. The first feature is the use of area-proportional Venn diagrams that, along with showing qualitative relationships,…

Earth Evolution and Dynamics (Arthur Holmes Medal Lecture)

Science.gov (United States)

Torsvik, Trond H.

2016-04-01

in our understanding of the dynamics of true polar wander. Dramatic improvements in computational capacity and numerical methods that efficiently model mantle flow while incorporating surface tectonics, plumes, and subduction, have emerged to facilitate further study - We are now capitalizing on these recent advances so as to generate a new Earth model that links plate tectonics with shallow and deep mantle convection through time, and which includes elements such as deeply subducted slabs and stable thermochemical piles with plumes that rise from their edges. It is still unclear, though, why lower mantle structures similar to today would have existed since the Early Phanerozoic (540 Ma), and perhaps for much longer time. Could large-scale upwellings act as an anchor for mantle structure that also controls where downward flow and subduction occurs? Or could it be that subduction keeps itself in place? These are open questions, and at the moment we do not even know with certainty whether Tuzo and Jason were spatially stable for much longer than 300 Myr; we can only state that their stability before Pangea formed is consistent with palaeomagnetic and geological data, but is not necessarily required.

EarthTutor: An Interactive Intelligent Tutoring System for Remote Sensing

Science.gov (United States)

Bell, A. M.; Parton, K.; Smith, E.

2005-12-01

Earth science classes in colleges and high schools use a variety of satellite image processing software to teach earth science and remote sensing principles. However, current tutorials for image processing software are often paper-based or lecture-based and do not take advantage of the full potential of the computer context to teach, immerse, and stimulate students. We present EarthTutor, an adaptive, interactive Intelligent Tutoring System (ITS) being built for NASA (National Aeronautics and Space Administration) that is integrated directly with an image processing application. The system aims to foster the use of satellite imagery in classrooms and encourage inquiry-based, hands-on earth science scientific study by providing students with an engaging imagery analysis learning environment. EarthTutor's software is available as a plug-in to ImageJ, a free image processing system developed by the NIH (National Institute of Health). Since it is written in Java, it can be run on almost any platform and also as an applet from the Web. Labs developed for EarthTutor combine lesson content (such as HTML web pages) with interactive activities and questions. In each lab the student learns to measure, calibrate, color, slice, plot and otherwise process and analyze earth science imagery. During the activities, EarthTutor monitors students closely as they work, which allows it to provide immediate feedback that is customized to a particular student's needs. As the student moves through the labs, EarthTutor assesses the student, and tailors the presentation of the content to a student's demonstrated skill level. EarthTutor's adaptive approach is based on emerging Artificial Intelligence (AI) research. Bayesian networks are employed to model a student's proficiency with different earth science and image processing concepts. Agent behaviors are used to track the student's progress through activities and provide guidance when a student encounters difficulty. Through individual

Dynamical Origin and Terrestrial Impact Flux of Large Near-Earth Asteroids

Science.gov (United States)

Nesvorný, David; Roig, Fernando

2018-01-01

Dynamical models of the asteroid delivery from the main belt suggest that the current impact flux of diameter D> 10 km asteroids on the Earth is ≃0.5–1 Gyr‑1. Studies of the Near-Earth Asteroid (NEA) population find a much higher flux, with ≃ 7 D> 10 km asteroid impacts per Gyr. Here we show that this problem is rooted in the application of impact probability of small NEAs (≃1.5 Gyr‑1 per object), whose population is well characterized, to large NEAs. In reality, large NEAs evolve from the main belt by different escape routes, have a different orbital distribution, and lower impact probabilities (0.8 ± 0.3 Gyr‑1 per object) than small NEAs. In addition, we find that the current population of two D> 10 km NEAs (Ganymed and Eros) is a slight fluctuation over the long-term average of 1.1+/- 0.5 D> 10 km NEAs in a steady state. These results have important implications for our understanding of the occurrence of the K/T-scale impacts on the terrestrial worlds.

Solar Dynamics and Its Effects on the Heliosphere and Earth

CERN Document Server

Baker, D. N; Schwartz, S. J; Schwenn, R; Steiger, R

2007-01-01

The SOHO and Cluster missions form a single ESA cornerstone. Yet they observe very different regions in our solar system: the solar atmosphere on one hand and the Earth’s magnetosphere on the other. At the same time the Ulysses mission provides observations in the third dimension of the heliosphere, and many others add to the picture from the Lagrangian point L1 to the edge of the heliosphere. It is the aim of this ISSI volume to tie these observations together in addressing the topic of Solar Dynamics and its Effects on the Heliosphere and Earth, thus contributing to the International Living With a Star (ILWS) program. The volume starts out with an assessment and description of the reasons for solar dynamics and how it couples into the heliosphere. The three subsequent sections are each devoted to following one chain of events from the Sun all the way to the Earth’s magnetosphere and ionosphere: The normal solar wind chain, the chain associated with coronal mass ejections, and the solar energetic particl...

A new dynamic system suggested for earth expansion

International Nuclear Information System (INIS)

Fitzpatrick, J.

1972-01-01

It is here suggested that there may have been much more radioactive materials in the deep interior of the earth than bitherto supposed. Trapped heat being generated in the interior would provide a mechanism for earth expansion. An assumption of heat generation in the deep interior of the earth of the order of 0,5 X 10-13 calories per second, per cubic centimeter, would provide sufficient thermal expansion to account for approximately 0.1 mm. change in the radius of the earth per year

Dynamical and electronic properties of rare-earth aluminides

Science.gov (United States)

Sharma, Ramesh; Sharma, Yamini

2018-04-01

Rare-earth dialuminides belong to a large family of compounds that stabilize in cubic MgCu2 structure. A large number of these compounds are superconducting, amongst these YAl2, LaAl2 and LuAl2 have been chosen as reference materials for studying 4f-electron systems. In order to understand the role of the RE atoms, we have applied the FPLAPW and PAW methods within the density functional theory (DFT). Our results show that the contribution of RE atoms is dominant in both electronic structure and phonon dispersion. The anomalous behavior of superconducting LaAl2 is well explained from an analysis of the electron localization function (ELF), Bader charge analysis, density of electronic states as well as the dynamical phonon vibrational modes. The interaction of phonon modes contributed by low frequency vibrations of La atoms with the high density La 5d-states at EF in LaAl2 lead to strong electron-phonon coupling.

The Revolution in Earth and Space Science Education.

Science.gov (United States)

Barstow, Daniel; Geary, Ed; Yazijian, Harvey

2002-01-01

Explains the changing nature of earth and space science education such as using inquiry-based teaching, how technology allows students to use satellite images in inquiry-based investigations, the consideration of earth and space as a whole system rather than a sequence of topics, and increased student participation in learning opportunities. (YDS)

Complex Dynamics in Academics' Developmental Processes in Teaching

Science.gov (United States)

Trautwein, Caroline; Nückles, Matthias; Merkt, Marianne

2015-01-01

Improving teaching in higher education is a concern for universities worldwide. This study explored academics' developmental processes in teaching using episodic interviews and teaching portfolios. Eight academics in the context of teaching development reported changes in their teaching and change triggers. Thematic analyses revealed seven areas…

Molecular Dynamic Simulation of Space and Earth-Grown Crystal Structures of Thermostable T1 Lipase Geobacillus zalihae Revealed a Better Structure.

Science.gov (United States)

Ishak, Siti Nor Hasmah; Aris, Sayangku Nor Ariati Mohamad; Halim, Khairul Bariyyah Abd; Ali, Mohd Shukuri Mohamad; Leow, Thean Chor; Kamarudin, Nor Hafizah Ahmad; Masomian, Malihe; Rahman, Raja Noor Zaliha Raja Abd

2017-09-25

Less sedimentation and convection in a microgravity environment has become a well-suited condition for growing high quality protein crystals. Thermostable T1 lipase derived from bacterium Geobacillus zalihae has been crystallized using the counter diffusion method under space and earth conditions. Preliminary study using YASARA molecular modeling structure program for both structures showed differences in number of hydrogen bond, ionic interaction, and conformation. The space-grown crystal structure contains more hydrogen bonds as compared with the earth-grown crystal structure. A molecular dynamics simulation study was used to provide insight on the fluctuations and conformational changes of both T1 lipase structures. The analysis of root mean square deviation (RMSD), radius of gyration, and root mean square fluctuation (RMSF) showed that space-grown structure is more stable than the earth-grown structure. Space-structure also showed more hydrogen bonds and ion interactions compared to the earth-grown structure. Further analysis also revealed that the space-grown structure has long-lived interactions, hence it is considered as the more stable structure. This study provides the conformational dynamics of T1 lipase crystal structure grown in space and earth condition.

Is Earth F**ked? Dynamical Futility of Global Environmental Management and Possibilities for Sustainability via Direct Action Activism

Science.gov (United States)

wErnEr, B.

2012-12-01

Environmental challenges are dynamically generated within the dominant global culture principally by the mismatch between short-time-scale market and political forces driving resource extraction/use and longer-time-scale accommodations of the Earth system to these changes. Increasing resource demand is leading to the development of two-way, nonlinear interactions between human societies and environmental systems that are becoming global in extent, either through globalized markets and other institutions or through coupling to global environmental systems such as climate. These trends are further intensified by dissipation-reducing technological advances in transactions, communication and transport, which suppress emergence of longer-time-scale economic and political levels of description and facilitate long-distance connections, and by predictive environmental modeling, which strengthens human connections to a short-time-scale virtual Earth, and weakens connections to the longer time scales of the actual Earth. Environmental management seeks to steer fast scale economic and political interests of a coupled human-environmental system towards longer-time-scale consideration of benefits and costs by operating within the confines of the dominant culture using a linear, engineering-type connection to the system. Perhaps as evidenced by widespread inability to meaningfully address such global environmental challenges as climate change and soil degradation, nonlinear connections reduce the ability of managers to operate outside coupled human-environmental systems, decreasing their effectiveness in steering towards sustainable interactions and resulting in managers slaved to short-to-intermediate-term interests. In sum, the dynamics of the global coupled human-environmental system within the dominant culture precludes management for stable, sustainable pathways and promotes instability. Environmental direct action, resistance taken from outside the dominant culture, as in

Superexchange-mediated magnetization dynamics with ultracold alkaline-earth atoms in an optical lattice

International Nuclear Information System (INIS)

Zhu Shaobing; Qian Jun; Wang Yuzhu

2017-01-01

Superexchange and inter-orbital spin-exchange interactions are key ingredients for understanding (orbital) quantum magnetism in strongly correlated systems and have been realized in ultracold atomic gases. Here we study the spin dynamics of ultracold alkaline-earth atoms in an optical lattice when the two exchange interactions coexist. In the superexchange interaction dominating regime, we find that the time-resolved spin imbalance shows a remarkable modulated oscillation, which can be attributed to the interplay between local and nonlocal quantum mechanical exchange mechanisms. Moreover, the filling of the long-lived excited atoms affects the collapse and revival of the magnetization dynamics. These observations can be realized in state-dependent optical lattices combined with the state-of-the-art advances in optical lattice clock spectroscopy. (paper)

Climate Change, Glacier Response, and Vegetation Dynamics in the Himalaya: Contributions Toward Future Earth Initiatives

Directory of Open Access Journals (Sweden)

Joseph Shea

2017-08-01

Full Text Available Reviewed: Climate Change, Glacier Response, and Vegetation Dynamics in the Himalaya: Contributions Toward Future Earth Initiatives. Edited by R. B. Singh, Udo Schickhoff, and Suraj Mal. Cham, Switzerland: Springer, 2016. xvi + 399 pp. Hardcover: US$ 179.00, ISBN 978-3-319-28975-5. E-book: US$ 139.00, ISBN 978-3-319-28977-9.

Earth - South America (first frame of Earth Spin Movie)

Science.gov (United States)

1990-01-01

This color image of the Earth was obtained by Galileo at about 6:10 a.m. Pacific Standard Time on Dec. 11, 1990, when the spacecraft was about 1.3 million miles from the planet during the first of two Earth flybys on its way to Jupiter. The color composite used images taken through the red, green and violet filters. South America is near the center of the picture, and the white, sunlit continent of Antarctica is below. Picturesque weather fronts are visible in the South Atlantic, lower right. This is the first frame of the Galileo Earth spin movie, a 500- frame time-lapse motion picture showing a 25-hour period of Earth's rotation and atmospheric dynamics.

Google Earth for Landowners: Insights from Hands-on Workshops

Science.gov (United States)

Huff, Tristan

2014-01-01

Google Earth is an accessible, user-friendly GIS that can help landowners in their management planning. I offered hands-on Google Earth workshops to landowners to teach skills, including mapmaking, length and area measurement, and database management. Workshop participants were surveyed at least 6 months following workshop completion, and learning…

A Study of the Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome

Science.gov (United States)

Zhang, Xiaozhu; Zhang, Xiurong; Yang, Xiaoming

2016-01-01

The statistics reveal that about many students have learning difficulties. For this reason, appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students' learning frustration and obstacles caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented…

Teaching seismic methods using interactive 3D Earth globe

Science.gov (United States)

Weeraratne, D. S.; Rogers, D. B.

2011-12-01

Instructional techniques for study of seismology are greatly enhanced by three dimensional (3D) visualization. Seismic rays that pass through the Earth's interior are typically viewed in 2D slices of the Earth's interior. Here we present the use of a 3D Earth globe manufactured by Real World Globes. This globe displays a dry-erase high resolution glossy topography and bathymetry from the Smith and Sandwell data archives at its surface for interactive measurements and hands-on marking of many seismic observations such as earthquake locations, source-receiver distances, surface wave propagation, great circle paths, ocean circulation patterns, airplane trajectories, etc.. A new interactive feature (designed collaboratively with geoscientists) allows cut away and disassembly of sections of the exterior shell revealing a full cross section depicting the Earth's interior layers displayed to scale with a dry-erase work board. The interior panel spins to any azimuth and provides a depth measurement scale to allow exact measurements and marking of earthquake depths, true seismic ray path propagation, ray path bottoming depths, shadow zones, and diffraction patterns. A demo of this globe and example activities will be presented.

Boltzmann's dynamic on the primitive earth about 3.9 billion years ago

International Nuclear Information System (INIS)

Matsuno, Koichiro

1995-01-01

An evolutionary significant event that could have happened on the primitive earth would be a process of enhancing energy concentrations locally. Once the concentrated energy be released, it could drive various molecular association and dissociation. We have examined, both theoretically and experimentally, a possibility of forming such microscopic heat engines feeding upon the then available thermal environment. Theoretically, Boltzmann's dynamics of molecules that would lose their memory of pas collisions with others is found to uphold those molecules that could feed upon thermal energy if the thermal environment would fluctuate through, for instance, a diurnal cycle. Experimentally, thermal heterocomplex molecules from amino acids, that could have been ubiquitous on the primitive earth, are shown to carry with themselves a wide variety of quasi-stable states such that they could remain in excited states for a considerable period of time even if the temperature of the thermal environment is lowered. The stored energy in these excited states, once released, can be utilized as a factor for driving various molecular association and dissociation. (author). Abstract only

Mathematical analysis of a viscoelastic-gravitational layered earth model for magmatic intrusion in the dynamic case

Directory of Open Access Journals (Sweden)

Alicia Arjona

2015-11-01

Full Text Available Volcanic areas present a lower effective viscosity than usually in the Earth's crust. It makes necessary to consider inelastic properties in deformation modelling. As a continuation of work done previously by some of the authors, this work is concerned with the proof that the perturbed equations representing the viscoelastic-gravitational displacements resulting from body forces embedded in a layered Earth model leads to a well-posed problem even for any kind of domains, with the natural boundary and transmission conditions. A homogeneous or stratified viscoelastic half-space has often been used as a simple earth model to calculate the displacements and gravity changes. Here we give a constructive proof of the existence of weak solutions and we show the uniqueness and the continuous dependence with respect to the initial data of weak solutions of the dynamic coupled viscoelastic-gravitational field equations.

Views of Pre-Service Teachers Following Teaching Experience on Use of Dynamic Geometry Software

Science.gov (United States)

Günes, Kardelen; Tapan-Broutin, Menekse Seden

2017-01-01

The study aims to determine the views of final-year pre-service mathematics teachers towards their experience of the use of dynamic geometry software in teaching, following the implementation processes that they carried out when using this software in a real classroom environment. The study was designed as a case study, which is one of the…

Theoretical construction of the contextualized dynamics of the constant shaping of advisor professors in the teaching unit

Directory of Open Access Journals (Sweden)

Nirma Pérez-Pelipiche

2016-10-01

Full Text Available This work paper shows research results on the contextualized dynamics of the constant shaping of advisor professors in the teaching unit, taking epistemological foundations as a starting point, which substantiate their theoretical construction. A model has been displayed basing on comprehension and interpretation of this process as a whole, in which its subsystems, components, structure, relations and levels among them, prove contradictions that become evident in such process, therefore allowing to structure the dynamics of shaping professors as an instrument, earning, as a result, the transforming capability of advisor professors when practicing their skill, having the teaching unit as a scenary. In that way we used different techniques: questionnaire, interviews, observation, statistical techniques and methods: historical-logical; analysis-synthesis and systemic-structural-functional, all of those ones from the hermeneutic-dialectic focus.

Dynamic Effects of the Earth's Rotation Caused by the Annual and Semi-Annual Cyclic Mass Redistribution of the Planet

Directory of Open Access Journals (Sweden)

M. Yu. Barkin

2016-01-01

Full Text Available The paper deals with development of the theory of perturbed rotational motion of a celestial body with variable geometry of the masses. Its main task is to study the impact of annual and semi-annual variations of the Earth's mass geometry (a component of its inertia tensor, as well as a component of its relative angular momentum, on the movement of the Earth's poles and its axial rotation. The body is considered to be a free (isolated, and the problem formulation corresponds to the classical Liouville problem on rotation of a variable body. Euler conical movement of the axially symmetric body with an arbitrary constant half-angle  is assumed as the unperturbed motion. In the classical theory of the Earth's rotation this angle is usually assumed to be zero.In the last 20 years, accuracy to determine the Earth rotation parameters owing to using methods of space geodesy and method of Very Long Baseline Interferometry (VLBI has increased by about three orders of magnitude and has made about  i.e., in angle measure it is about 10 - 20 arc-microseconds. According to experts, the theory of the Earth's rotation with such precision is not created yet. The paper is focused just on the new dynamic studies of the Earth rotation at a higher level of accuracy than has been done in previous studies, using a new approach to the problem, based on the new forms of the equations of motion (in the Andoyer variables and the analytical methods of perturbation theory (small parameter method.The problem of perturbed rotational motion with variable geometry and variable mass relative angular momentum in the first approximation is solved in Andoyer variables and projections of the angular velocity of the planet rotation. The analytical solution allows us to run applications to study dynamic effects from above factors for various bodies in the solar system, including the Earth. The solution allowed us to obtain the following parameters of the fundamental effects in the

Dynamics of introduction of type teaching of senior pupils to sporting direction in Ukraine

Directory of Open Access Journals (Sweden)

Voitovych I.N.

2012-07-01

Full Text Available The indexes of dynamics of introduction of sporting direction of the type teaching of senior pupils in Ukraine are resulted. In research is utillized statistical information of different organizations in relation to activity of the type teaching. The percent distributing of students of sporting classes and establishments in which they study on regions is set. The levels of scope of senior pupils this type of studies are selected depending on the region of residence. The tendency of the personal interest of schoolboys a physical culture and sport at type level is marked. Sporting direction of the type teaching is selected, that allows organize professional preparation of students of senior school in industry of physical culture, sport and tourism. It is set that on the whole on Ukraine the middle index of percent of students which wished to visit the type classes of sporting direction hesitated from 2,6% to 3,0%.

An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

Science.gov (United States)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

It is estimated that by the year 2020 relative to 2009, there will be 28% more Earth Science jobs paying ≥ $75,000/year1 in the U.S.A. These jobs will require advanced degrees, but compared to all arts and science advanced degrees, the number of physical science M.S. and Ph.D. awarded per year decreased from 2.5% in 1980 to 1.5% in 20092. This decline is reflected on a smaller scale and at a younger age: in the New York City school system only 36% of all 8th graders have basic proficiency in science 3. These figures indicate that the lack achievement in science starts at a young age and then extends into higher education. Research has shown that students in grades 7 - 12 4,5 and in university level courses 6 both respond positively to high quality science teaching. However, much attention is focused on improving science teaching in grades 7- 12, whereas at many universities lower level science courses are taught by junior research and contingent faculty who typically lack formal training, and sometimes interest, in effective teaching. The danger here is that students might enter university intending to pursue geoscience degrees, but then encounter ineffective instructors, causing them to lose interest in geoscience and thus pursue other disciplines. The crux of the matter becomes how to improve the quality of university-level geoscience teaching, without losing sight of the major benchmark of success for research faculty - scholarly publications reporting innovative research results. In most cases, it would not be feasible to sidetrack the research goals of early career scientists by placing them into a formal teacher preparation program. But what happens when postdoctoral research scientists take an active role in clinical teacher preparation as part of their research appointments? The American Museum of Natural History's Masters of Arts in Teaching (AMNH-MAT) urban residency pilot program utilizes a unique approach to grade 7 - 12 Earth Science teacher

Teaching Earth Signals Analysis Using the Java-DSP Earth Systems Edition: Modern and Past Climate Change

Science.gov (United States)

Ramamurthy, Karthikeyan Natesan; Hinnov, Linda A.; Spanias, Andreas S.

2014-01-01

Modern data collection in the Earth Sciences has propelled the need for understanding signal processing and time-series analysis techniques. However, there is an educational disconnect in the lack of instruction of time-series analysis techniques in many Earth Science academic departments. Furthermore, there are no platform-independent freeware…

Topology of sustainable management of dynamical systems with desirable states: from defining planetary boundaries to safe operating spaces in the Earth System

Science.gov (United States)

Heitzig, Jobst; Kittel, Tim; Donges, Jonathan; Molkenthin, Nora

2016-04-01

To keep the Earth System in a desirable region of its state space, such as defined by the recently suggested "tolerable environment and development window", "guardrails", "planetary boundaries", or "safe (and just) operating space for humanity", one not only needs to understand the quantitative internal dynamics of the system and the available options for influencing it (management), but also the structure of the system's state space with regard to certain qualitative differences. Important questions are: Which state space regions can be reached from which others with or without leaving the desirable region? Which regions are in a variety of senses "safe" to stay in when management options might break away, and which qualitative decision problems may occur as a consequence of this topological structure? In this work, we develop a mathematical theory of the qualitative topology of the state space of a dynamical system with management options and desirable states, as a complement to the existing literature on optimal control which is more focussed on quantitative optimization and is much applied in both the engineering and the integrated assessment literature. We suggest a certain terminology for the various resulting regions of the state space and perform a detailed formal classification of the possible states with respect to the possibility of avoiding or leaving the undesired region. Our results indicate that before performing some form of quantitative optimization such as of indicators of human well-being for achieving certain sustainable development goals, a sustainable and resilient management of the Earth System may require decisions of a more discrete type that come in the form of several dilemmas, e.g., choosing between eventual safety and uninterrupted desirability, or between uninterrupted safety and larger flexibility. We illustrate the concepts and dilemmas drawing on conceptual models from climate science, ecology, coevolutionary Earth System modeling

Earth and planetary sciences

International Nuclear Information System (INIS)

Wetherill, G.W.; Drake, C.L.

1980-01-01

The earth is a dynamic body. The major surface manifestation of this dynamism has been fragmentation of the earth's outer shell and subsequent relative movement of the pieces on a large scale. Evidence for continental movement came from studies of geomagnetism. As the sea floor spreads and new crust is formed, it is magnetized with the polarity of the field at the time of its formation. The plate tectonics model explains the history, nature, and topography of the oceanic crust. When a lithospheric plate surmounted by continental crust collides with an oceanic lithosphere, it is the denser oceanic lithosphere that is subducted. Hence the ancient oceans have vanished and the knowledge of ancient earth will require deciphering the complex continental geological record. Geochemical investigation shows that the source region of continental rocks is not simply the depleted mantle that is characteristic of the source region of basalts produced at the oceanic ridges. The driving force of plate tectonics is convection within the earth, but much remains to be learned about the convection and interior of the earth. A brief discussion of planetary exploration is given

New successful ideas to teach Earth Science to students older than 55 by means of trekking

Science.gov (United States)

Fernández Raga, María; Cerdà, Artemi; Civera, Cristina

2013-04-01

During the last 10 years, the Geograns Program within the NAUGRAN initiative of the University of Valencia is using trekking as a way to teach in the field Earth Science. This paper review the contribution of this program and show the results and future challenges. The life expectancy is growing all over the world. This is a clear trend in the Western societies where after two generations there is a large group of inhabitants that have a new life after retirement. The universities must understand that this new group of citizens need services that will allow them to know better the society. This is why the University of Valencia developed in the end of the 90's a program to teach to students older than 55. The program that allows to those students to attend lectures at the University is called NAUGRAN. This is a program for more than one thousand students that cover the needs of a group that is having more and more population over the age of 55, and with a life expectancy that surpass the 81 years in Spain. Teaching History, Arts, Sciences or Literature can be easily due for those 55-old students. However, teaching geosciences is being very difficult, as the students must visit the field and the laboratory. Within the GEOGRANS project, and during the last six years, Physical Geography was taught to students older than 55 in independent lecture rooms and field and laboratory classes. The main strategy was to show them the concepts and the ideas of the Physical Geography in the field. The excursions allow to shown the main features of the landscape (rivers, mountains, rocks…) and the impacts of the humankind on the changes of the nature to the students. The program is now 6 years old and it is being very successful with more than 200 hundreds participants and with excursion every two weeks. This paper will show the importance of teaching to students that arrive to the university after retirement. And that trekking is a successful strategy as the students realise

Understanding the Deep Earth: Slabs, Drips, Plumes and More - An On the Cutting Edge Workshop

Science.gov (United States)

Williams, M. L.; Mogk, D. W.; McDaris, J. R.

2010-12-01

Exciting new science is emerging from the study of the deep Earth using a variety of approaches: observational instrumentation (e.g. EarthScope’s USArray; IRIS), analysis of rocks (xenoliths, isotopic tracers), experimental methods (COMPRES facilities), and modeling (physical and computational, e.g. CIG program). New images and models of active faults, subducting plates, mantle drips, and rising plumes are spurring a new excitement about deep Earth processes and connections between Earth’s internal systems, the plate tectonic system, and the physiography of Earth’s surface. The integration of these lines of research presents unique opportunities and also challenges in geoscience education. How can we best teach about the architecture, composition, and processes of Earth where it is hidden from direct observation. How can we make deep Earth science relevant and meaningful to students across the geoscience curriculum? And how can we use the exciting new discoveries about Earth processes to attract new students into science? To explore the intersection of research and teaching about the deep Earth, a virtual workshop was convened in February 2010 for experts in deep Earth research and undergraduate geoscience education. The six-day workshop consisted of online plenary talks, large and small group discussions, asynchronous contributions using threaded listservs and web-based work spaces, as well as development and review of new classroom and laboratory activities. The workshop goals were to: 1) help participants stay current about data, tools, services, and research related to the deep earth, 2) address the "big science questions" related to deep earth (e.g. plumes, slabs, drips, post-perovskite, etc.) and explore exciting new scientific approaches, 3) to consider ways to effectively teach about "what can't be seen", at least not directly, and 4) develop and review classroom teaching activities for undergraduate education using these data, tools, services, and

"Teaching What I Learned": Exploring Students' Earth and Space Science Learning Experiences in Secondary School with a Particular Focus on Their Comprehension of the Concept of "Geologic Time"

Science.gov (United States)

Yoon, Sae Yeol; Peate, David W.

2015-01-01

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content…

Simplified dynamic analysis to evaluate liquefaction-induced lateral deformation of earth slopes: a computational fluid dynamics approach

Science.gov (United States)

Jafarian, Yaser; Ghorbani, Ali; Ahmadi, Omid

2014-09-01

Lateral deformation of liquefiable soil is a cause of much damage during earthquakes, reportedly more than other forms of liquefaction-induced ground failures. Researchers have presented studies in which the liquefied soil is considered as viscous fluid. In this manner, the liquefied soil behaves as non-Newtonian fluid, whose viscosity decreases as the shear strain rate increases. The current study incorporates computational fluid dynamics to propose a simplified dynamic analysis for the liquefaction-induced lateral deformation of earth slopes. The numerical procedure involves a quasi-linear elastic model for small to moderate strains and a Bingham fluid model for large strain states during liquefaction. An iterative procedure is considered to estimate the strain-compatible shear stiffness of soil. The post-liquefaction residual strength of soil is considered as the initial Bingham viscosity. Performance of the numerical procedure is examined by using the results of centrifuge model and shaking table tests together with some field observations of lateral ground deformation. The results demonstrate that the proposed procedure predicts the time history of lateral ground deformation with a reasonable degree of precision.

A Data-enhanced On-line Learning Environment for Undergraduate Earth System Science Education

Science.gov (United States)

di, L.; Deng, M.

2004-12-01

Earth system science (ESS) research often requires integrating, analyzing, and modeling with large amount of multi-disciplinary, multi-source geospatial data. Satellite remote sensing is one of the major sources of such data. Currently, NASA EOSDIS has archived more than three petabytes of Earth remote sensing data. Those data are essential for conducting ESS research. Therefore, training students on how to effectively use large amount of remote sensing data in ESS research is the essential part of their ESS education. However, currently most of undergraduate students have never been trained to handle the huge volume of available data because of lack of resources and suitable teaching technology at ESS colleges. In order to reduce this problem, we are developing a web-based geospatial information system, called GeoBrain, for providing a data-enhanced on-line learning and research environment for ESS education and research. The system makes petabytes of NASA EOS data and information easily accessible to higher-education users. The system allows users to dynamically and collaboratively develop interoperable, web-executable geospatial process and analysis modules and models, and run them on-line against any part of the peta-byte archives for getting back the customized information products rather than raw data. The system makes a data-enhanced ESS learning and research environment, backed by petabytes of NASA EOS data and unavailable to students and professors before, available to them at their desktops. In order to integrate this new learning environment into the undergraduate ESS teaching and research, a NASA EOS Higher Education Alliance (NEHEA), consisting of the GeoBrain development team led by GMU and a group of Earth science educators selected from an open RFP process, has been formed. NEHEA members are incorporating the data enhanced learning environment into their teaching and on-going research and will develop new courses for taking advantages of the

Orbital Dynamics of Low-Earth Orbit Laser-Propelled Space Vehicles

International Nuclear Information System (INIS)

Yamakawa, Hiroshi; Funaki, Ikkoh; Komurasaki, Kimiya

2008-01-01

Trajectories applicable to laser-propelled space vehicles with a laser station in low-Earth orbit are investigated. Laser vehicles are initially located in the vicinity of the Earth-orbiting laser station in low-earth orbit at an altitude of several hundreds kilometers, and are accelerated by laser beaming from the laser station. The laser-propelled vehicles start from low-earth orbit and finally escape from the Earth gravity well, enabling interplanetary trajectories and planetary exploration

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…

Fundamentals of Geophysical Fluid Dynamics

Science.gov (United States)

McWilliams, James C.

2006-07-01

Earth's atmosphere and oceans exhibit complex patterns of fluid motion over a vast range of space and time scales. These patterns combine to establish the climate in response to solar radiation that is inhomogeneously absorbed by the materials comprising air, water, and land. Spontaneous, energetic variability arises from instabilities in the planetary-scale circulations, appearing in many different forms such as waves, jets, vortices, boundary layers, and turbulence. Geophysical fluid dynamics (GFD) is the science of all these types of fluid motion. This textbook is a concise and accessible introduction to GFD for intermediate to advanced students of the physics, chemistry, and/or biology of Earth's fluid environment. The book was developed from the author's many years of teaching a first-year graduate course at the University of California, Los Angeles. Readers are expected to be familiar with physics and mathematics at the level of general dynamics (mechanics) and partial differential equations. Covers the essential GFD required for atmospheric science and oceanography courses Mathematically rigorous, concise coverage of basic theory and applications to both oceans and atmospheres Author is a world expert; this book is based on the course he has taught for many years Exercises are included, with solutions available to instructors from solutions@cambridge.org

Improving students’ conceptions on fluid dynamics through peer teaching model with PDEODE (PTM-PDEODE)

Science.gov (United States)

Samsudin, A.; Fratiwi, N.; Amin, N.; Wiendartun; Supriyatman; Wibowo, F.; Faizin, M.; Costu, B.

2018-05-01

This study based on an importance of improving students’ conceptions and reduces students’ misconceptions on fluid dynamics concepts. Consequently, should be done the study through combining Peer Teaching Model (PTM) and PDEODE (Prediction, Discuss, Explain, Observe, Discuss and Explain) learning strategy (PTM-PDEODE). For the research methods, we used the 4D model (Defining, Designing, Developing, and Disseminating). The samples are 38 students (their ages were an average of 17 years-old) at one of the senior high schools in Bandung. The improvement of students’ conceptions was diagnosed through a four-tier test of fluid dynamics. At the disseminating phase, students’ conceptions of fluid dynamics concepts are increase after the use of PTM-PDEODE. In conclusion, the development of PTM-PDEODE is respectable enough to improve students’ conceptions on dinamics fluid.

Teaching Environmental Entrepreneurship at an Urban University: Greenproofing

Science.gov (United States)

Foster, Kevin; Jelen, Jonathan; Scott, Anasa

2010-01-01

The authors provide a case study of their own experience teaching Environmental Entrepreneurship. For the past six years, they have been teaching about sustainability through social entrepreneurship in an interdisciplinary partnership with faculty in management, engineering, and earth science. The authors have developed a course in Environmental…

Teaching programming and modelling skills to first-year earth & environmental science undergraduates: outcomes and lessons learned from a pilot project

Science.gov (United States)

Fisher, J. A.; Brewer, C.; O'Brien, G.

2017-12-01

Computing and programming are rapidly becoming necessary skills for earth and environmental scientists. Scientists in both academia and industry must be able to manipulate increasingly large datasets, create plots and 3-D visualisations of observations, and interpret outputs from complex numerical models, among other tasks. However, these skills are rarely taught as a compulsory part of undergraduate earth science curricula. In 2016, the School of Earth & Environmental Sciences at the University of Wollongong began a pilot program to integrate introductory programming and modelling skills into the required first-year core curriculum for all undergraduates majoring in earth and environmental science fields. Using Python, a popular teaching language also widely used by professionals, a set of guided exercises were developed. These exercises use interactive Jupyter Notebooks to introduce students to programming fundamentals and simple modelling problems relevant to the earth system, such as carbon cycling and population growth. The exercises are paired with peer review activities to expose students to the multitude of "correct" ways to solve computing problems. In the last weeks of the semester, students work in groups to creatively adapt their new-found skills to selected problems in earth system science. In this presentation, I will report on outcomes from delivering the new curriculum to the first two cohorts of 120-150 students, including details of the implementation and the impacts on both student aptitude and attitudes towards computing. While the first cohort clearly developed competency, survey results suggested a drop in student confidence over the course of the semester. To address this confidence gap for the second cohort, the in-class activities are now being supplemented with low-stakes open-book review quizzes that provide further practice with no time pressure. Research into the effectiveness of these review quizzes is ongoing and preliminary findings

The Human Nervous System: A Framework for Teaching and the Teaching Brain

Science.gov (United States)

Rodriguez, Vanessa

2013-01-01

The teaching brain is a new concept that mirrors the complex, dynamic, and context-dependent nature of the learning brain. In this article, I use the structure of the human nervous system and its sensing, processing, and responding components as a framework for a re-conceptualized teaching system. This teaching system is capable of responses on an…

Teaching physics with Angry Birds: exploring the kinematics and dynamics of the game

Science.gov (United States)

Rodrigues, M.; Simeão Carvalho, P.

2013-07-01

In this paper, we present classroom strategies for teaching kinematics at middle and high school levels, using Rovio’s famous game Angry Birds and the video analyser software Tracker. We show how to take advantage of this entertaining video game, by recording appropriate motions of birds that students can explore by manipulating data, characterizing the red bird’s motion and fitting results to physical models. A dynamic approach is also addressed to link gravitational force to projectile trajectories.

Teaching polymorphism early

DEFF Research Database (Denmark)

2005-01-01

Is it possible to teach dynamic polymorphism early? What techniques could facilitate teaching it in Java. This panel will bring together people who have considered this question and attempted to implement it in various ways, some more completely than others. It will also give participants...

A low earth orbit dynamic model for the proton anisotropy validation

Science.gov (United States)

Badavi, Francis F.

2011-11-01

Ionizing radiation measurements at low earth orbit (LEO) form the ideal tool for the experimental validation of radiation environmental models, nuclear transport code algorithms and nuclear reaction cross sections. Indeed, prior measurements on the space transportation system (STS; shuttle) have provided vital information impacting both the environmental models and the nuclear transport code development by requiring dynamic models of the LEO environment. Previous studies using computer aided design (CAD) models of the international space station (ISS) have demonstrated that the dosimetric prediction for a spacecraft at LEO requires the description of an environmental model with accurate anisotropic as well as dynamic behavior. This paper describes such a model for the trapped proton. The described model is a component of a suite of codes collectively named GEORAD (GEOmagnetic RADiation) which computes cutoff rigidity, trapped proton and trapped electron environments. The web version of GEORAD is named OLTARIS (On-line Tool for the Assessment of Radiation in Space). GEORAD suite is applicable to radiation environment prediction at LEO, medium earth orbit (MEO) and geosynchronous earth orbit (GEO) at quiet solar periods. GEORAD interest is in the study of long term effect of the trapped environment and therefore it does not account for any short term external field contribution due to solar activity. With the concentration of the paper on the LEO protons only, the paper presents the validation of the trapped proton model within GEORAD with reported measurements from the compact environment anomaly sensor (CEASE) science instrument package, flown onboard the tri-service experiment-5 (TSX-5) satellite during the period of June 2000 to July 2006. The spin stabilized satellite was flown in a 410 × 1710 km, 69° inclination elliptical orbit, allowing it to be exposed to a broad range of the LEO regime. The paper puts particular emphasize on the validation of the

Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

Science.gov (United States)

Avard, Margaret

2009-01-01

In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Keywords. Earth system model; Greenland; Antarctica; ice sheet; climate dynamics; surface mass balance. Abstract. Elaboration of a modern Earth system model (ESM) requires incorporation of ice sheet dynamics. Coupling of an ice sheet model (ICM) to an AOGCM is complicated by essential differences in spatial and ...

English Teachers’ Teaching Quality in Madrasah in Jakarta and Banten based on the Dynamic Model of Educational Effectiveness

Directory of Open Access Journals (Sweden)

Siti Nurul Azkiya

2016-02-01

Full Text Available Abstract This paper was intended to describe English teachers’ teaching quality in teaching reading comprehension and provide some reflection and suggestion on how teaching quality could be improved. The classroom factors of the dynamic model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE] were used as a reference to conceptualize teaching quality. Classroom observation instrument was used to measure teaching quality of 59 English teachers in Madrasah Tsanawiyah in the provinces of Jakarta and Banten with a focus on reading comprehension. The findings showed that among the above eight factors, teachers rarely practiced orientation, structuring, modeling, and CLE. In addition, they did not provide enough application whereas a lot of time was spent for reading aloud and translating the text. Nevertheless, they started to raise questions and conduct assessment. With respect to questioning, however, the questions were limited to product questions, which did not promote critical thinking. Finally, the assessment method used was limited to questioning. Abstrak Tulisan ini bertujuan untuk menjelaskan kualitas guru Bahasa Inggris dalam mengajar reading comprehension dan memberikan rekomendasi strategi meningkatkan kualitas mengajar. Delapan aspek yang ada dalam the Ddynamic Model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE] dijadikan sebagai pijakan untuk mendefinisikan konsep kualitas mengajar. Penelitian ini menggunakan instrumen observasi kelas untuk melihat bagaimana guru mengajar reading comprehension. Partisipan penelitian ini adalah 59 guru Bahasa Inggris di Madrasah Tsanawiyah di propinsi DKI Jakarta dan Banten. Temuan penelitian ini menunjukkan bahwa di antara delapan aspek kualitas mengajar yang dalam the Dynamic Model, kebanyakan guru jarang

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

Science.gov (United States)

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

2003-12-01

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

Earth Sciences as a Vehicle for Gifted Education--The Hong Kong Experience

Science.gov (United States)

Murphy, Phillip J.; Chan, Lung Sang; Murphy, Elizabeth

2012-01-01

The development and delivery of an Earth-science-focused short course designed to prepare Hong Kong students for university level study is described. Earth sciences provide an inspirational and challenging context for learning and teaching in Hong Kong's increasingly skills-based curriculum. (Contains 3 figures and 4 online resources.)

Improved estimation of geocenter motion and changes in the Earth's dynamic oblateness from GRACE data and an ocean bottom pressure model

Science.gov (United States)

Sun, Y.; Ditmar, P.; Riva, R.

2015-12-01

The Gravity Recovery and Climate Experiment (GRACE) satellite mission, since the launch in 2002, has enabled the monitoring of mass transport in the Earth's system on a monthly basis. In spite of continuous improvements in data processing techniques, an estimation of very low-degree spherical harmonic coefficients remains problematic. GRACE is insensitive to variations in the degree-1 coefficients (ΔC11, ΔS11 and ΔC10), which reflect the motion of the geocenter. The variations of C20 coefficients, which characterize changes in the Earth's dynamic oblateness (Δ J2) are corrupted by ocean tide aliases and usually replaced with estimates from other techniques.In this study, the methodology proposed by Swenson et al. (2008) to estimate geocenter motion is updated and extended to co-estimate changes in the Earth's dynamic oblateness. The algorithm uses monthly GRACE gravity solutions (in the form of spherical harmonic coefficients), an ocean bottom pressure model (over the oceans), and a glacial isostatic adjustment (GIA) model (globally). GRACE solutions over coastal areas may suffer from signal leakage due to their limited spectral content and to filtering. We effectively avoid the influence of this effect by introducing a carefully chosen buffer zone. We also take into account self-attraction and loading effects when dealing with water redistribution in the oceans. The estimated annual amplitude of ΔC10 , i.e. the Z component of the geocenter motion, is significantly amplified compared to the original estimations of Swenson et al. (2008) and it is in line with estimates from other techniques, such as the global GPS inversion. The resulting ΔC20 time-series agree remarkably well with a solution based on satellite laser ranging data, which is currently believed to be one of the most accurate sources of information on changes in the Earth's dynamic oblateness. Trends in both geocenter position and the Earth's oblateness are estimated as well. The results show a

Seismic passive earth resistance using modified pseudo-dynamic method

Science.gov (United States)

Pain, Anindya; Choudhury, Deepankar; Bhattacharyya, S. K.

2017-04-01

In earthquake prone areas, understanding of the seismic passive earth resistance is very important for the design of different geotechnical earth retaining structures. In this study, the limit equilibrium method is used for estimation of critical seismic passive earth resistance for an inclined wall supporting horizontal cohesionless backfill. A composite failure surface is considered in the present analysis. Seismic forces are computed assuming the backfill soil as a viscoelastic material overlying a rigid stratum and the rigid stratum is subjected to a harmonic shaking. The present method satisfies the boundary conditions. The amplification of acceleration depends on the properties of the backfill soil and on the characteristics of the input motion. The acceleration distribution along the depth of the backfill is found to be nonlinear in nature. The present study shows that the horizontal and vertical acceleration distribution in the backfill soil is not always in-phase for the critical value of the seismic passive earth pressure coefficient. The effect of different parameters on the seismic passive earth pressure is studied in detail. A comparison of the present method with other theories is also presented, which shows the merits of the present study.

Advance the Earth Science Education in China by Using New Technology

Science.gov (United States)

Qian, R.; Wang, X.; Sun, L.

2013-12-01

With the development of Chinese economy, science and technology, as well as the increasing demand of the persons with knowledge and experience in earth science and geological exploration, the higher education of earth science has been boosted in recent years. There are 2,000 to 3,000 students studying earth science every year and many of them will take part in scientific research and engineering technology work around the world after graduation, which increased the demand of educators, both in quantity and quality. However, the fact is that there is a huge gap between the demand and the current number of educators due to the explosion of students, which makes the reform of traditional education methods inevitable. There is great significance in doing research on the teaching methods catering to a large number of students. Some research contents and result based on the reform of education methods has been conducted. We integrate the teaching contents with the cutting-edge research projects and stress significance of earth science, which will greatly enhance the student's enthusiasm of it. Moreover. New technology will be applied to solve the problem that every teacher are responsible for 100~150 students in one courses. For instance, building the Internet platform where teachers and the students can discuss the courses contents, read the latest scientific articles. With the numerical simulation technology, the internal structure of the Earth, geological phenomena, characteristics of ore body, geophysical and hydrological fields, etc. can be simulated and the experiments and teaching practice can be demonstrated via video technology. It can also be used to design algorithm statistics and assessment and monitor teaching effect. Students are separated into small groups to take research training with their personal tutor at the beginning of the first semester, which will increase the opportunities for students to communicate with educators and solve the problem that the

Critical Thresholds in Earth-System Dynamics

Science.gov (United States)

Rothman, D.

2017-12-01

The history of the Earth system is a story of change. Some changesare gradual and benign, but others, especially those associated withcatastrophic mass extinction, are relatively abrupt and destructive.What sets one group apart from the other? Here I hypothesize thatperturbations of Earth's carbon cycle lead to mass extinction if theyexceed either a critical rate at long time scales or a critical sizeat short time scales. By analyzing 31 carbon-isotopic events duringthe last 542 million years, I identify the critical rate with a limitimposed by mass conservation. Further analysis identifies thecrossover timescale separating fast from slow events with thetimescale of the ocean's homeostatic response to a change in pH. Theproduct of the critical rate and the crossover timescale then yieldsthe critical size. The modern critical size for the marine carboncycle is roughly similar to the mass of carbon that human activitieswill likely have added to the oceans by the year 2100.

Evolution and dynamics of Earth from a molten initial stage

Science.gov (United States)

Louro Lourenço, D. J.; Tackley, P.

2016-12-01

It is now well established that most of the terrestrial planets underwent a magma ocean stage during their accretion. On Earth, it is probable that at the end of accretion, giant impacts like the hypothesised Moon-forming impact, together with other sources of heat, melted a substantial part of the mantle. The thermal and chemical evolution of the resulting magma ocean most certainly had dramatic consequences on the history of the planet. Considerable research has been done on magma oceans using simple 1-D models (e.g.: Abe, PEPI 1997; Solomatov, Treat. Geophys. 2007; Elkins-Tanton EPSL 2008). However, some aspects of the dynamics may not be adequately addressed in 1-D and require the use of 2-D or 3-D models. Moreover, new developments in mineral physics that indicate that melt can be denser than solid at high pressures (e.g.: de Koker et al., EPSL 2013) can have very important impacts on the classical views of the solidification of magma oceans (Labrosse et al., Nature 2007; Labrosse et al., The Early Earth 2015). The goal of our study is to understand and characterize the influence of melting on the long-term thermo-chemical evolution of rocky planet interiors, starting from an initial molten state (magma ocean). Our approach is to model viscous creep of the solid mantle, while parameterizing processes that involve melt as previously done in 1-D models, including melt-solid separation at all melt fractions, the use of an effective diffusivity to parameterize turbulent mixing, coupling to a parameterized core heat balance and a radiative surface boundary condition. These enhancements have been made to the numerical code StagYY (Tackley, PEPI 2008). We present results for the evolution of an Earth-like planet from a molten initial state to present day, while testing the effect of uncertainties in parameters such as melt-solid density differences, surface heat loss and efficiency of turbulent mixing. Our results show rapid cooling and crystallization until the

Winter NH low-frequency variability in a hierarchy of low-order stochastic dynamical models of earth-atmosphere system

Science.gov (United States)

Zhao, Nan

2018-02-01

The origin of winter Northern Hemispheric low-frequency variability (hereafter, LFV) is regarded to be related to the coupled earth-atmosphere system characterized by the interaction of the jet stream with mid-latitude mountain ranges. On the other hand, observed LFV usually appears as transitions among multiple planetary-scale flow regimes of Northern Hemisphere like NAO + , AO +, AO - and NAO - . Moreover, the interaction between synoptic-scale eddies and the planetary-scale disturbance is also inevitable in the origin of LFV. These raise a question regarding how to incorporate all these aspects into just one framework to demonstrate (1) a planetary-scale dynamics of interaction of the jet stream with mid-latitude mountain ranges can really produce LFV, (2) such a dynamics can be responsible for the existence of above multiple flow regimes, and (3) the role of interaction with eddy is also clarified. For this purpose, a hierarchy of low-order stochastic dynamical models of the coupled earth-atmosphere system derived empirically from different timescale ranges of indices of Arctic Oscillation (AO), North Atlantic Oscillation (NAO), Pacific/North American (PNA), and length of day (LOD) and related probability density function (PDF) analysis are employed in this study. The results seem to suggest that the origin of LFV cannot be understood completely within the planetary-scale dynamics of the interaction of the jet stream with mid-latitude mountain ranges, because (1) the existence of multiple flow regimes such as NAO+, AO+, AO- and NAO- resulted from processes with timescales much longer than LFV itself, which may have underlying dynamics other than topography-jet stream interaction, and (2) we find LFV seems not necessarily to come directly from the planetary-scale dynamics of the interaction of the jet stream with mid-latitude mountain, although it can produce similar oscillatory behavior. The feedback/forcing of synoptic-scale eddies on the planetary

The Impact of a Kinesthetic Approach to Teaching Earth's Seasons

Science.gov (United States)

Slater, Stephanie; Morrow, C. A.

2010-01-01

The AAAS Benchmarks and NRC National Science Education Standards clearly prescribe that all American middle school students should understand that Earth's seasons are caused by variations in the amount of sunlight that hits Earth's surface due to tilt. An explanation for the cause of the seasons that is consistent with a scientifically accurate viewpoint would involve how the amount of sunlight reaching Earth's surface at different latitudes and is directly related to the planet's tilt. However, the most common alternative explanation given is the changing distance between the Sun and Earth. Previous research, as well as common experience, indicates that conventional instructional approaches on the concept of seasons are rarely sufficient in achieving scientifically accurate or durable conceptual change. Given the highly spatial nature of the concept, and the highly socially nature of human beings, some curriculum developers have turned to kinesthetic instructional approaches as a means to develop students' spatial reasoning and problem solving skills while confronting misconceptions and allowing students to socially construct scientifically accurate models of the seasons. We report results from a quantitative study on the impact on understanding of ninth grade students using kinesthetic approach to instruction for the traditionally challenging topic of Earth's seasons. The guiding research question was: To what extent does the kinesthetic astronomy instructional approach assist students in correcting misconceptions about the cause of the seasons? Using a single-group, multiple measures quasi-experimental study design, data was collected pre- and post-instruction using written, student-supplied-response assessments. Additionally, a third assessment was conducted 8 weeks after instruction in an attempt to measure durability. The results showed that statistically significant conceptual change occurred across three subtopics supporting seasons and were stable over 8

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

Understanding Global Change: Frameworks and Models for Teaching Systems Thinking

Science.gov (United States)

Bean, J. R.; Mitchell, K.; Zoehfeld, K.; Oshry, A.; Menicucci, A. J.; White, L. D.; Marshall, C. R.

2017-12-01

The scientific and education communities must impart to teachers, students, and the public an understanding of how the various factors that drive climate and global change operate, and why the rates and magnitudes of these changes related to human perturbation of Earth system processes today are cause for deep concern. Even though effective educational modules explaining components of the Earth and climate system exist, interdisciplinary learning tools are necessary to conceptually link the causes and consequences of global changes. To address this issue, the Understanding Global Change Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley developed an interdisciplinary framework that organizes global change topics into three categories: (1) causes of climate change, both human and non-human (e.g., burning of fossil fuels, deforestation, Earth's tilt and orbit), (2) Earth system processes that shape the way the Earth works (e.g., Earth's energy budget, water cycle), and (3) the measurable changes in the Earth system (e.g., temperature, precipitation, ocean acidification). To facilitate student learning about the Earth as a dynamic, interacting system, a website will provide visualizations of Earth system models and written descriptions of how each framework topic is conceptually linked to other components of the framework. These visualizations and textual summarizations of relationships and feedbacks in the Earth system are a unique and crucial contribution to science communication and education, informed by a team of interdisciplinary scientists and educators. The system models are also mechanisms by which scientists can communicate how their own work informs our understanding of the Earth system. Educators can provide context and relevancy for authentic datasets and concurrently can assess student understanding of the interconnectedness of global change phenomena. The UGC resources will be available through a web-based platform and

Unraveling Students' Misconceptions about the Earth's Shape and Gravity.

Science.gov (United States)

Sneider, Cary I.; Ohadi, Mark M.

1998-01-01

Presents a study designed to test the effectiveness of a constructivist-historical teaching strategy in changing students' misconceptions about the earth's shape and gravity at the upper elementary and middle school levels. Contains 27 references. (DDR)

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.

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.

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

Science.gov (United States)

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

2011-12-01

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

Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

Science.gov (United States)

Pottinger, James E.

2012-01-01

With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space…

The flying classroom - a cost effective integrated approach to learning and teaching flight dynamics

Science.gov (United States)

Bromfield, Michael A.; Belberov, Aleksandar

2017-11-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a series of lectures supplemented by an intensive one-day flight exercise. Performance and/or handling qualities flight tests are performed in a dedicated aircraft fitted with specialist equipment for the recording and presentation of flight data. This paper describes an innovative approach to better integrate theory and practice and the use of portable Commercial-off-The-Shelf (COTS) technologies to enable a range of standard, unmodified aircraft to be used. The integration of theory and practice has enriched learning and teaching, improved coursework grades and the student experience. The use of COTS and unmodified aircraft has reduced costs and enabled increased student participation.

Steering operational synergies in terrestrial observation networks: opportunity for advancing Earth system dynamics modelling

Directory of Open Access Journals (Sweden)

R. Baatz

2018-05-01

Full Text Available Advancing our understanding of Earth system dynamics (ESD depends on the development of models and other analytical tools that apply physical, biological, and chemical data. This ambition to increase understanding and develop models of ESD based on site observations was the stimulus for creating the networks of Long-Term Ecological Research (LTER, Critical Zone Observatories (CZOs, and others. We organized a survey, the results of which identified pressing gaps in data availability from these networks, in particular for the future development and evaluation of models that represent ESD processes, and provide insights for improvement in both data collection and model integration. From this survey overview of data applications in the context of LTER and CZO research, we identified three challenges: (1 widen application of terrestrial observation network data in Earth system modelling, (2 develop integrated Earth system models that incorporate process representation and data of multiple disciplines, and (3 identify complementarity in measured variables and spatial extent, and promoting synergies in the existing observational networks. These challenges lead to perspectives and recommendations for an improved dialogue between the observation networks and the ESD modelling community, including co-location of sites in the existing networks and further formalizing these recommendations among these communities. Developing these synergies will enable cross-site and cross-network comparison and synthesis studies, which will help produce insights around organizing principles, classifications, and general rules of coupling processes with environmental conditions.

Steering operational synergies in terrestrial observation networks: opportunity for advancing Earth system dynamics modelling

Science.gov (United States)

Baatz, Roland; Sullivan, Pamela L.; Li, Li; Weintraub, Samantha R.; Loescher, Henry W.; Mirtl, Michael; Groffman, Peter M.; Wall, Diana H.; Young, Michael; White, Tim; Wen, Hang; Zacharias, Steffen; Kühn, Ingolf; Tang, Jianwu; Gaillardet, Jérôme; Braud, Isabelle; Flores, Alejandro N.; Kumar, Praveen; Lin, Henry; Ghezzehei, Teamrat; Jones, Julia; Gholz, Henry L.; Vereecken, Harry; Van Looy, Kris

2018-05-01

Advancing our understanding of Earth system dynamics (ESD) depends on the development of models and other analytical tools that apply physical, biological, and chemical data. This ambition to increase understanding and develop models of ESD based on site observations was the stimulus for creating the networks of Long-Term Ecological Research (LTER), Critical Zone Observatories (CZOs), and others. We organized a survey, the results of which identified pressing gaps in data availability from these networks, in particular for the future development and evaluation of models that represent ESD processes, and provide insights for improvement in both data collection and model integration. From this survey overview of data applications in the context of LTER and CZO research, we identified three challenges: (1) widen application of terrestrial observation network data in Earth system modelling, (2) develop integrated Earth system models that incorporate process representation and data of multiple disciplines, and (3) identify complementarity in measured variables and spatial extent, and promoting synergies in the existing observational networks. These challenges lead to perspectives and recommendations for an improved dialogue between the observation networks and the ESD modelling community, including co-location of sites in the existing networks and further formalizing these recommendations among these communities. Developing these synergies will enable cross-site and cross-network comparison and synthesis studies, which will help produce insights around organizing principles, classifications, and general rules of coupling processes with environmental conditions.

Teaching Planetary Sciences in Bilingual Classrooms

Science.gov (United States)

Lebofsky, L. A.; Lebofsky, N. R.

1993-05-01

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. It 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% 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. Therefore in order to teach earth/space science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. Tucson has another, but not unique, problem. The largest public school district, the Tucson Unified School District (TUSD), provides a neighborhood school system enhanced with magnet, bilingual and special needs schools for a school population of 57,000 students that is 4.1% Native American, 6.0% Black, and 36.0% Hispanic (1991). This makes TUSD and the other school districts in and around Tucson ideal for a program that reaches students of diverse ethnic backgrounds. However, few space sciences materials exist in Spanish; most materials could not be used effectively in the classroom. To address this issue, we have translated NASA materials into Spanish and are conducting a series of workshops for bilingual classroom teachers. We will discuss in detail our bilingual classroom workshops

Focusing the EarthScope for a broader audience: Advancing geoscience education with interactive kiosks

Science.gov (United States)

Smith-Konter, B. R.; Solis, T.

2012-12-01

A primary objective of the EarthScope Education and Outreach program is to transform technical science into teachable products for a technologically thriving generation. One of the most challenging milestones of scientific research, however, is often the translation of a technical result into a clear teachable moment that is accessible to a broader audience. As 4D multimedia now dominate most aspects of our social environment, science "teaching" now also requires intervention of visualization technology and animation to portray research results in an inviting and stimulating manner. Following the Incorporated Research Institutions for Seismology (IRIS)'s lead in developing interactive Earth science kiosk multimedia (bundled in a free product called Active Earth), we have made a major effort to construct and install customized EarthScope-themed touch screen kiosks in local communities. These kiosks are helping to educate a broader audience about EarthScope's unique instrumentation and observations using interactive animations, games, and virtual field trips. We are also developing new kiosk content that reflect career stories showcasing the personal journeys of EarthScope scientists. To truly bring the interactive aspect of our EarthScope kiosk media into the classroom, we have collaborated with local teachers to develop a one-page EarthScope TerraMap activity worksheet that guides students through kiosk content. These activities are shaping a new pathway for how teachers teach and students learn about planet Earth and its fantastic EarthScope - one click (and touch) at a time.

Earth Rotation

Science.gov (United States)

Dickey, Jean O.

1995-01-01

The study of the Earth's rotation in space (encompassing Universal Time (UT1), length of day, polar motion, and the phenomena of precession and nutation) addresses the complex nature of Earth orientation changes, the mechanisms of excitation of these changes and their geophysical implications in a broad variety of areas. In the absence of internal sources of energy or interactions with astronomical objects, the Earth would move as a rigid body with its various parts (the crust, mantle, inner and outer cores, atmosphere and oceans) rotating together at a constant fixed rate. In reality, the world is considerably more complicated, as is schematically illustrated. The rotation rate of the Earth's crust is not constant, but exhibits complicated fluctuations in speed amounting to several parts in 10(exp 8) [corresponding to a variation of several milliseconds (ms) in the Length Of the Day (LOD) and about one part in 10(exp 6) in the orientation of the rotation axis relative to the solid Earth's axis of figure (polar motion). These changes occur over a broad spectrum of time scales, ranging from hours to centuries and longer, reflecting the fact that they are produced by a wide variety of geophysical and astronomical processes. Geodetic observations of Earth rotation changes thus provide insights into the geophysical processes illustrated, which are often difficult to obtain by other means. In addition, these measurements are required for engineering purposes. Theoretical studies of Earth rotation variations are based on the application of Euler's dynamical equations to the problem of finding the response of slightly deformable solid Earth to variety of surface and internal stresses.

Project TIMS (Teaching Integrated Math/Science)

Science.gov (United States)

Edwards, Leo, Jr.

1993-01-01

The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

Science.gov (United States)

Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

2011-01-01

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

The Effect of Dynamic Geometry Software on the Vocational High School Students' Succes for Teaching Bisector and the Median Concepts

Directory of Open Access Journals (Sweden)

Mihriban HACISALİHOĞLU KARADENİZ

2014-12-01

Full Text Available The aim of this study is to examine the effect on the success of the students “Bisector and Median correspond at a point in a triangle” findings stated within Geometry course curriculum by using computer assisted teaching program Dynamic Geometer’s Sketchpad. During this study quasi experimental design was used on preliminary and posttest groups. This research was conducted on twenty five 10th grade students studying Computer Information Systems (CIS at Technical and Vocational High School. “A Success Test” consisting of 12 questions which had been previously formed through the observations of specialized teachers was used as preliminary and posttests. Each group was chosen without any meaningful difference between preliminary test results gathered. Two groups were formed due to preliminary test results: an experiment group T-10 class (13 students and a control group A-10A (12 students. It was targeted to access findings developed by Dynamic Geometer’s Sketchpad programmed in the experiment group but the control group wasn’t intervened. An independent sample t-test on pair comparison was used among different groups paired samples t-test was used on pair comparison among same groups. Findings achieved during the study revealed that Dynamic Geometer’s Sketchpad was more effective on students’ success than traditional teaching methods. A meaningful difference on behalf of the experiment group was determined within the independent sample t-test conducted on final test results. [t(23=3.176, p< .05]. These findings indicate that Dynamic Geometer’s Sketchpad software used in the experiment group is more effective on students’ success compared to traditional teaching methods used in control group.

Structural dynamics teaching example: A linear test analysis case using open software

DEFF Research Database (Denmark)

Sturesson, P. O.; Brandt, A.; Ristinmaa, M.

2013-01-01

Teaching the topic of structural dynamics in any engineering field is a true challenge due to the wide span of the underlying subjects like mathematics, mechanics (both rigid body and continuum mechanics), numerical analysis, random data analysis and physical understanding.With the increased avai...... available as open source code. © The Society for Experimental Mechanics, Inc. 2013....... experimental modal analysis data. By using open software, based on MATLAB®1 as a basis for the example, the applied numerical methods are made transparent to the student. The example is built on a combination of the free CALFEM®2 and ABRAVIBE toolboxes, and thus all code used in this paper is publically...

Language of the Earth: Exploring Natural Hazards through a Literary Anthology

Science.gov (United States)

Malamud, B. D.; Rhodes, F. H. T.

2009-04-01

This paper explores natural hazards teaching and communications through the use of a literary anthology of writings about the earth aimed at non-experts. Teaching natural hazards in high-school and university introductory Earth Science and Geography courses revolves mostly around lectures, examinations, and laboratory demonstrations/activities. Often the results of such a course are that a student 'memorizes' the answers, and is penalized when they miss a given fact [e.g., "You lost one point because you were off by 50 km/hr on the wind speed of an F5 tornado."] Although facts and general methodologies are certainly important when teaching natural hazards, it is a strong motivation to a student's assimilation of, and enthusiasm for, this knowledge, if supplemented by writings about the Earth. In this paper, we discuss a literary anthology which we developed [Language of the Earth, Rhodes, Stone, Malamud, Wiley-Blackwell, 2008] which includes many descriptions about natural hazards. Using first- and second-hand accounts of landslides, earthquakes, tsunamis, floods and volcanic eruptions, through the writings of McPhee, Gaskill, Voltaire, Austin, Cloos, and many others, hazards become 'alive', and more than 'just' a compilation of facts and processes. Using short excerpts such as these, or other similar anthologies, of remarkably written accounts and discussions about natural hazards results in 'dry' facts becoming more than just facts. These often highly personal viewpoints of our catostrophic world, provide a useful supplement to a student's understanding of the turbulent world in which we live.

Nature as a treasure map! Teaching geoscience with the help of earth caches?!

Science.gov (United States)

Zecha, Stefanie; Schiller, Thomas

2015-04-01

This presentation looks at how earth caches are influence the learning process in the field of geo science in non-formal education. The development of mobile technologies using Global Positioning System (GPS) data to point geographical location together with the evolving Web 2.0 supporting the creation and consumption of content, suggest a potential for collaborative informal learning linked to location. With the help of the GIS in smartphones you can go directly in nature, search for information by your smartphone, and learn something about nature. Earth caches are a very good opportunity, which are organized and supervised geocaches with special information about physical geography high lights. Interested people can inform themselves about aspects in geoscience area by earth caches. The main question of this presentation is how these caches are created in relation to learning processes. As is not possible, to analyze all existing earth caches, there was focus on Bavaria and a certain feature of earth caches. At the end the authors show limits and potentials for the use of earth caches and give some remark for the future.

The Relative Effectiveness of the Use of Static and Dynamic Mechanical Models in Teaching Elementary School Children the Theoretical Concept--The Particle Nature of Matter.

Science.gov (United States)

Ziegler, Robert Edward

This study is concerned with determining the relative effectiveness of a static and dynamic theoretical model in teaching elementary school students to use the particle idea of matter when explaining certain physical phenomena. A clinical method of personal individual interview-testing, teaching, and retesting of a random sample population from…

Virtual Exploration of Earth's Evolution

Science.gov (United States)

Anbar, A. D.; Bruce, G.; Semken, S. C.; Summons, R. E.; Buxner, S.; Horodyskyj, L.; Kotrc, B.; Swann, J.; Klug Boonstra, S. L.; Oliver, C.

2014-12-01

Traditional introductory STEM courses often reinforce misconceptions because the large scale of many classes forces a structured, lecture-centric model of teaching that emphasizes delivery of facts rather than exploration, inquiry, and scientific reasoning. This problem is especially acute in teaching about the co-evolution of Earth and life, where classroom learning and textbook teaching are far removed from the immersive and affective aspects of field-based science, and where the challenges of taking large numbers of students into the field make it difficult to expose them to the complex context of the geologic record. We are exploring the potential of digital technologies and online delivery to address this challenge, using immersive and engaging virtual environments that are more like games than like lectures, grounded in active learning, and deliverable at scale via the internet. The goal is to invert the traditional lecture-centric paradigm by placing lectures at the periphery and inquiry-driven, integrative virtual investigations at the center, and to do so at scale. To this end, we are applying a technology platform we devised, supported by NASA and the NSF, that integrates a variety of digital media in a format that we call an immersive virtual field trip (iVFT). In iVFTs, students engage directly with virtual representations of real field sites, with which they interact non-linearly at a variety of scales via game-like exploration while guided by an adaptive tutoring system. This platform has already been used to develop pilot iVFTs useful in teaching anthropology, archeology, ecology, and geoscience. With support the Howard Hughes Medical Institute, we are now developing and evaluating a coherent suite of ~ 12 iVFTs that span the sweep of life's history on Earth, from the 3.8 Ga metasediments of West Greenland to ancient hominid sites in East Africa. These iVFTs will teach fundamental principles of geology and practices of scientific inquiry, and expose

A Comparative Examination of Plasmoid Structure and Dynamics at Mercury, Earth, Jupiter, and Saturn

Science.gov (United States)

Slavin, James A.

2010-01-01

The circulation of plasma and magnetic flux within planetary magnetospheres is governed by the solar wind-driven Dungey and planetary rotation-driven cycles. The Dungey cycle is responsible for all circulation at Mercury and Earth. Jupiter and Saturn's magnetospheres are dominated by the Vasyliunas cycle, but there is evidence for a small Dungey cycle contribution driven by the solar wind. Despite these fundamental differences, all well-observed magnetospheres eject relatively large parcels of the hot plasma, termed plasmoids, down their tails at high speeds. Plasmoids escape from the restraining force of the planetary magnetic field through reconnection in the equatorial current sheet separating the northern and southern hemispheres of the magnetosphere. The reconnection process gives the magnetic field threading plasmoids a helical or flux rope-type topology. In the Dungey cycle reconnection also provides the primary tailward force that accelerates plasmoids to high speeds as they move down the tail. We compare the available observations of plasmoids at Mercury, Earth, Jupiter, and Saturn for the purpose of determining the relative role of plasmoids and the reconnection process in the dynamics these planetary magnetic tails.

Teaching the Mantle Plumes Debate

Science.gov (United States)

Foulger, G. R.

2010-12-01

There is an ongoing debate regarding whether or not mantle plumes exist. This debate has highlighted a number of issues regarding how Earth science is currently practised, and how this feeds into approaches toward teaching students. The plume model is an hypothesis, not a proven fact. And yet many researchers assume a priori that plumes exist. This assumption feeds into teaching. That the plume model is unproven, and that many practising researchers are skeptical, may be at best only mentioned in passing to students, with most teachers assuming that plumes are proven to exist. There is typically little emphasis, in particular in undergraduate teaching, that the origin of melting anomalies is currently uncertain and that scientists do not know all the answers. Little encouragement is given to students to become involved in the debate and to consider the pros and cons for themselves. Typically teachers take the approach that “an answer” (or even “the answer”) must be taught to students. Such a pedagogic approach misses an excellent opportunity to allow students to participate in an important ongoing debate in Earth sciences. It also misses the opportunity to illustrate to students several critical aspects regarding correct application of the scientific method. The scientific method involves attempting to disprove hypotheses, not to prove them. A priori assumptions should be kept uppermost in mind and reconsidered at all stages. Multiple working hypotheses should be entertained. The predictions of a hypothesis should be tested, and unpredicted observations taken as weakening the original hypothesis. Hypotheses should not be endlessly adapted to fit unexpected observations. The difficulty with pedagogic treatment of the mantle plumes debate highlights a general uncertainty about how to teach issues in Earth science that are not yet resolved with certainty. It also represents a missed opportunity to let students experience how scientific theories evolve, warts

A Comprehensive Structural Dynamic Analysis Approach for Multi Mission Earth Entry Vehicle (MMEEV) Development

Science.gov (United States)

Perino, Scott; Bayandor, Javid; Siddens, Aaron

2012-01-01

The anticipated NASA Mars Sample Return Mission (MSR) requires a simple and reliable method in which to return collected Martian samples back to earth for scientific analysis. The Multi-Mission Earth Entry Vehicle (MMEEV) is NASA's proposed solution to this MSR requirement. Key aspects of the MMEEV are its reliable and passive operation, energy absorbing foam-composite structure, and modular impact sphere (IS) design. To aid in the development of an EEV design that can be modified for various missions requirements, two fully parametric finite element models were developed. The first model was developed in an explicit finite element code and was designed to evaluate the impact response of the vehicle and payload during the final stage of the vehicle's return to earth. The second model was developed in an explicit code and was designed to evaluate the static and dynamic structural response of the vehicle during launch and reentry. In contrast to most other FE models, built through a Graphical User Interface (GUI) pre-processor, the current model was developed using a coding technique that allows the analyst to quickly change nearly all aspects of the model including: geometric dimensions, material properties, load and boundary conditions, mesh properties, and analysis controls. Using the developed design tool, a full range of proposed designs can quickly be analyzed numerically and thus the design trade space for the EEV can be fully understood. An engineer can then quickly reach the best design for a specific mission and also adapt and optimize the general design for different missions.

Sensing Planet Earth - Chalmers' MOOCs on Earth observation

Science.gov (United States)

Hobiger, Thomas; Stöhr, Christian; Murtagh, Donal; Forkman, Peter; Galle, Bo; Mellquist, Johan; Soja, Maciej; Berg, Anders; Carvajal, Gisela; Eriksson, Leif; Haas, Rüdiger

2016-04-01

An increasing number of universities around the globe produce and conduct Massive Open Online Courses (MOOCs). In the beginning of 2016, Chalmers University of Technology ran two MOOCs on the topic of Earth observations on the edX platform. Both four week long courses were at introductory level and covered topics related to solid Earth, atmosphere, biosphere, hydrosphere and cryosphere. It was discussed how one can measure and trace global change and use remote sensing tools for disaster monitoring. Research has attempted to assess the learners' motivations to participate in MOOCs, but there is a need for further case studies about motivations, opportunities and challenges for teachers engaging in MOOC development. In our presentation, we are going to report about the experiences gained from both the MOOC production and the actual course run from the instructors' perspective. After brief introduction to MOOCs in general and at Chalmers in particular, we share experiences and challenges of developing lecture and assessment material, the video production and coordination efforts between and within different actors involved in the production process. Further, we reflect upon the actual run of the course including course statistics and feedback from the learners. We discuss issues such as learner activation and engagement with the material, teacher-learner and student-student interaction as well as the scalability of different learning activities. Finally, we will present our lessons-learned and conclusions on the applicability of MOOCs in the field of Earth science teaching.

Teachers' Perspectives of the New Western Australian Earth and Environmental Science Course: Lessons for the Australian Curriculum

Science.gov (United States)

Dawson, Vaille; Moore, Leah

2011-01-01

In 2007, a new upper secondary course, Earth and Environmental Science (EES) was introduced in Western Australia. The development and implementation of the course was supported by Earth Science Western Australia (ESWA), a consortium of universities, the CSIRO and other organisations. The role of ESWA is to support the teaching of earth science in…

In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

Directory of Open Access Journals (Sweden)

Siti Nurul Azkiyah

2017-12-01

Full Text Available This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students’ perceptions of the teaching quality of their teacher (student teachers and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes.

Dynamic active earth pressure on retaining structures

Indian Academy of Sciences (India)

This theory is based on a pseudo- static forced-based approach ... large enough to induce a limit or failure state in the soil, and hence full mobilization of earth pressure is ... The base of the soil layer is excited by a harmonic excitation to simu-.

Seismic response of earth dams considering dynamic properties of unsaturated zone

Directory of Open Access Journals (Sweden)

Ariyan M.

2016-01-01

Full Text Available It is conventionally assumed in the analysis and design of earth dams that the soil located above the phreatic line, i.e. the uppermost seepage flow line, is completely dry. However, there is often an unsaturated flow of water through an unsaturated zone above this borderline and variation in moisture content in this zone results in variation of matric suction throughout this region. Variation of matric suction, in turn, results in variation of effective stresses in this zone. In this research, the seismic response of earth dams in terms of the displacement and acceleration at the crown of the dam as well as the stress distribution in the dam body is investigated. Taking into account the effect of unsaturated zone, a comparison is made to investigate the effect of conventional simplification in ignoring the dynamic characteristics of the unsaturated zone above the phreatic line and the more complicated analysis which includes the unsaturated zone. A function for the soil-water retention curve (SWRC was assigned to the soil in the unsaturated zone to determine the variation of matric suction in this zone and analyses were made using finite difference software (FLAC. Results are then compared to the conventional method for homogeneous dams. In these analyzes the soil shear modulus was assumed to vary with the mean effective stress both for saturated and unsaturated zones. Among various results, it was notable that the history of crest x-displacement, and acceleration show higher values in models accounting for the unsaturated region. It was attributed to the considerably lower values of damping ratio in the crest region in the unsaturated models.

GRACE, time-varying gravity, Earth system dynamics and climate change

NARCIS (Netherlands)

Wouters, B.; Bonin, J.A.; Chambers, D.P.; Riva, R.E.M.; Sasgen, I.; Wahr, J.

2014-01-01

Continuous observations of temporal variations in the Earth's gravity field have recently become available at an unprecedented resolution of a few hundreds of kilometers. The gravity field is a product of the Earth's mass distribution, and these data—provided by the satellites of the Gravity

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

Science.gov (United States)

Anderson, O. Roger; Contino, Julie

2010-10-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

Integrated earth system dynamic modeling for life cycle impact assessment of ecosystem services.

Science.gov (United States)

Arbault, Damien; Rivière, Mylène; Rugani, Benedetto; Benetto, Enrico; Tiruta-Barna, Ligia

2014-02-15

Despite the increasing awareness of our dependence on Ecosystem Services (ES), Life Cycle Impact Assessment (LCIA) does not explicitly and fully assess the damages caused by human activities on ES generation. Recent improvements in LCIA focus on specific cause-effect chains, mainly related to land use changes, leading to Characterization Factors (CFs) at the midpoint assessment level. However, despite the complexity and temporal dynamics of ES, current LCIA approaches consider the environmental mechanisms underneath ES to be independent from each other and devoid of dynamic character, leading to constant CFs whose representativeness is debatable. This paper takes a step forward and is aimed at demonstrating the feasibility of using an integrated earth system dynamic modeling perspective to retrieve time- and scenario-dependent CFs that consider the complex interlinkages between natural processes delivering ES. The GUMBO (Global Unified Metamodel of the Biosphere) model is used to quantify changes in ES production in physical terms - leading to midpoint CFs - and changes in human welfare indicators, which are considered here as endpoint CFs. The interpretation of the obtained results highlights the key methodological challenges to be solved to consider this approach as a robust alternative to the mainstream rationale currently adopted in LCIA. Further research should focus on increasing the granularity of environmental interventions in the modeling tools to match current standards in LCA and on adapting the conceptual approach to a spatially-explicit integrated model. Copyright © 2013 Elsevier B.V. All rights reserved.

Evaluation of thermal control coatings for use on solar dynamic radiators in low earth orbit

Science.gov (United States)

Dever, Joyce A.; Rodriguez, Elvin; Slemp, Wayne S.; Stoyack, Joseph E.

1991-01-01

Thermal control coatings with high thermal emittance and low solar absorptance are needed for Space Station Freedom (SSF) solar dynamic power module radiator (SDR) surfaces for efficient heat rejection. Additionally, these coatings must be durable to low earth orbital (LEO) environmental effects of atomic oxygen, ultraviolet radiation and deep thermal cycles which occur as a result of start-up and shut-down of the solar dynamic power system. Eleven candidate coatings were characterized for their solar absorptance and emittance before and after exposure to ultraviolet (UV) radiation (200 to 400 nm), vacuum UV (VUV) radiation (100 to 200 nm) and atomic oxygen. Results indicated that the most durable and best performing coatings were white paint thermal control coatings Z-93, zinc oxide pigment in potassium silicate binder, and YB-71, zinc orthotitanate pigment in potassium silicate binder. Optical micrographs of these materials exposed to the individual environmental effects of atomic oxygen and vacuum thermal cycling showed that no surface cracking occurred.

Into the deep Earth: Using comics as a learning tool

Science.gov (United States)

Lee, K. K.; Wallenta, A.

2012-12-01

Illustrations make an ideal way to visualize what is not readily seen, especially for the deep Earth where photographs are impossible. To take this medium a step further, we use illustrations in the form of comics as a way to teach Earth science concepts. The comic book format lends itself to engaging reading for young and old alike and has been used recently by the American Physical Society (APS) and by NASA as an outreach teaching tool. Due to their sequential nature, comic books make it easy for readers to follow a story and grasp concepts that are covered. The limited text in each panel can also help those where reading is a challenge or for those who become nervous and/or discouraged with long text passages. The illustrations also add visual clues that can aid in understanding the concepts being laid out. We use the comic book format to introduce the extreme conditions reproduced in our experiments and used to "probe" the deep interior of the Earth. The exploration of such inaccessible regions is readily disseminated to the public through such a graphical approach. The comic books are aimed at middle school students in the New Haven Public Schools (NHPS) where Earth Science topics are covered in the curriculum. The first of two comics will be presented entitled, "The Adventures of GEO: Tackling Plate Tectonics."

Baltic Earth - Earth System Science for the Baltic Sea Region

Science.gov (United States)

Meier, Markus; Rutgersson, Anna; Lehmann, Andreas; Reckermann, Marcus

2014-05-01

The Baltic Sea region, defined as its river catchment basin, spans different climate and population zones, from a temperate, highly populated, industrialized south with intensive agriculture to a boreal, rural north. It encompasses most of the Scandinavian Peninsula in the west; most of Finland and parts of Russia, Belarus, and the Baltic states in the east; and Poland and small parts of Germany and Denmark in the south. The region represents an old cultural landscape, and the Baltic Sea itself is among the most studied sea areas of the world. Baltic Earth is the new Earth system research network for the Baltic Sea region. It is the successor to BALTEX, which was terminated in June 2013 after 20 years and two successful phases. Baltic Earth stands for the vision to achieve an improved Earth system understanding of the Baltic Sea region. This means that the research disciplines of BALTEX continue to be relevant, i.e. atmospheric and climate sciences, hydrology, oceanography and biogeochemistry, but a more holistic view of the Earth system encompassing processes in the atmosphere, on land and in the sea as well as in the anthroposphere shall gain in importance in Baltic Earth. Specific grand research challenges have been formulated, representing interdisciplinary research questions to be tackled in the coming years. A major means will be scientific assessments of particular research topics by expert groups, similar to the BACC approach, which shall help to identify knowledge gaps and develop research strategies. Preliminary grand challenges and topics for which Working Groups have been installed include: • Salinity dynamics in the Baltic Sea • Land-Sea biogeochemical feedbacks in the Baltic Sea region • Natural hazards and extreme events in the Baltic Sea region • Understanding sea level dynamics in the Baltic Sea • Understanding regional variability of water and energy exchange • Utility of Regional Climate Models • Assessment of Scenario Simulations

How did Earth not End up like Venus?

Science.gov (United States)

Jellinek, M.; Lenardic, A.; Weller, M. B.

2017-12-01

Recent geodynamic calculations show that terrestrial planets forming with a chondritic initial bulk composition at order 1 AU can evolve to be either "Earth-like" or "Venus-like": Both mobile- and stagnant-lid tectonic regimes are permitted, neither solution is an explicitly stronger attractor and effects related to differences in Sun-Earth distance are irrelevant. What factors might then cause the thermal evolutionary paths of Earth and Venus to diverge dynamically at early times? At what point in Earth's evolution did plate tectonics emerge and when and how did this tectonic mode gain sufficient resilience to persist over much of Earth's evolution? What is the role of volatile cycling and climate: To what extent have the stable climate of Earth and the greenhouse runaway climate of Venus enforced their distinct tectonic regimes over time? In this talk I will explore some of the mechanisms potentially governing the evolutionary divergence of Earth and Venus. I will first review observational constraints that suggest that Earth's entry into the current stable plate tectonic mode was far from assured by 2 Ga. Next I will discuss how models have been used to build understanding of some key dynamical controls. In particular, the probability of "Earth-like" solutions is affected by: 1) small differences in the initial concentrations of heat producing elements (i.e., planetary initial conditions); 2) long-term climate change; and 3) the character of a planet's early evolutionary path (i.e., tectonic hysteresis).

Toward a Deterministic Model of Planetary Formation VI: Dynamical Interaction and Coagulation of Multiple Rocky Embryos and Super-Earth Systems around Solar Type Stars

OpenAIRE

Ida, S.; Lin, D. N. C.

2010-01-01

Radial velocity and transit surveys indicate that solar-type stars bear super-Earths, with mass and period up to ~ 20 M_E and a few months, are more common than those with Jupiter-mass gas giants. In many cases, these super-Earths are members of multiple-planet systems in which their mutual dynamical interaction has influenced their formation and evolution. In this paper, we modify an existing numerical population synthesis scheme to take into account protoplanetary embryos' interaction with ...

Girls on Ice: Using Immersion to Teach Fluency in Science

Science.gov (United States)

Pettit, E. C.; Mortenson, C.; Stiles, K.; Coryell-Martin, M.; Long, L.

2010-12-01

Young women choose not to pursue science careers for several reasons; two important ones are that they more often lack the confidence in their own ability to succeed or they perceive many science jobs as isolated (working alone in a lab) or lacking in altruistic values of helping other people or communities. We developed an immersion-science program, Girls on Ice, to provide young women with strong, female role models; with an opportunity to see what a career in the Earth sciences is like; with one-on-one interactions with scientists; with facilitated discussions on the value of Earth science in societal issues such as climate change; and with challenges that will build their self-confidence in multiple ways. Girls on Ice is field-based program for teenage young women with the theme of Glaciers, Climate, and the Alpine Landscape. The concepts we cover range from glacier dynamics to alpine plant ecology to mountain weather. The educational goals are 1. to increase young women's self-efficacy and interest in pursuing science as a career, 2. to create life-long advocates for the scientific process and its role in public policy 3. to teach critical thinking skills which will be important for all of their future pursuits 4. to enhance their leadership self-confidence so that they have a higher likelihood of becoming community leaders in the future. The educational philosophy of Girls on Ice consists of three core values: that teaching the whole process of science gives students ownership of the science; that teaching to the whole student puts the science in context; and that diversity inspires new ideas, new approaches, and better science in the end. We use a field-based immersion format -- the science equivalent of language-immersion course - in order to achieve the goals listed above in a setting that emphasizes this educational philosophy. The immersion-style course creates a deep connection between science and daily life for these young women. Combined with climate

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

Laboratory Earth: Connecting Everything to Everything Else Online for Pre-college Educators

Science.gov (United States)

Gosselin, D.; Bonnstetter, R.; Yendra, S.; Slater, T.

2007-12-01

concept maps. If tasks that a student submits are not complete, they are asked to revisit the assignment. The goal is for the student to be intrinsically motivated to learn the material and reduce the need for grades as a motivator and distract from their learning. We want everyone to work until they have the required concept knowledge and understanding. The combined results from STEBI-A (teacher efficacy for teaching science scale), LEO, (scale to assess teacher's sense of community within the course), and BES (Beliefs About Earth Science to assess the degree to which teachers enjoy teaching science) demonstrate statistically significant growth in teachers' sense of cohesion of the course and the value they place on teaching Earth science. The Laboratory Earth series is a key component of an initiative to create a collaborative online, distance delivered, masters degree program at UNL.

Manifold dynamics in the Earth-Moon system via isomorphic mapping with application to spacecraft end-of-life strategies

Science.gov (United States)

Pontani, Mauro; Giancotti, Marco; Teofilatto, Paolo

2014-12-01

Recently, manifold dynamics has assumed an increasing relevance for analysis and design of low-energy missions, both in the Earth-Moon system and in alternative multibody environments. With regard to lunar missions, exterior and interior transfers, based on the transit through the regions where the collinear libration points L1 and L2 are located, have been studied for a long time and some space missions have already taken advantage of the results of these studies. This paper is focused on the definition and use of a special isomorphic mapping for low-energy mission analysis. A convenient set of cylindrical coordinates is employed to describe the spacecraft dynamics (i.e. position and velocity), in the context of the circular restricted three-body problem, used to model the spacecraft motion in the Earth-Moon system. This isomorphic mapping of trajectories allows the identification and intuitive representation of periodic orbits and of the related invariant manifolds, which correspond to tubes that emanate from the curve associated with the periodic orbit. Heteroclinic connections, i.e. the trajectories that belong to both the stable and the unstable manifolds of two distinct periodic orbits, can be easily detected by means of this representation. This paper illustrates the use of isomorphic mapping for finding (a) periodic orbits, (b) heteroclinic connections between trajectories emanating from two Lyapunov orbits, the first at L1, and the second at L2, and (c) heteroclinic connections between trajectories emanating from the Lyapunov orbit at L1 and from a particular unstable lunar orbit. Heteroclinic trajectories are asymptotic trajectories that travels at zero-propellant cost. In practical situations, a modest delta-v budget is required to perform transfers along the manifolds. This circumstance implies the possibility of performing complex missions, by combining different types of trajectory arcs belonging to the manifolds. This work studies also the possible

Earth system modelling on system-level heterogeneous architectures: EMAC (version 2.42) on the Dynamical Exascale Entry Platform (DEEP)

Science.gov (United States)

Christou, Michalis; Christoudias, Theodoros; Morillo, Julián; Alvarez, Damian; Merx, Hendrik

2016-09-01

We examine an alternative approach to heterogeneous cluster-computing in the many-core era for Earth system models, using the European Centre for Medium-Range Weather Forecasts Hamburg (ECHAM)/Modular Earth Submodel System (MESSy) Atmospheric Chemistry (EMAC) model as a pilot application on the Dynamical Exascale Entry Platform (DEEP). A set of autonomous coprocessors interconnected together, called Booster, complements a conventional HPC Cluster and increases its computing performance, offering extra flexibility to expose multiple levels of parallelism and achieve better scalability. The EMAC model atmospheric chemistry code (Module Efficiently Calculating the Chemistry of the Atmosphere (MECCA)) was taskified with an offload mechanism implemented using OmpSs directives. The model was ported to the MareNostrum 3 supercomputer to allow testing with Intel Xeon Phi accelerators on a production-size machine. The changes proposed in this paper are expected to contribute to the eventual adoption of Cluster-Booster division and Many Integrated Core (MIC) accelerated architectures in presently available implementations of Earth system models, towards exploiting the potential of a fully Exascale-capable platform.

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.

Teaching About Critical Earth Issues in the 2U Semester Online Consortium (Invited)

Science.gov (United States)

Wysession, M. E.

2013-12-01

In the spring of 2014 Washington University will present one of the first courses, entitled 'Critical Earth Issues,' in a new experiment in online education to be carried out by a consortium of Universities working with the production company 2U. The consortium, consisting of Washington University in St. Louis, Boston College, Brandeis University, Emory University, Northwestern University, the University of North Carolina at Chapel Hill, and the University of Notre Dame, will all offer courses that can be taken by each other's students. In addition, three affiliate institutions so far (Baylor University, Southern Methodist University, and Temple University) have agree to allow their students to take online courses from this consortium, and transfer credit will be granted from the consortium institution teaching a particular course to students from other institutions as well. A total of eleven courses from the seven consortium schools are being taught in the fall of 2013. 'Critical Earth Issues,' to be taught the next spring, will be the first geoscience course taught. The structure of the course will be very different from traditional MOOCs. Half of the course (80 minutes per week) will be asynchronous and produced in advance by the company 2U. This is designed to take the place of the lecture component of a class, but it can take a variety of forms. While there are traditional lecture segments and filmed demos, these are also broken up by assignments for the students in order to make the 'lecture' segment more interactive. Sometimes the students will have to answer short or long questions before they can go on to the next part of the asynchronous material. Students can only get to the assignment at the end if they work their way through all the produced and interactive segments. This material will often also prompt them to upload an 'assignment,' such as uploading photos of different rocks that are used for the buildings at their host institution (to be shared

3D ion-scale dynamics of BBFs and their associated emissions in Earth's magnetotail using 3D hybrid simulations and MMS multi-spacecraft observations

Science.gov (United States)

Breuillard, H.; Aunai, N.; Le Contel, O.; Catapano, F.; Alexandrova, A.; Retino, A.; Cozzani, G.; Gershman, D. J.; Giles, B. L.; Khotyaintsev, Y. V.; Lindqvist, P. A.; Ergun, R.; Strangeway, R. J.; Russell, C. T.; Magnes, W.; Plaschke, F.; Nakamura, R.; Fuselier, S. A.; Turner, D. L.; Schwartz, S. J.; Torbert, R. B.; Burch, J.

2017-12-01

Transient and localized jets of hot plasma, also known as Bursty Bulk Flows (BBFs), play a crucial role in Earth's magnetotail dynamics because the energy input from the solar wind is partly dissipated in their vicinity, notably in their embedded dipolarization front (DF). This dissipation is in the form of strong low-frequency waves that can heat and accelerate energetic particles up to the high-latitude plasma sheet. The ion-scale dynamics of BBFs have been revealed by the Cluster and THEMIS multi-spacecraft missions. However, the dynamics of BBF propagation in the magnetotail are still under debate due to instrumental limitations and spacecraft separation distances, as well as simulation limitations. The NASA/MMS fleet, which features unprecedented high time resolution instruments and four spacecraft separated by kinetic-scale distances, has also shown recently that the DF normal dynamics and its associated emissions are below the ion gyroradius scale in this region. Large variations in the dawn-dusk direction were also observed. However, most of large-scale simulations are using the MHD approach and are assumed 2D in the XZ plane. Thus, in this study we take advantage of both multi-spacecraft observations by MMS and large-scale 3D hybrid simulations to investigate the 3D dynamics of BBFs and their associated emissions at ion-scale in Earth's magnetotail, and their impact on particle heating and acceleration.

Redistribution Principle Approach for Evaluation of Seismic Active Earth Pressure Behind Retaining Wall

Science.gov (United States)

Maskar, A. D.; Madhekar, S. N.; Phatak, D. R.

2017-11-01

The knowledge of seismic active earth pressure behind the rigid retaining wall is very essential in the design of retaining wall in earthquake prone regions. Commonly used Mononobe-Okabe (MO) method considers pseudo-static approach. Recently there are many pseudo-dynamic methods used to evaluate the seismic earth pressure. However, available pseudo-static and pseudo-dynamic methods do not incorporate the effect of wall movement on the earth pressure distribution. Dubrova (Interaction between soils and structures, Rechnoi Transport, Moscow, 1963) was the first, who considered such effect and till date, it is used for cohesionless soil, without considering the effect of seismicity. In this paper, Dubrova's model based on redistribution principle, considering the seismic effect has been developed. It is further used to compute the distribution of seismic active earth pressure, in a more realistic manner, by considering the effect of wall movement on the earth pressure, as it is displacement based method. The effects of a wide range of parameters like soil friction angle (ϕ), wall friction angle (δ), horizontal and vertical seismic acceleration coefficients (kh and kv); on seismic active earth pressure (Kae) have been studied. Results are presented for comparison of pseudo-static and pseudo-dynamic methods, to highlight the realistic, non-linearity of seismic active earth pressure distribution. The current study results in the variation of Kae with kh in the same manner as that of MO method and Choudhury and Nimbalkar (Geotech Geol Eng 24(5):1103-1113, 2006) study. To increase in ϕ, there is a reduction in static as well as seismic earth pressure. Also, by keeping constant ϕ value, as kh increases from 0 to 0.3, earth pressure increases; whereas as δ increases, active earth pressure decreases. The seismic active earth pressure coefficient (Kae) obtained from the present study is approximately same as that obtained by previous researchers. Though seismic earth

Landlab: an Open-Source Python Library for Modeling Earth Surface Dynamics

Science.gov (United States)

Gasparini, N. M.; Adams, J. M.; Hobley, D. E. J.; Hutton, E.; Nudurupati, S. S.; Istanbulluoglu, E.; Tucker, G. E.

2016-12-01

Landlab is an open-source Python modeling library that enables users to easily build unique models to explore earth surface dynamics. The Landlab library provides a number of tools and functionalities that are common to many earth surface models, thus eliminating the need for a user to recode fundamental model elements each time she explores a new problem. For example, Landlab provides a gridding engine so that a user can build a uniform or nonuniform grid in one line of code. The library has tools for setting boundary conditions, adding data to a grid, and performing basic operations on the data, such as calculating gradients and curvature. The library also includes a number of process components, which are numerical implementations of physical processes. To create a model, a user creates a grid and couples together process components that act on grid variables. The current library has components for modeling a diverse range of processes, from overland flow generation to bedrock river incision, from soil wetting and drying to vegetation growth, succession and death. The code is freely available for download (https://github.com/landlab/landlab) or can be installed as a Python package. Landlab models can also be built and run on Hydroshare (www.hydroshare.org), an online collaborative environment for sharing hydrologic data, models, and code. Tutorials illustrating a wide range of Landlab capabilities such as building a grid, setting boundary conditions, reading in data, plotting, using components and building models are also available (https://github.com/landlab/tutorials). The code is also comprehensively documented both online and natively in Python. In this presentation, we illustrate the diverse capabilities of Landlab. We highlight existing functionality by illustrating outcomes from a range of models built with Landlab - including applications that explore landscape evolution and ecohydrology. Finally, we describe the range of resources available for new

Putting the geology back into Earth models

Science.gov (United States)

McCaffrey, Kenneth; Holdsworth, Robert; Imber, Jonathan; Clegg, Phillip; De Paola, Nicola; Jones, Richard; Hobbs, Richard; Holliman, Nick; Trinks, Immo

New digital methods for data capture can now provide photorealistic, spatially precise, and geometrically accurate three-dimensional (3-D) models of rocks exposed at the Earth's surface [Xu et al., 2000; Pringle et al., 2001; Clegg et al., 2005]. These “virtual outcrops” have the potential to create a new form of laboratory-based teaching aids for geoscience students, to help address accessibility issues in fieldwork, and generally to improve public awareness of the spectacular nature of geologic exposures from remote locations worldwide.This article addresses how virtual outcrops can provide calibration, or a quantitative “reality check,” for a new generation of high-resolution predictive models for the Earth's subsurface.

Eratosthenes' teachings with a globe in a school yard

International Nuclear Information System (INIS)

Božić, Mirjana; Ducloy, Martial

2008-01-01

A globe, in a school or university yard, which simulates the Earth's orientation in space, could be a very useful and helpful device for teaching physics, geometry, astronomy and the history of science. It would be very useful for science education to utilize the forthcoming International Year of the Planet Earth 2008 and the International Year of Astronomy 2009 by installing globes in many school and university courtyards

Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System

Science.gov (United States)

Feryok, Anne; Oranje, Jo

2015-01-01

Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

GPS Based Reduced-Dynamic Orbit Determination for Low Earth Orbiters with Ambiguity Fixing

Directory of Open Access Journals (Sweden)

Yang Yang

2015-01-01

Full Text Available With the ever-increasing number of satellites in Low Earth Orbit (LEO for scientific missions, the precise determination of the position and velocity of the satellite is a necessity. GPS (Global Positioning System based reduced-dynamic orbit determination (RPOD method is commonly used in the post processing with high precision. This paper presents a sequential RPOD strategy for LEO satellite in the framework of Extended Kalman Filter (EKF. Precise Point Positioning (PPP technique is used to process the GPS observations, with carrier phase ambiguity resolution using Integer Phase Clocks (IPCs products. A set of GRACE (Gravity Recovery And Climate Experiment mission data is used to test and validate the RPOD performance. Results indicate that orbit determination accuracy could be improved by 15% in terms of 3D RMS error in comparison with traditional RPOD method with float ambiguity solutions.

DLESE Teaching Boxes and Beyond: A promising prototype for structuring web services to support concept- and inquiry-based STEM learning and interdisciplinary partnerships.

Science.gov (United States)

Davis, L.; Weatherley, J.; Bhushan, S.; Khan, H.; de La Chica, S.; Deardorff, R.

2004-12-01

An exciting pilot program took place this summer, pioneering the development of Digital Library for Earth System Education (DLESE) Teaching Boxes with the Univ. of CA. Berkeley Museum of Paleontology, SF State Univ., USGS and 7 middle/high school teachers from the San Francisco area. This session will share the DLESE Teaching Box concept, explain the pilot program, and explore the tremendous opportunities for expanding this notion to embrace interdisciplinary approaches to learning about the Earth in the undergraduate science and pre-service teaching arenas. A Teaching Box is a metaphor for an online assembly of interrelated learning concepts, digital resources, and cohesive narration that bridges the gap between discrete resources and understanding. Within a Teaching Box, an instructor or student can pick a topic and see the concepts that build an understanding of that topic, explore online resources that support learning of those concepts, and benefit from the narration (the glue) that weaves concepts, activities, and background information together into a complete teaching/learning story. In this session, we will demonstrate the emerging Teaching Box prototypes and explore how this platform may promote STEM learning by utilizing DLESE tools and services in ways that begin to blur traditional disciplinary boundaries, overcome limitations of discipline-specific vocabularies, and foster collaboration. We will show ways in which new DLESE Web Services could support learning in this highly contextualized environment. We will see glimpses of how learners and educators will be able to modify or create their own Teaching Boxes specific to a unit of study or course, and perhaps share them with the Earth Science Education community. We will see ways to stay abreast of current Earth events, emerging research, and real-time data and incorporate such dynamic information into one learning environment. Services will be described and demonstrated in the context of Teaching

Earth Observation from the International Space Station -Remote Sensing in Schools-

Science.gov (United States)

Schultz, Johannes; Rienow, Andreas; Graw, Valerie; Heinemann, Sascha; Selg, Fabian; Menz, Gunter

2016-04-01

Since spring 2014, the NASA High Definition Earth Viewing (HDEV) mission at the International Space Station (ISS) is online. HDEV consists of four cameras mounted at ESA's Columbus laboratory and is recording the earth 24/7. The educational project 'Columbus Eye - Live-Imagery from the ISS in Schools' has published a learning portal for earth observation from the ISS (www.columbuseye.uni-bonn.de). Besides a video live stream, the portal contains an archive providing spectacular footage, web-GIS and an observatory with interactive materials for school lessons. Columbus Eye is carried out by the University of Bonn and funded by the German Aerospace Center (DLR) Space Administration. Pupils should be motivated to work with the footage in order to learn about patterns and processes of the coupled human-environment system like volcano eruptions or deforestation. The material is developed on the experiences of the FIS (German abbreviation for "Remote Sensing in Schools") project and its learning portal (http://www.fis.uni-bonn.de). Based on the ISS videos three different teaching material types are developed. The simplest teaching type are provided by worksheets, which have a low degree of interactivity. Alongside a short didactical commentary for teachers is included. Additionally, videos, ancillary information, maps, and instructions for interactive school experiments are provided. The observatory contains the second type of the Columbus Eye teaching materials. It requires a high degree of self-organisation and responsibility of the pupils. Thus, the observatory provides the opportunity for pupils to freely construct their own hypotheses based on a spatial analysis tool similar to those provided by commercial software. The third type are comprehensive learning and teaching modules with a high degree of interactivity, including background information, interactive animations, quizzes and different analysis tools (e.g. change detection, classification, polygon or NDVI

Plasma dynamics near an earth satellite and neutralization of its electric charge during electron beam injection into the ionosphere

International Nuclear Information System (INIS)

Fedorov, V.A.

2000-01-01

A study is made of the dynamics of the ionospheric plasma in the vicinity of an earth satellite injecting an electron beam. The time evolution of the electric charge of the satellite is determined. The electric potential of the satellite is found to be well below the beam-cutoff potential. It is shown that, under conditions typical of active experiments in space, the plasma electrons are capable of neutralizing the satellite's charge

Crustal movement and plate motion as observed by GPS baseline ranging - trial to make teaching materials for middle- and high-school earth science education by teachers

Science.gov (United States)

Matsumoto, T.

2009-12-01

Japanese government established the system for renewing educational personnel certificates in 2007 and mandated the adoption of it in April 2009 (cf. “2007 White Paper on Education, Culture, Sports, Science and Technology”, available at http://www.mext.go.jp/english/). The new system shows that the valid period for each regular certificate after the renewal system adoption (April 1, 2009) is until the end of the fiscal year after ten years from satisfying the qualifications required for the certificate. Only persons who have attended over 30 hours and passed the examination in the certificate renewal courses before the expiration of the valid period can renew their certificate which is valid for next ten years. The purpose of this system is for teachers to acquire the latest knowledge and skills. Certificate renewal courses authorized by Ministry of Education, Culture, Sports, Science and Technology of Japan are offered by universities. Attendees will choose based on their specialty and awareness of issues from the various courses with education curriculums and. To renew their certificates, they should include (1) items regarding the latest trends and issues in education (12 hours) and (2) items regarding their speciality and other educational enhancement (three 6-hours course: total 18 hours). In 2008, before the adoption, provisional certificate renewal courses were offered for trial by more than 100 universities. The author offered a 6-hour course titled by “Development of teaching materials for school pupils to make understand the dynamic motion of the earth - utilising the results of the GPS ranging”. This course was targeted mainly for science teachers of middle- and high-schools. The goal of this course was for the attendees to understand the role of GPS ranging for the direct observation of the crustal movement and plate motion, and to produce the teaching materials possibly used in the classrooms. The offering of this course is aiming finally at

Integrating Earth System Science Data Into Tribal College and University Curricula

Science.gov (United States)

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

2007-12-01

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

Development of a dynamic web mapping service for vegetation productivity using earth observation and in situ sensors in a sensor web based approach

NARCIS (Netherlands)

Kooistra, L.; Bergsma, A.R.; Chuma, B.; Bruin, de S.

2009-01-01

This paper describes the development of a sensor web based approach which combines earth observation and in situ sensor data to derive typical information offered by a dynamic web mapping service (WMS). A prototype has been developed which provides daily maps of vegetation productivity for the

Incorporating Earth Science into Other High School Science Classes

Science.gov (United States)

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

2016-12-01

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

Teaching about Nuclear Disarmament. Fastback 229.

Science.gov (United States)

Becker, James, M.

Background information to help educators teach about nuclear disarmament is presented. There are six sections. The first section, "Nuclear Arms Education: Avoiding the Final Catastrophe," discusses the national priority of preparing for war, militarism as a value, and the mushroom cloud and spaceship earth as symbols of a global age. The second…

Teaching Coastal Hazard, Risk, and Environmental Justice

Science.gov (United States)

Orr, C. H.; Manduca, C. A.; Blockstein, D.; Davis, F.; McDaris, J. R.

2015-12-01

Geoscience literacy and expertise play a role in all societal issues that involve the Earth. Issues that range from environmental degradation and natural hazards to creating sustainable economic systems or livable cities. Human health and resilience also involves the Earth. Environmental hazard issues have dimensions and consequences that have connections to environmental justice and disproportionate impacts on people based on their ethnicity, gender, cultural and socioeconomic conditions. Often these dimensions are hidden or unexplored in common approaches to teaching about hazards. However, they can provide importance context and meaning to students who would not otherwise see themselves in STEM disciplines. Teaching geoscience in a framework of societal issues may be an important mechanism for building science and sustainability capacity in future graduates. In May 2015, the NSF STEP center InTeGrate held a workshop in New Orleans, LA on teaching about Coastal Hazards, Risk and Environmental Justice. This was an opportunity to bring together people who use these topics as a powerful topic for transdisciplinary learning that connects science to local communities. This workshop was tailored for faculty members from minority-serving institutions and other colleges and universities that serve populations that are under-represented in the geosciences and related fields. The workshop outcome was a set of strategies for accomplishing this work, including participants' experience teaching with local cases, making connections to communities, and building partnerships with employers to understand workforce needs related to interdisciplinary thinking, sustainability science and risk. The participants articulated both the great need and opportunity for educators to help learners to explore these dimensions with their students as well as the challenge of learning to teach across disciplines and using controversial topics.

Pull vs. Push: How OmniEarth Delivers Better Earth Observation Information to Subscribers

Science.gov (United States)

Fish, C.; Slagowski, S.; Dyrud, L.; Fentzke, J.; Hargis, B.; Steerman, M.

2015-04-01

Until very recently, the commercialization of Earth observation systems has largely occurred in two ways: either through the detuning of government satellites or the repurposing of NASA (or other science) data for commercial use. However, the convergence of cloud computing and low-cost satellites is enabling Earth observation companies to tailor observation data to specific markets. Now, underserved constituencies, such as agriculture and energy, can tap into Earth observation data that is provided at a cadence, resolution and cost that can have a real impact to their bottom line. To connect with these markets, OmniEarth fuses data from a variety of sources, synthesizes it into useful and valuable business information, and delivers it to customers via web or mobile interfaces. The "secret sauce" is no longer about having the highest resolution imagery, but rather it is about using that imagery - in conjunction with a number of other sources - to solve complex problems that require timely and contextual information about our dynamic and changing planet. OmniEarth improves subscribers' ability to visualize the world around them by enhancing their ability to see, analyze, and react to change in real time through a solutions-as-a-service platform.

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...

DLESE Teaching Box Pilot Project: Developing a Replicable Model for Collaboratively Creating Innovative Instructional Sequences Using Exemplary Resources in the Digital Library for Earth System Education (DLESE)

Science.gov (United States)

Weingroff, M.

2004-12-01

Before the advent of digital libraries, it was difficult for teachers to find suitable high-quality resources to use in their teaching. Digital libraries such as DLESE have eased the task by making high quality resources more easily accessible and providing search mechanisms that allow teachers to 'fine tune' the criteria over which they search. Searches tend to return lists of resources with some contextualizing information. However, teachers who are teaching 'out of discipline' or who have minimal training in science often need additional support to know how to use and sequence them. The Teaching Box Pilot Project was developed to address these concerns, bringing together educators, scientists, and instructional designers in a partnership to build an online framework to fully support innovative units of instruction about the Earth system. Each box integrates DLESE resources and activities, teaching tips, standards, concepts, teaching outcomes, reviews, and assessment information. Online templates and best practice guidelines are being developed that will enable teachers to create their own boxes or customize existing ones. Two boxes have been developed so far, one on weather for high school students, and one on the evidence for plate tectonics for middle schoolers. The project has met with significant enthusiasm and interest, and we hope to expand it by involving individual teachers, school systems, pre-service programs, and universities in the development and use of teaching boxes. A key ingredient in the project's success has been the close collaboration between the partners, each of whom has brought unique experiences, perspectives, knowledge, and skills to the project. This first effort involved teachers in the San Francisco Bay area, the University of California Museum of Paleontology, San Francisco State University, U.S. Geological Survey, and DLESE. This poster will allow participants to explore one of the teaching boxes. We will discuss how the boxes were

EarthCube - Earth System Bridge: Spanning Scientific Communities with Interoperable Modeling Frameworks

Science.gov (United States)

Peckham, S. D.; DeLuca, C.; Gochis, D. J.; Arrigo, J.; Kelbert, A.; Choi, E.; Dunlap, R.

2014-12-01

In order to better understand and predict environmental hazards of weather/climate, ecology and deep earth processes, geoscientists develop and use physics-based computational models. These models are used widely both in academic and federal communities. Because of the large effort required to develop and test models, there is widespread interest in component-based modeling, which promotes model reuse and simplified coupling to tackle problems that often cross discipline boundaries. In component-based modeling, the goal is to make relatively small changes to models that make it easy to reuse them as "plug-and-play" components. Sophisticated modeling frameworks exist to rapidly couple these components to create new composite models. They allow component models to exchange variables while accommodating different programming languages, computational grids, time-stepping schemes, variable names and units. Modeling frameworks have arisen in many modeling communities. CSDMS (Community Surface Dynamics Modeling System) serves the academic earth surface process dynamics community, while ESMF (Earth System Modeling Framework) serves many federal Earth system modeling projects. Others exist in both the academic and federal domains and each satisfies design criteria that are determined by the community they serve. While they may use different interface standards or semantic mediation strategies, they share fundamental similarities. The purpose of the Earth System Bridge project is to develop mechanisms for interoperability between modeling frameworks, such as the ability to share a model or service component. This project has three main goals: (1) Develop a Framework Description Language (ES-FDL) that allows modeling frameworks to be described in a standard way so that their differences and similarities can be assessed. (2) Demonstrate that if a model is augmented with a framework-agnostic Basic Model Interface (BMI), then simple, universal adapters can go from BMI to a

Models of the earth's core

Science.gov (United States)

Stevenson, D. J.

1981-01-01

Combined inferences from seismology, high-pressure experiment and theory, geomagnetism, fluid dynamics, and current views of terrestrial planetary evolution lead to models of the earth's core with five basic properties. These are that core formation was contemporaneous with earth accretion; the core is not in chemical equilibrium with the mantle; the outer core is a fluid iron alloy containing significant quantities of lighter elements and is probably almost adiabatic and compositionally uniform; the more iron-rich inner solid core is a consequence of partial freezing of the outer core, and the energy release from this process sustains the earth's magnetic field; and the thermodynamic properties of the core are well constrained by the application of liquid-state theory to seismic and labroatory data.

GeoBrain for Facilitating Earth Science Education in Higher-Education Institutes--Experience and Lessons-learned

Science.gov (United States)

Deng, M.; di, L.

2007-12-01

Data integration and analysis are the foundation for the scientific investigation in Earth science. In the past several decades, huge amounts of Earth science data have been collected mainly through remote sensing. Those data have become the treasure for Earth science research. Training students how to discover and use the huge volume of Earth science data in research become one of the most important trainings for making a student a qualified scientist. Being developed by a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. Although still in development, the GeoBrain system has been operational since 2005. A number of education materials have been developed for facilitating the use of GeoBrain as a powerful education tool for Earth science education at both undergraduate and graduate levels. Thousands of online higher-education users worldwide have used GeoBrain services. A number of faculty members in multiple universities have been funded as GeoBrain education partners to explore the use of GeoBrain in the classroom teaching and student research. By summarizing and analyzing the feedbacks from the online users and the education partners, this presentation presents the user experiences on using GeoBrain in Earth science teaching and research. The feedbacks on classroom use of GeoBrain have demonstrated that GeoBrain is very useful for

The Lived Experiences of Instructors Co-Teaching in Higher Education

Science.gov (United States)

Lock, Jennifer; Clancy, Tracey; Lisella, Rita; Rosenau, Patricia; Ferreira, Carla; Rainsbury, Jacqueline

2016-01-01

The strength of co-teaching informs educators' understanding of their own teaching practice and fosters a rediscovery of their passion for teaching. Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually. From a qualitative research…

TeachEnG: a Teaching Engine for Genomics.

Science.gov (United States)

Kim, Minji; Kim, Yeonsung; Qian, Lei; Song, Jun S

2017-10-15

Bioinformatics is a rapidly growing field that has emerged from the synergy of computer science, statistics and biology. Given the interdisciplinary nature of bioinformatics, many students from diverse fields struggle with grasping bioinformatic concepts only from classroom lectures. Interactive tools for helping students reinforce their learning would be thus desirable. Here, we present an interactive online educational tool called TeachEnG (acronym for Teaching Engine for Genomics) for reinforcing key concepts in sequence alignment and phylogenetic tree reconstruction. Our instructional games allow students to align sequences by hand, fill out the dynamic programming matrix in the Needleman-Wunsch global sequence alignment algorithm, and reconstruct phylogenetic trees via the maximum parsimony, Unweighted Pair Group Method with Arithmetic mean (UPGMA) and Neighbor-Joining algorithms. With an easily accessible interface and instant visual feedback, TeachEnG will help promote active learning in bioinformatics. TeachEnG is freely available at http://teacheng.illinois.edu. The source code is available from https://github.com/KnowEnG/TeachEnG under the Artistic License 2.0. It is written in JavaScript and compatible with Firefox, Safari, Chrome and Microsoft Edge. songj@illinois.edu. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

Science.gov (United States)

Park, Mira; Park, Do-Yong; Lee, Robert E.

2009-01-01

The purpose of this study is to investigate in what ways the inquiry task of teaching and learning in earth science textbooks reflect the unique characteristics of earth science inquiry methodology, and how it provides students with opportunities to develop their scientific reasoning skills. This study analyzes a number of inquiry activities in…

RITES: Online (Reaching In-service Teachers with Earth Sciences Online)

Science.gov (United States)

Baptiste, H.

2003-12-01

inservice teachers are experiencing the inquiry approach to learning about the spheres of our earth. 2) Teacher candidates and inservice teachers are becoming confident in using technology. 3) Teacher candidates and inservice teachers are learning to work cooperatively in-groups and understand what their own students must feel. 4) Teacher candidates and inservice teachers are finding ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teacher candidates and inservice teachers are developing relationships with other teachers that have an interest in teaching science and a learning community is evolving.

Obtaining a Pragmatic Representation of Fire Disturbance in Dynamic Vegetation Models by Assimilating Earth Observation Data

Science.gov (United States)

Kantzas, Euripides; Quegan, Shaun

2015-04-01

Fire constitutes a violent and unpredictable pathway of carbon from the terrestrial biosphere into the atmosphere. Despite fire emissions being in many biomes of similar magnitude to that of Net Ecosystem Exchange, even the most complex Dynamic Vegetation Models (DVMs) embedded in IPCC General Circulation Models poorly represent fire behavior and dynamics, a fact which still remains understated. As DVMs operate on a deterministic, grid cell-by-grid cell basis they are unable to describe a host of important fire characteristics such as its propagation, magnitude of area burned and stochastic nature. Here we address these issues by describing a model-independent methodology which assimilates Earth Observation (EO) data by employing image analysis techniques and algorithms to offer a realistic fire disturbance regime in a DVM. This novel approach, with minimum model restructuring, manages to retain the Fire Return Interval produced by the model whilst assigning pragmatic characteristics to its fire outputs thus allowing realistic simulations of fire-related processes such as carbon injection into the atmosphere and permafrost degradation. We focus our simulations in the Arctic and specifically Canada and Russia and we offer a snippet of how this approach permits models to engage in post-fire dynamics hitherto absent from any other model regardless of complexity.

Teaching with Tolkien: environmental degradation of a fantasy world

Science.gov (United States)

Kuhn, N. J.

2012-04-01

In this study, the use of a fantasy world as a tool for teaching Geosciences especially in teacher training at the University of Basel is presented. J.R.R. Tolkien's The Lord of the Rings is one of the founding texts of fantasy literature and the centrepiece of a number of writings about the geography, history and mythology of "Middleearth". The books have long become a cult phenomenon which has been transmitted to a new generation of followers by the massive success of the movie trilogy released between 2001 and 2003 and the upcoming movies on The Hobbit. The renewed interest in Tolkien's Middle-earth offers a unique opportunity to connect the Geosciences with literature studies and vice versa. Tolkien's Middle-earth is a distant and yet familiar enough world to allow for an analytical reflection of its geologic and ecologic coherence. The geographical analysis shows that the layout and description of Middle-earth roughly correlates with the paradigms of the Earth Systems Sciences. However, there are discrepancies between the spatial patterns of the various spheres which cannot be attributed just to artistic licence or ignorance, but point to significant issues connected with the moral and symbolic logic of Tolkien's work. For example, the absence of trees and woods in certain parts of "Middle-earth" where they would be expected in view of the description of climate throws into relief Tolkien's preservationist agenda. This setting, i.e. both the correlation between our world and Middle-earth, as well as the discrepancies, allow for a wide range of teaching activities. Apart from basic topics such as geology, more complex issues such as soil and land degrdation can be taught by analyzing the environment of Middle-earth. Teaching the importance of soils for political and economic stability is introduced by comparing of existing climate and vegetation maps of Middle-earth. This highlights a discrepancy between land cover and ecologic conditions in the former kingdom

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

Countdown to Six Billion Teaching Kit.

Science.gov (United States)

Zero Population Growth, Inc., Washington, DC.

This teaching kit features six activities focused on helping students understand the significance of the world population reaching six billion for our society and our environment. Featured activities include: (1) History of the World: Part Six Billion; (2) A Woman's Place; (3) Baby-O-Matic; (4) Earth: The Apple of Our Eye; (5) Needs vs. Wants; and…

Why Reinvent the Wheel when Earth Science Resources Are Already Available? The GEOTREX and STEGO Resource Banks

Science.gov (United States)

Williams, Maggie

2012-01-01

The "issue" of there being only limited time available to teachers for the development of teaching and learning resources has been with us a long time. This article outlines the rationale behind the development of online teaching resources that are freely available on the Earth Science Teachers' Association (ESTA) website and introduces readers to…

Incorporating Concept Sketching into Teaching Undergraduate Geomorphology

Science.gov (United States)

Reusser, Lucas J.; Corbett, Lee B.; Bierman, Paul R.

2012-01-01

Constructing concept sketches (diagrams annotated with short captions in which students demonstrate their understanding of form, process, and interactions) provides a new and different way to teach Earth surface processes and assess the depth of student learning. During a semester-long course in Geomorphology, we used concept sketches as an…

Geomatic Methods for the Analysis of Data in the Earth Sciences: Lecture Notes in Earth Sciences, Vol. 95

Science.gov (United States)

Pavlis, Nikolaos K.

Geomatics is a trendy term that has been used in recent years to describe academic departments that teach and research theories, methods, algorithms, and practices used in processing and analyzing data related to the Earth and other planets. Naming trends aside, geomatics could be considered as the mathematical and statistical “toolbox” that allows Earth scientists to extract information about physically relevant parameters from the available data and accompany such information with some measure of its reliability. This book is an attempt to present the mathematical-statistical methods used in data analysis within various disciplines—geodesy, geophysics, photogrammetry and remote sensing—from a unifying perspective that inverse problem formalism permits. At the same time, it allows us to stretch the relevance of statistical methods in achieving an optimal solution.

Teaching with simulations

NARCIS (Netherlands)

Rutten, N.P.G.

2014-01-01

This dissertation focuses on whole-class science teaching with computer simulations. Computer simulations display dynamic, visual representations of natural phenomena and can make a great contribution to the science classroom. Simulations can be used in multiple ways. Teachers who have an

Early Earth(s) Across Time and Space

Science.gov (United States)

Mojzsis, S.

2014-04-01

The geochemical and cosmochemical record of our solar system is the baseline for exploring the question: "when could life appear on a world similar to our own?" Data arising from direct analysis of the oldest terrestrial rocks and minerals from the first 500 Myr of Earth history - termed the Hadean Eon - inform us about the timing for the establishment of a habitable silicate world. Liquid water is the key medium for life. The origin of water, and its interaction with the crust as revealed in the geologic record, guides our exploration for a cosmochemically Earth-like planets. From the time of primary planetary accretion to the start of the continuous rock record on Earth at ca. 3850 million years ago, our planet experienced a waning bolide flux that partially or entirely wiped out surface rocks, vaporized oceans, and created transient serpentinizing atmospheres. Arguably, "Early Earths" across the galaxy may start off as ice planets due to feeble insolation from their young stars, occasionally punctuated by steam atmospheres generated by cataclysmic impacts. Alternatively, early global environments conducive to life spanned from a benign surface zone to deep into crustal rocks and sediments. In some scenarios, nascent biospheres benefit from the exogenous delivery of essential bio-elements via leftovers of accretion, and the subsequent establishment of planetary-scale hydrothermal systems. If what is now known about the early dynamical regime of the Earth serves as any measure of the potential habitability of worlds across space and time, several key boundary conditions emerge. These are: (i) availability and long-term stability of liquid water; (ii) presence of energy resources; (iii) accessibility of organic raw materials; (iv) adequate inventory of radioisotopes to drive internal heating; (v) gross compositional parameters such as mantle/core mass ratio, and (vi) P-T conditions at or near the surface suitable for sustaining biological activity. Life could

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 ...

Tsé na'alkaah: Weaving Native and Mainstream Earth and Environmental Science into Place-Based Teacher Professional Development on the Colorado Plateau

Science.gov (United States)

Semken, S. C.; Godsey, H. S.; Tsosie, W. B., Jr.

2017-12-01

Place-based, culturally-integrated approaches to teaching geoscience and environmental science are aligned with traditional indigenous education, and illustrate the premise that leveraging the cultural capital of Native Americans and other underrepresented groups renders more inclusive and relevant teaching. Situating learning within local landscapes, environments, and communities; and meaningfully connecting mainstream science with Native science and knowledge of place enables students to construct new knowledge that is scaffolded by their own worldview and experiences, and helps lessen any sense of discontinuity that may arise from apparently disparate interpretations of Earth processes. We drew on this philosophy in implementing a multi-year program of summer professional-development workshops for K-12 teachers in the Colorado Plateau and Intermountain regions, many of whom work in schools that serve majority Native American student populations. Through collaboration of geoscientists, Diné (Navajo) cultural experts, and master teachers, we developed and implemented inquiry-rich field excursions in which learning about Earth-system features and processes on the Plateau utilized factual and conceptual knowledge from mainstream geoscience and Diné geoscience (tsé na'alkaah) alike, as well as on other forms of local place knowledge such as Diné toponymy and history. Participants used concepts such as the dynamic interactions of Earth (Nahasdzaan) and Sky (Yádilhil) systems and the natural order (nitsahakees, nahat'a, iina, siihasin) to interpret natural landscape features (e.g., desert landforms, Plateau stratigraphy, Laramide structures) as well as anthropogenic impacts (e.g., uranium extraction and its environmental and health effects) in the field. We will share specific examples of place-based, culturally integrated curriculum and assessment from this program.

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.

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.

Other Earths: Search for Life and the Constant Curvature

Directory of Open Access Journals (Sweden)

Khoshyaran M. M.

2015-07-01

Full Text Available The objective of this paper is to propose a search methodology for finding other exactly similar earth like planets (or sister earths. The theory is based on space consisting of Riemann curves or highways. A mathematical model based on constant curvature, a moving frame bundle, and gravitational dynamics is introduced.

World pendulum-a distributed remotely controlled laboratory (RCL) to measure the Earth's gravitational acceleration depending on geographical latitude

International Nuclear Information System (INIS)

Groeber, S; Vetter, M; Eckert, B; Jodl, H-J

2007-01-01

We suggest that different string pendulums are positioned at different locations on Earth and measure at each place the gravitational acceleration (accuracy Δg ∼ 0.01 m s -2 ). Each pendulum can be remotely controlled via the internet by a computer located somewhere on Earth. The theoretical part describes the physical origin of this phenomenon g(ψ), that the Earth's effective gravitational acceleration g depends on the angle of latitude ψ. Then, we present all necessary formula to deduce g(ψ) from oscillations of a string pendulum. The technical part explains tips and tricks to realize such an apparatus to measure all necessary values with sufficient accuracy. In addition, we justify the precise dimensions of a physical pendulum such that the formula for a mathematical pendulum is applicable to determine g(ψ) without introducing errors. To conclude, we describe the internet version-the string pendulum as a remotely controlled laboratory. The teaching relevance and educational value will be discussed in detail at the end of this paper including global experimenting, using the internet and communication techniques in teaching and new ways of teaching and learning methods

Portable Planetariums Teach Science

Science.gov (United States)

2015-01-01

With the Internet proving to be the wave of the future, in the 1990s Johnson Space Center awarded grants to Rice University in Houston for developing the world's first Internet-accessible museum kiosk. Further grants were awarded to the school for creating educational software for use in homes and schools, leading to the creation of Museums Teaching Planet Earth Inc. The company has gone on to develop and sell portable planetariums and accompanying educational shows.

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 ...

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

The Magnetic Field of Planet Earth

DEFF Research Database (Denmark)

Hulot, G.; Finlay, Chris; Constable, C. G.

2010-01-01

The magnetic field of the Earth is by far the best documented magnetic field of all known planets. Considerable progress has been made in our understanding of its characteristics and properties, thanks to the convergence of many different approaches and to the remarkable fact that surface rocks...... yr) to the longest (virtually the age of the Earth) time scales are finally reviewed, underlining the respective roles of the magnetohydodynamics at work in the core, and of the slow dynamic evolution of the planet as a whole....

TOWARD A DETERMINISTIC MODEL OF PLANETARY FORMATION. VI. DYNAMICAL INTERACTION AND COAGULATION OF MULTIPLE ROCKY EMBRYOS AND SUPER-EARTH SYSTEMS AROUND SOLAR-TYPE STARS

International Nuclear Information System (INIS)

Ida, S.; Lin, D. N. C.

2010-01-01

Radial velocity and transit surveys indicate that solar-type stars bear super-Earths, with masses up to ∼20 M + and periods up to a few months, that are more common than those with Jupiter-mass gas giants. In many cases, these super-Earths are members of multiple-planet systems in which their mutual dynamical interaction has influenced their formation and evolution. In this paper, we modify an existing numerical population synthesis scheme to take into account protoplanetary embryos' interaction with their evolving natal gaseous disks, as well as their close scatterings and resonant interaction with each other. We show that it is possible for a group of compact embryos to emerge interior to the ice line, grow, migrate, and congregate into closely packed convoys which stall in the proximity of their host stars. After the disk-gas depletion, they undergo orbit crossing, close scattering, and giant impacts to form multiple rocky Earths or super-Earths in non-resonant orbits around ∼0.1 AU with moderate eccentricities of ∼0.01-0.1. We suggest that most refractory super-Earths with periods in the range of a few days to weeks may have formed through this process. These super-Earths differ from Neptune-like ice giants by their compact sizes and lack of a substantial gaseous envelope.

'Teaching and Learning for Climate Change' – the Role of Teacher ...

African Journals Online (AJOL)

The complexity of climate as an interconnected system, including earth and ... climate change content knowledge and examples of teaching and curriculum design ... improved understanding of climate change as a complex 'system' requiring a ...

Geophysics education on the Internet: Course production and assessment of our MOOC, "Deep Earth Science"

Science.gov (United States)

Okuda, Y.; Tazawa, K.; Sugie, K.; Sakuraba, H.; Hideki, M.; Tagawa, S.; Cross, S. J.

2016-12-01

Recently, massive open online courses (MOOC or MOOCs) have gained wide-spread attention as a new educational platform delivered via the internet. Many leading institutions all over the world have provided many fascinating MOOC courses in various fields. Students enrolled in MOOCs study their interested topic in a course not only by watching video lectures, reading texts, and answering questions, but also by utilizing interactive online tools such as discussion boards, Q&A sessions and peer assessments. MOOC is also gaining popularity as a way to do outreach activity and diffuse research results. Tokyo Institute of Technology provided its 1st MOOC, "Introduction to Deep Earth Science Part1" on edX, which is one of the largest MOOC providers. This four-week-long course was designed for 1st year college students and with two learning goals in this course; 1) to introduce students to the fascinating knowledge of solid Earth, 2) to provide an opportunity to use scientific thinking as well as to show how interesting and exciting science can be. This course contained materials such as 1) structure of inside of the Earth 2) internal temperature of the earth and how it is estimated and 3) chemical compositions and dynamics inside the earth. After the end of the provision of Part1, this course was re-made as "Introduction to Deep Earth Science"(so to speak, Part2) on the basis of opinions obtained from students who have attended our course and student teaching assistants (TA) who have run and produced this course. In this presentation, we will explain our MOOC making model, which is a team based course creation effort between the course instructor, Tokyo Tech Online Education Development Office (OEDO) staff and TA students. Moreover, we will share details and feedback of Part1 received from some of the 5000 enrolled students from 150 counties and regions, and report the implementation of Part2 in the light of challenges resulted from Part1.

Edible Earth and Space Science Activities

Science.gov (United States)

Lubowich, D.; Shupla, C.

2014-07-01

In this workshop we describe using Earth and Space Science demonstrations with edible ingredients to increase student interest. We show how to use chocolate, candy, cookies, popcorn, bagels, pastries, Pringles, marshmallows, whipped cream, and Starburst candy for activities such as: plate tectonics, the interior structure of the Earth and Mars, radioactivity/radioactive dating of rocks and stars, formation of the planets, lunar phases, convection, comets, black holes, curvature of space, dark energy, and the expansion of the Universe. In addition to creating an experience that will help students remember specific concepts, edible activities can be used as a formative assessment, providing students with the opportunity to create something that demonstrates their understanding of the model. The students often eat the demonstrations. These demonstrations are an effective teaching tool for all ages, and can be adapted for cultural, culinary, and ethnic differences among the students.

Trajectory and physical properties of near-Earth asteroid 2009 BD

NARCIS (Netherlands)

Farnocchia, D.; Mommert, M.; Hora, J. L.; Chesley, S. R.; Vokrouhlický, D.; Trilling, D. E.; Mueller, M.; Harris, A. W.; Smith, H. A.; Fazio, G. G.; Knežević, Zoran; Lemaitre, Anne

2014-01-01

We analyze the trajectory of near-Earth asteroid 2009~BD, which is a candidate target of the NASA Asteroid Redirect Mission. The small size of 2009 BD and its Earth-like orbit pose challenges to understanding the dynamical properties of 2009 BD. In particular, nongravitational perturbations, such as

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 ...

Project ALERT: Forging New Partnerships to Improve Earth System Science Education for Pre-Service and In-Service Teachers

Science.gov (United States)

Metzger, E. P.; Ambos, E. L.; Ng, E. W.; Skiles, J.; Simila, G.; Garfield, N.

2002-05-01

Project ALERT (Augmented Learning Environment and Renewable Teaching) was founded in 1998, with funding from NASA and the California State University (CSU), to improve earth system science education for pre-service teachers. Project ALERT has formed linkages between ten campuses of the CSU, which prepares about 60 percent of California's teachers, and two NASA centers, Ames Research Center and the Jet Propulsion Laboratory. ALERT has also fostered alliances between earth science and science education faculty. The combined expertise of Project ALERT's diverse partners has led to a wide array of activities and products, including: 1) incorporation in university classrooms of NASA-developed imagery, data, and educational resources; 2) creation and/or enhancement of several courses that bring earth systems science to pre-service teachers; 3) fellowships for CSU faculty to participate in collaborative research and education projects at the NASA Centers; 4) development of teaching modules on such varied topics as volcanoes, landslides, and paleoclimate; and 5) a central web site that highlights resources for teaching introductory Earth system science. An outgrowth of Project ALERT is the increased interest on the part of CSU earth scientists in education issues. This has catalyzed their participation in other projects, including NASA's Project NOVA, Earth System Science Education Alliance, and Sun-Earth Connection Education Forum, the Digital Library for Earth System Science Education, and the California Science Project. Project ALERT has also expanded to provide professional development opportunities for in-service teachers, as exemplified by its support of the Bay Area Earth Science Institute (BAESI) at San Jose State University. Each year, BAESI offers 10-15 full-day workshops that supply teachers and teachers-to-be with a blend of science concepts and classroom activities, free instructional materials, and the opportunity to earn inexpensive university credit. These

Solar Flare Five-Day Predictions from Quantum Detectors of Dynamical Space Fractal Flow Turbulence: Gravitational Wave Diminution and Earth Climate Cooling

Directory of Open Access Journals (Sweden)

Cahill R. T.

2014-10-01

Full Text Available Space speed fluctuations, which have a 1 / f spectrum, are shown to be the cause of solar flares. The direction and magnitude of the space flow has been detected from numer- ous different experimental techniques, and is close to the normal to the plane of the ecliptic. Zener diode data shows that the fluctuations in the space speed closely match the Sun Solar Cycle 23 flare count, and reveal that major solar flares follow major space speed fluctuations by some 6 days. This implies that a warning period of some 5 days in predicting major solar flares is possible using such detectors. This has significant conse- quences in being able to protect various spacecraft and Earth located electrical systems from the subsequent arrival of ejected plasma from a solar flare. These space speed fluctuations are the actual gravitational waves, and have a significant magnitude. This discovery is a significant application of the dynamical space phenomenon and theory. We also show that space flow turbulence impacts on the Earth’s climate, as such tur- bulence can input energy into systems, which is the basis of the Zener Diode Quantum Detector. Large scale space fluctuations impact on both the sun and the Earth, and as well explain temperature correlations with solar activity, but that the Earth temperatures are not caused by such solar activity. This implies that the Earth climate debate has been missing a key physical process. Observed diminishing gravitational waves imply a cooling epoch for the Earth for the next 30 years.

Towards Big Earth Data Analytics: The EarthServer Approach

Science.gov (United States)

Baumann, Peter

2013-04-01

Big Data in the Earth sciences, the Tera- to Exabyte archives, mostly are made up from coverage data whereby the term "coverage", according to ISO and OGC, is defined as the digital representation of some space-time varying phenomenon. Common examples include 1-D sensor timeseries, 2-D remote sensing imagery, 3D x/y/t image timeseries and x/y/z geology data, and 4-D x/y/z/t atmosphere and ocean data. Analytics on such data requires on-demand processing of sometimes significant complexity, such as getting the Fourier transform of satellite images. As network bandwidth limits prohibit transfer of such Big Data it is indispensable to devise protocols allowing clients to task flexible and fast processing on the server. The EarthServer initiative, funded by EU FP7 eInfrastructures, unites 11 partners from computer and earth sciences to establish Big Earth Data Analytics. One key ingredient is flexibility for users to ask what they want, not impeded and complicated by system internals. The EarthServer answer to this is to use high-level query languages; these have proven tremendously successful on tabular and XML data, and we extend them with a central geo data structure, multi-dimensional arrays. A second key ingredient is scalability. Without any doubt, scalability ultimately can only be achieved through parallelization. In the past, parallelizing code has been done at compile time and usually with manual intervention. The EarthServer approach is to perform a samentic-based dynamic distribution of queries fragments based on networks optimization and further criteria. The EarthServer platform is comprised by rasdaman, an Array DBMS enabling efficient storage and retrieval of any-size, any-type multi-dimensional raster data. In the project, rasdaman is being extended with several functionality and scalability features, including: support for irregular grids and general meshes; in-situ retrieval (evaluation of database queries on existing archive structures, avoiding data

Using Dynamic Tools to Develop an Understanding of the Fundamental Ideas of Calculus

Science.gov (United States)

Verzosa, Debbie; Guzon, Angela Fatima; De Las Peñas, Ma. Louise Antonette N.

2014-01-01

Although dynamic geometry software has been extensively used for teaching calculus concepts, few studies have documented how these dynamic tools may be used for teaching the rigorous foundations of the calculus. In this paper, we describe lesson sequences utilizing dynamic tools for teaching the epsilon-delta definition of the limit and the…

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

Science.gov (United States)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Earth Observing System (EOS) Aqua Launch and Early Mission Attitude Support Experiences

Science.gov (United States)

Tracewell, D.; Glickman, J.; Hashmall, J.; Natanson, G.; Sedlak, J.

2003-01-01

The Earth Observing System (EOS) Aqua satellite was successfully launched on May 4,2002. Aqua is the second in the series of EOS satellites. EOS is part of NASA s Earth Science Enterprise Program, whose goals are to advance the scientific understanding of the Earth system. Aqua is a three-axis stabilized, Earth-pointing spacecraft in a nearly circular, sun-synchronous orbit at an altitude of 705 km. The Goddard Space Flight Center (GSFC) Flight Dynamics attitude team supported all phases of the launch and early mission. This paper presents the main results and lessons learned during this period, including: real-time attitude mode transition support, sensor calibration, onboard computer attitude validation, response to spacecraft emergencies, postlaunch attitude analyses, and anomaly resolution. In particular, Flight Dynamics support proved to be invaluable for successful Earth acquisition, fine-point mode transition, and recognition and correction of several anomalies, including support for the resolution of problems observed with the MODIS instrument.

What Can Earth Paleoclimates Reveal About the Resiliency of Habitable States? An Example from the Neoproterozoic Snowball Earth

Science.gov (United States)

Sohl, L.

2014-04-01

The Neoproterozoic "Snowball Earth" glaciations ( 750-635 Ma) have been a special focus for outer habitable zone investigations, owing in large part to a captivating and controversial hypothesis suggesting that Earth may have only narrowly escaped a runaway icehouse state on multiple occasions (a.k.a. "the hard snowball"; Hoffman and Schrag 2001). A review of climate simulations exploring snowball inception (Godderis et al. 2011) reveals that a broad range of models (EBMs, EMICs and AGCMs) tend to yield hard snowball solutions, whereas models with greater 3-D dynamic response capabilities (AOGCMs) typically do not, unless some of their climate feedback responses (e.g., wind-driven ocean circulation, cloud forcings) are disabled (Poulsen and Jacobs 2004). This finding raises the likelihood that models incorporating dynamic climate feedbacks are essential to understanding how much flexibility there may be in the definition of a planet's habitable zone boundaries for a given point in its history. In the first of a series of new Snowball Earth simulations, we use the NASA/GISS ModelE2 Global Climate Model - a 3-D coupled atmosphere/ocean model with dynamic sea ice response - to explore the impacts of wind-driven ocean circulation, clouds and deep ocean circulation on the sea ice front when solar luminosity and atmospheric carbon dioxide are reduced to Neoproterozoic levels (solar = 94%, CO2 = 40 ppmv). The simulation includes a realistic Neoproterozoic land mass distribution, which is concentrated at mid- to tropical latitudes. After 300 years, the sea ice front is established near 30 degrees latitude, and after 600 years it remains stable. As with earlier coupled model simulations we conclude that runaway glacial states would have been difficult to achieve during the Neoproterozoic, and would be more likely to have occurred during earlier times in Earth history when solar luminosity was less. Inclusion of dynamic climate feedback capabilities in habitable zone

Earth Observation System Flight Dynamics System Covariance Realism

Science.gov (United States)

Zaidi, Waqar H.; Tracewell, David

2016-01-01

This presentation applies a covariance realism technique to the National Aeronautics and Space Administration (NASA) Earth Observation System (EOS) Aqua and Aura spacecraft based on inferential statistics. The technique consists of three parts: collection calculation of definitive state estimates through orbit determination, calculation of covariance realism test statistics at each covariance propagation point, and proper assessment of those test statistics.

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.

Interaction between Philosophy of Education and Teaching Practice

Science.gov (United States)

Bim-Bad, Boris Michailovich; Egorova, Lioudmila Ivanovna

2016-01-01

The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as "philosophy of education" is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as "practice," "teaching practice" are analysed in view of…

Learning and Teaching Art: Through Social Media

Science.gov (United States)

Castro, Juan Carlos

2012-01-01

Social media practices are increasingly woven into the everyday lives of teens and adults, becoming a significant part of how they relate, know, and learn. In this article, I present findings from a design-based research study that explored how the dynamics of learning and teaching art shift through social media. Learning and teaching through…

Dynamics of Orbits near 3:1 Resonance in the Earth-Moon System

Science.gov (United States)

Dichmann, Donald J.; Lebois, Ryan; Carrico, John P., Jr.

2013-01-01

The Interstellar Boundary Explorer (IBEX) spacecraft is currently in a highly elliptical orbit around Earth with a period near 3:1 resonance with the Moon. Its orbit is oriented so that apogee does not approach the Moon. Simulations show this orbit to be remarkably stable over the next twenty years. This article examines the dynamics of such orbits in the Circular Restricted 3-Body Problem (CR3BP). We look at three types of periodic orbits, each exhibiting a type of symmetry of the CR3BP. For each of the orbit types, we assess the local stability using Floquet analysis. Although not all of the periodic solutions are stable in the mathematical sense, any divergence is so slow as to produce practical stability over several decades. We use Poincare maps with twenty-year propagations to assess the nonlinear stability of the orbits, where the perturbation magnitudes are related to the orbit uncertainty for the IBEX mission. Finally we show that these orbits belong to a family of orbits connected in a bifurcation diagram that exhibits exchange of stability. The analysis of these families of period orbits provides a valuable starting point for a mission orbit trade study.

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.

Free and Innovative Teaching Resources for STEM Educators

Science.gov (United States)

Weber, W. J.; McWhirter, J.; Dirks, D.

2014-12-01

The Unidata Program Center has implemented a teaching resource facility that allows educators to create, access, and share collections of resource material related to atmospheric, oceanic, and other earth system phenomena. While the facility can manage almost any type of electronic resource, it is designed with scientific data and products, teaching tools such as lesson plans and guided exercises, and tools for displaying data in mind. In addition to being very easy for educators and students to access, the facility makes it simple for other educators and scientists to contribute content related to their own areas of expertise to the collection. This allows existing teaching resources to grow in depth and breadth over time, enhancing their relevance and providing insights from multiple disciplines. Based on the open-source RAMADDA content/data management framework, the teaching resource facility provides a variety of built-in services to analyze and display data, as well as support for Unidata's rich 3D client, the Interactive Data Viewer (IDV).

Mass loading of the Earth's magnetosphere by micron size lunar ejecta. 2: Ejecta dynamics and enhanced lifetimes in the Earth's magnetosphere

Science.gov (United States)

Alexander, W. M.; Tanner, W. G.; Anz, P. D.; Chen, A. L.

1986-01-01

Extensive studies were conducted concerning the indivdual mass, temporal and positional distribution of micron and submicron lunar ejecta existing in the Earth-Moon gravitational sphere of influence. Initial results show a direct correlation between the position of the Moon, relative to the Earth, and the percentage of lunar ejecta leaving the Moon and intercepting the magnetosphere of the Earth at the magnetopause surface. It is seen that the Lorentz Force dominates all other forces, thus suggesting that submicron dust particles might possibly be magnetically trapped in the well known radiation zones.

Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

Science.gov (United States)

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

2004-12-01

With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome

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

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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.

Early evolution and dynamics of Earth from a molten initial stage

Science.gov (United States)

Louro Lourenço, Diogo; Tackley, Paul J.

2016-04-01

It is now well established that most of the terrestrial planets underwent a magma ocean stage during their accretion. On Earth, it is probable that at the end of accretion, giant impacts like the hypothesised Moon-forming impact, together with other sources of heat, melted a substantial part of the mantle. The thermal and chemical evolution of the resulting magma ocean most certainly had dramatic consequences on the history of the planet. Considerable research has been done on magma oceans using simple 1-D models (e.g.: Abe, PEPI 1997; Solomatov, Treat. Geophys. 2007; Elkins-Tanton EPSL 2008). However, some aspects of the dynamics may not be adequately addressed in 1-D and require the use of 2-D or 3-D models. Moreover, new developments in mineral physics that indicate that melt can be denser than solid at high pressures (e.g.: de Koker et al., EPSL 2013) can have very important impacts on the classical views of the solidification of magma oceans (Labrosse et al., Nature 2007). The goal of our study is to understand and characterize the influence of melting on the long-term thermo-chemical evolution of rocky planet interiors, starting from an initial molten state (magma ocean). Our approach is to model viscous creep of the solid mantle, while parameterizing processes that involve melt as previously done in 1-D models, including melt-solid separation at all melt fractions, the use of an effective diffusivity to parameterize turbulent mixing, coupling to a parameterized core heat balance and a radiative surface boundary condition. These enhancements have been made to the numerical code StagYY (Tackley, PEPI 2008). We present results for the evolution of an Earth-like planet from a molten initial state to present day, while testing the effect of uncertainties in parameters such as melt-solid density differences, surface heat loss and efficiency of turbulent mixing. Our results show rapid cooling and crystallization until the rheological transition then much slower

The Earth's Biosphere

Science.gov (United States)

2002-01-01

In the last five years, scientists have been able to monitor our changing planet in ways never before possible. The Sea-viewing Wide Field-of-View Sensor (SeaWiFS), aboard the OrbView-2 satellite, has given researchers an unprecedented view of the biological engine that drives life on Earth-the countless forms of plants that cover the land and fill the oceans. 'There is no question the Earth is changing. SeaWiFS has enabled us, for the first time, to monitor the biological consequences of that change-to see how the things we do, as well as natural variability, affect the Earth's ability to support life,' said Gene Carl Feldman, SeaWiFS project manager at NASA's Goddard Space Flight Center, Greenbelt, Md. SeaWiFS data, based on continuous daily global observations, have helped scientists make a more accurate assessment of the oceans' role in the global carbon cycle. The data provide a key parameter in a number of ecological and environmental studies as well as global climate-change modeling. The images of the Earth's changing land, ocean and atmosphere from SeaWiFS have documented many previously unrecognized phenomena. The image above shows the global biosphere from June 2002 measured by SeaWiFS. Data in the oceans is chlorophyll concentration, a measure of the amount of phytoplankton (microscopic plants) living in the ocean. On land SeaWiFS measures Normalized Difference Vegetation Index, an indication of the density of plant growth. For more information and images, read: SeaWiFS Sensor Marks Five Years Documenting Earth'S Dynamic Biosphere Image courtesy SeaWiFS project and copyright Orbimage.

Teaching earth science in the field: GPS-based educational trails as a practically relevant, empirical verified approach

Science.gov (United States)

Kisser, Thomas

2015-04-01

GPS devices are common use in the daily life and are used in geography classes increasingly often. Presently, specialist literature is merely descriptive and thematically reduced to the function of orientation. The questions whether they are an applicable tool for teaching earth science circumstances and if the lasting learning success shows any differences compared to normal lessons hold in a class room haven't been answered. Neurobiological and teaching psychological knowledge support the idea that students completing the GPS-based educational trail will learn more successful compared to students in a "normal" class: A successful contextualization of modern geomedia stimulates the motivation. Geocaches are also suitable for didactical structuration. The order of "Geopoints" is chosen in a way that the structure of the landscape is being displayed adequate. The students feel addressed affectively due to the real-life encounters and experience their environment consciously. The presented concept "GPS-based educational trail" is different from a normal geocache, which is merely a hide-and-seek-game. Here, the main focus lays on the field work and earth science. The GPS-decvices are used for the orientation between the Geopoints. In order to get two groups with characteristics as different as possible, due to their developmental psychology, age-related education of cognitive and methodical competence, classes from grade 5 (11 years old) and 11 (17 years old) have been chosen. The different cognitive states of development require different didactical approaches. For the 11 grade the topic "rearrangements of fluvial topography" is a possible one. Using the example of anthropogenic rearrangements of the Rheinaue wetlands near Karlsruhe the interdependency between human and environment can be shown. The "Nördlinger Ries" between the Swabian and the Franconian Jura has been chosen for grade 5. The typical elements of the Swabian Jura (karst formation, hydrogeology

GeoBus: bringing experiential Earth science learning to secondary schools in the UK

Science.gov (United States)

Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

2014-12-01

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 (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, 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. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum

Leveraging High Resolution Topography for Education and Outreach: Updates to OpenTopography to make EarthScope and Other Lidar Datasets more Prominent in Geoscience Education

Science.gov (United States)

Kleber, E.; Crosby, C. J.; Arrowsmith, R.; Robinson, S.; Haddad, D. E.

2013-12-01

The use of Light Detection and Ranging (lidar) derived topography has become an indispensable tool in Earth science research. The collection of high-resolution lidar topography from an airborne or terrestrial platform allows landscapes and landforms to be represented at sub-meter resolution and in three dimensions. In addition to its high value for scientific research, lidar derived topography has tremendous potential as a tool for Earth science education. Recent science education initiatives and a community call for access to research-level data make the time ripe to expose lidar data and derived data products as a teaching tool. High resolution topographic data fosters several Disciplinary Core Ideas (DCIs) of the Next Generation Science Standards (NGS, 2013), presents respective Big Ideas of the new community-driven Earth Science Literacy Initiative (ESLI, 2009), teaches to a number National Science Education Standards (NSES, 1996), and Benchmarks for Science Literacy (AAAS, 1993) for science education for undergraduate physical and environmental earth science classes. The spatial context of lidar data complements concepts like visualization, place-based learning, inquiry based teaching and active learning essential to teaching in the geosciences. As official host to EarthScope lidar datasets for tectonically active areas in the western United States, the NSF-funded OpenTopography facility provides user-friendly access to a wealth of data that is easily incorporated into Earth science educational materials. OpenTopography (www.opentopography.org), in collaboration with EarthScope, has developed education and outreach activities to foster teacher, student and researcher utilization of lidar data. These educational resources use lidar data coupled with free tools such as Google Earth to provide a means for students and the interested public to visualize and explore Earth's surface in an interactive manner not possible with most other remotely sensed imagery. The

Teaching English to speakers of other languages an introduction

CERN Document Server

Nunan, David

2015-01-01

David Nunan's dynamic learner-centered teaching style has informed and inspired countless TESOL educators around the world. In this fresh, straightforward introduction to teaching English to speakers of other languages he presents teaching techniques and procedures along with the underlying theory and principles. Complex theories and research studies are explained in a clear and comprehensible, yet non-trivial, manner without trivializing them. Practical examples of how to develop teaching materials and tasks from sound principles provide rich illustrations of theoretical constructs.

THE DEVELOPMENT OF AIR-THEME INTEGRATED SCIENCE TEACHING MATERIAL USING FOUR STEPS TEACHING MATERIAL DEVELOPMENT

Directory of Open Access Journals (Sweden)

A. Arifin

2016-01-01

Full Text Available The purposes of this study are to develop, to test the feasibility, to describe the characteristic, and to test the students understanding about integrated science teaching material about air using Four Steps Teaching Material Development (4S TMD. The Research and Development method was use to develop integrated science teaching materials which is involving  all science perspectives that are not presented in junior high school science book. The air theme was chosen in this study since it can be explained using biology, chemistry, physics, and earth and space science  perspectives. Development the teaching materials was consists of selection, structuring, characterization, and reduction didactic steps. Based on the of feasibility test results, the teaching material is qualified in content, presentation, language, and graphic feasibility aspects. The characteristic of this teaching material expose the closeness theme with student daily lifes and its compatibility with National Books Standard. Based on the understanding test results, the teaching material is qualified in understanding aspect with high category. It can be concluded that the teaching material qualified to be used as supplement teaching material of science learning.Penelitian ini bertujuan untuk mengembangkan, menguji kelayakan, memaparkan karakteristik, dan menguji keterpahaman bahan ajar IPA terpadu pada tema udara untuk siswa SMP kelas VII melalui Four Steps Teaching Material Development (4S TMD. Penelitian dengan metode Research and Development (R&D ini dilatar belakangi oleh tidak tersedianya bahan ajar IPA SMP yang disajikan secara terpadu melalui tema udara. Pengembangan bahan ajar IPA terpadu tema udara terdiri dari tahap seleksi, strukturisasi, karakterisasi dan reduksi didaktik. Berdasarkan uji kelayakan, bahan ajar telah memenuhi aspek kelayakan isi, kelayakan penyajian, kelayakan bahasa dan kelayakan kegrafikan. Karakteristik bahan ajar meliputi kedekatan tema bahan ajar

Research Progress of the Gravity Field Application in Earth's Geodynamics and Interior Structure

Directory of Open Access Journals (Sweden)

SUN Heping

2017-10-01

Full Text Available The exploration of deep internal structure and internal dynamics of the earth has always been a hot topic in the field of basic geoscience research.Traditional approach relies mainly on seismic technology. However, in recent decades, the innovation of modern gravity observation technology (especially the successful application of high-precision superconducting gravity technology makes it possible to detect the earth's internal dynamics and physical information. In this paper, we summarize the research progress of Chinese group in detecting the earth's free oscillation, free core nutation, inner core translational oscillation, tidal model and polar tide and the internal structure by using modern high-precision gravity technology in recent years.

Preparing Earth Data Scientists for 'the sexiest job of the 21st century'

Science.gov (United States)

Kempler, S. J.

2014-12-01

What Exactly do Earth Data Scientists do, and What do They Need to Know, to do It? There is not one simple answer, but there are many complex answers. Data Science, and data analytics, are new and nebulas, and takes on different characteristics depending on: The subject matter being analyzed, the maturity of the research, and whether the employed subject specific analytics is descriptive, diagnostic, discoveritive, predictive, or prescriptive, in nature. In addition, in a, thus far, business driven paradigm shift, university curriculums teaching data analytics pertaining to Earth science have, as a whole, lagged behind, and/or have varied in approach. This presentation attempts to breakdown and identify the many activities that Earth Data Scientists, as a profession, encounter, as well as provide case studies of specific Earth Data Scientist and data analytics efforts. I will also address the educational preparation, that best equips future Earth Data Scientists, needed to further Earth science heterogeneous data research and applications analysis. The goal of this presentation is to describe the actual need for Earth Data Scientists and the practical skills to perform Earth science data analytics, thus hoping to initiate discussion addressing a baseline set of needed expertise for educating future Earth Data Scientists.

Preparing Earth Data Scientists for 'The Sexiest Job of the 21st Century'

Science.gov (United States)

Kempler, Steven

2014-01-01

What Exactly do Earth Data Scientists do, and What do They Need to Know, to do It? There is not one simple answer, but there are many complex answers. Data Science, and data analytics, are new and nebulas, and takes on different characteristics depending on: The subject matter being analyzed, the maturity of the research, and whether the employed subject specific analytics is descriptive, diagnostic, discoveritive, predictive, or prescriptive, in nature. In addition, in a, thus far, business driven paradigm shift, university curriculums teaching data analytics pertaining to Earth science have, as a whole, lagged behind, andor have varied in approach.This presentation attempts to breakdown and identify the many activities that Earth Data Scientists, as a profession, encounter, as well as provide case studies of specific Earth Data Scientist and data analytics efforts. I will also address the educational preparation, that best equips future Earth Data Scientists, needed to further Earth science heterogeneous data research and applications analysis. The goal of this presentation is to describe the actual need for Earth Data Scientists and the practical skills to perform Earth science data analytics, thus hoping to initiate discussion addressing a baseline set of needed expertise for educating future Earth Data Scientists.

"Save Yourselves": an App to Improve Correct Behaviors in Earth Environmental Emergency

Science.gov (United States)

Maraffi, S.; Sacerdoti, F. M., Sr.

2017-12-01

Save yourselves is an App from the methodological experience of Learning on Gaming, accredited under a Ph.D. in "Teaching and Learning Processes in the Earth Sciences Education". The Ph.D. project belongs to the School of Science and Technology of Camerino University, Italy, and has developed until now on the application of Learning on Gaming to Digital Game Based Learning, through a Computer Class Role Playing Game (CCRPG). Learning on Gaming is a new teaching approach: to learn while playing, that is different from Edutainment, designed both to educate and entertain, and Gaming to Learn, which consists of playing a game without specific didactic to outcome knowledge. With Learning on Gaming the game "hides" didactic inside the game: this could improve learning processes and, at the same time, renew teaching competences of mentors. Adventure pathways of these CCRPG are focused on Earth Sciences and are interdisciplinary, multilanguage and they are a good example of innovative teaching. As a CCRPG spin-off, "Save Yourselves" is an App for Educators, Trainers, Teachers, Students, Self-Made People …, to know the earthquakes and volcanoes and strategies to reduce the risks associated with these phenomena. The App is intended to provide the most immediate and useful way to behave in the event of a geological emergency, with particular reference to volcanology emergency and seismic emergency. It can be used at school to optimize security education measures, but it can also be a game that is useful to rethink what has been learned. Teaching and educational goals: to know the danger associated with an eruption and the associated risk, to obtain awareness of alert levels and cautionary measures, to adopt correct behavior in case of earthquake. "Save yourselves" is for all ages, because there are versions of the activity for kindergarten, primary school and secondary school and it is multilingual. It takes advantage of Games, ICT (Information and Communication

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

Educating the Public about Deep-Earth Science

Science.gov (United States)

Cronin, V. S.

2010-12-01

The nature of Earth’s interior is an active frontier of scientific research. Much of our current understanding of sub-crustal Earth is based on knowledge acquired in the last 2-3 decades, made possible by public funding and by dense seismic arrays, satellite remote sensing, increases in computer power that enable use of enhanced numerical techniques, improved theoretical and experimental knowledge of high PT mineral physics and chemistry, and a vigorous scientific community that has been trained to take advantage of these opportunities. An essential component of science is effective communication; therefore, providing for public education about science is a responsibility of the research community. Current public understanding of Earth’s interior is meager at best. In pre-college texts and in non-technical mass media, Earth's interior is typically visualized as an onion or baseball of concentric different-colored shells along whose upper surface "crustal" plates move like packages on conveyor belts of convecting mantle. Or the crust is thought to float on a molten mantle, as in the 19th century ideas of William Lowthian Green. Misconceptions about Earth that are brought to the undergraduate classroom must be confronted frankly and replaced by current understanding based on good science. Persistent ignorance has consequences. What do we want the public to know? First, the public should understand that knowledge of Earth's interior is important, not irrelevant. The public should know that deep-Earth processes result in Earth's dynamic magnetic field. Deep-Earth processes affect how radiation from the Sun reaches Earth, consequently affecting the atmosphere, the oceans, and the viability of life on Earth. The composition and differentiated structure of Earth's interior is a result of the early accretionary history of Earth and the Earth-Moon system. The public should also know that lithospheric tectonics, with all of its consequences (dynamic topography, volcanoes

Teaching methodology for the utilization of cinema in the teaching of medical microbiology and infectious diseases.

Directory of Open Access Journals (Sweden)

María José Fresnadillo Martínez

2008-10-01

Full Text Available Cinema, since it’s beginning, has been and is a social thermometer of the first magnitude reflecting the inequities of the population, among them are infectious diseases.  The caudal of images, sounds, and feelings that appear in the field support a very valid teaching resource, capable of complementing the classic teaching method and adapting the dynamic art of teaching to the actual educational tendencies.  If the definition of objectives and the teaching design are obligatory stages that should always be realized with rigor, in a method like this, because of its characteristics and youth, the control should be more exhaustive –before, during and after its execution- to avoid the “trivialization” to gain the maximum teaching efficiency that depends no as much on the material utilized (and its fundamental selection of films to accompany every unit taught like the use that is made of it.

Quantifying Key Climate Parameter Uncertainties Using an Earth System Model with a Dynamic 3D Ocean

Science.gov (United States)

Olson, R.; Sriver, R. L.; Goes, M. P.; Urban, N.; Matthews, D.; Haran, M.; Keller, K.

2011-12-01

Climate projections hinge critically on uncertain climate model parameters such as climate sensitivity, vertical ocean diffusivity and anthropogenic sulfate aerosol forcings. Climate sensitivity is defined as the equilibrium global mean temperature response to a doubling of atmospheric CO2 concentrations. Vertical ocean diffusivity parameterizes sub-grid scale ocean vertical mixing processes. These parameters are typically estimated using Intermediate Complexity Earth System Models (EMICs) that lack a full 3D representation of the oceans, thereby neglecting the effects of mixing on ocean dynamics and meridional overturning. We improve on these studies by employing an EMIC with a dynamic 3D ocean model to estimate these parameters. We carry out historical climate simulations with the University of Victoria Earth System Climate Model (UVic ESCM) varying parameters that affect climate sensitivity, vertical ocean mixing, and effects of anthropogenic sulfate aerosols. We use a Bayesian approach whereby the likelihood of each parameter combination depends on how well the model simulates surface air temperature and upper ocean heat content. We use a Gaussian process emulator to interpolate the model output to an arbitrary parameter setting. We use Markov Chain Monte Carlo method to estimate the posterior probability distribution function (pdf) of these parameters. We explore the sensitivity of the results to prior assumptions about the parameters. In addition, we estimate the relative skill of different observations to constrain the parameters. We quantify the uncertainty in parameter estimates stemming from climate variability, model and observational errors. We explore the sensitivity of key decision-relevant climate projections to these parameters. We find that climate sensitivity and vertical ocean diffusivity estimates are consistent with previously published results. The climate sensitivity pdf is strongly affected by the prior assumptions, and by the scaling

Introduction. Progress in Earth science and climate studies.

Science.gov (United States)

Thompson, J Michael T

2008-12-28

In this introductory paper, I review the 'visions of the future' articles prepared by top young scientists for the second of the two Christmas 2008 Triennial Issues of Phil. Trans. R. Soc.A, devoted respectively to astronomy and Earth science. Topics covered in the Earth science issue include: trace gases in the atmosphere; dynamics of the Antarctic circumpolar current; a study of the boundary between the Earth's rocky mantle and its iron core; and two studies of volcanoes and their plumes. A final section devoted to ecology and climate covers: the mathematical modelling of plant-soil interactions; the effects of the boreal forests on the Earth's climate; the role of the past palaeoclimate in testing and calibrating today's numerical climate models; and the evaluation of these models including the quantification of their uncertainties.

Factors controlling the initiation of Snowball Earth events

Science.gov (United States)

Voigt, A.

2012-12-01

During the Neoproterozoic glaciations tropical continents were covered by active glaciers that extended down to sea level. To explain these glaciers, the Snowball Earth hypothesis assumes that oceans were completely sea-ice covered during these glaciation, but there is an ongoing debate whether or not some regions of the tropical oceans remained open. In this talk, I will describe past and ongoing climate modelling activities with the comprehensive coupled climate model ECHAM5/MPI-OM that identify and compare factors that control the initiation of Snowball Earth events. I first show that shifting the continents from their present-day location to their Marinoan (635 My BP) low-latitude location increases the planetary albedo, cools the climate, and thereby allows Snowball Earth initiation at higher levels of total solar irradiance and atmospheric CO2. I then present simulations with successively lowered bare sea-ice albedo, disabled sea-ice dynamics, and switched-off ocean heat transport. These simulations show that both lowering the bare sea-ice albedo and disabling sea-ice dynamics increase the critical sea-ice cover in ECHAM5/MPI-OM, but sea-ice dynamics due to strong equatorward sea-ice transport have a much larger influence on the critical CO2. Disabling sea-ice transport allows a state with sea-ice margin at 10 deg latitude by virtue of the Jormungand mechanism. The accumulation of snow on land, in combination with tropical land temperatures below or close to freezing, suggests that tropical land glaciers could easily form in such a state. However, in contrast to aquaplanet simulations without ocean heat transport, there is no sign of a Jormungand hysteresis in the coupled simulations. Ocean heat transport is not responsible for the lack of a Jormungand hysteresis in the coupled simulations. By relating the above findings to previous studies, I will outline promising future avenues of research on the initiation of Snowball Earth events. In particular, an

Teaching Mineralogy, Petrology and Geochemistry in the 21st Century: Instructional Resources for Geoscience Faculty

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Mogk, D. W.; Beane, R. J.; Whitney, D. L.; Nicolaysen, K. E.; Panero, W. R.; Peck, W. H.

2011-12-01

Mineralogy, petrology and geochemistry (MPG) are pillars of the geoscience curriculum because of their relevance in interpreting Earth history and processes, application to geo-hazards, resources, and environmental issues, and contributions to emerging fields such as geology and human health. To keep faculty current in scientific advances in these fields, and in modern instructional methods, the On the Cutting Edge program convened a workshop at the University of Minnesota in August, 2011. This workshop builds on the previous 15 year's work that has been focused on identifying, aggregating, and developing high-quality collections of teaching activities and related resources, and in building a community of scholars in support of excellence in instruction in MPG courses. The goals of the workshop were to: a) develop an integrated, comprehensive and reviewed curriculum for MPG courses, and to seek ways to make connections with the larger geoscience curriculum; b) to explore emerging topics in MPG such as geobiology and climate change; c) demonstrate effective methods in teaching MPG in the context of Earth system science; d) share effective teaching activities and strategies for the classroom, laboratory and field including advances in pedagogy, assessments and research on learning; e) keep faculty current on recent advances in mineralogy, petrology and geochemistry research and to apply these findings to our teaching; f) explore and utilize current societal and global issues that intersect mineralogy, petrology and geochemistry to heighten the relevancy of course content for students; and h) meet colleagues and foster future teaching and research collaborations. A significant outcome of this workshop is a peer reviewed of collection of 300+ existing teaching activities, and a gap analysis to identify teaching activities needed to make these collections comprehensive and coherent. In addition, a series of thematic collections were developed to assist high priority

Teaching Reflexivity: Undoing or Reinscribing Habits of Gender?

Science.gov (United States)

Bondi, Liz

2009-01-01

This paper outlines an approach used in a course designed to teach reflexivity as a research skill and explores what kind of gender intervention such teaching might constitute. Although inspired by feminist debates about the complex power dynamics of research relationships, the course in question does not focus specifically on gender issues.…

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

Science.gov (United States)

Sloan, H.

2002-05-01

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

The Reflective Experimental Construction of Meanings about the Shape of the Earth and the Alternation of Day and Night

Science.gov (United States)

Varela, Paulo

2012-01-01

The purpose of this paper is to describe and analyze the process of construction of meaning about the shape of the Earth and the alternation of day and night, which is inherent to the practice of experimental science teaching. This teaching practice was gradually done by the researcher in a 1st grade class of a Portuguese primary school. The class…

Policy Document on Earth Observation for Urban Planning and Management: State of the Art and Recommendations for Application of Earth Observation in Urban Planning

Science.gov (United States)

Nichol, Janet; King, Bruce; Xiaoli, Ding; Dowman, Ian; Quattrochi, Dale; Ehlers, Manfred

2007-01-01

A policy document on earth observation for urban planning and management resulting from a workshop held in Hong Kong in November 2006 is presented. The aim of the workshop was to provide a forum for researchers and scientists specializing in earth observation to interact with practitioners working in different aspects of city planning, in a complex and dynamic city, Hong Kong. A summary of the current state of the art, limitations, and recommendations for the use of earth observation in urban areas is presented here as a policy document.

GeoBus: bringing Earth science learning to secondary schools in the UK

Science.gov (United States)

Robinson, Ruth; Roper, Kathryn; Pike, Charlotte

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 (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, 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. Almost 35,000 pupils will have been involved in experiential Earth science learning activities by April 2015, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning within the Scotland Curriculum for Excellence, and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. A key aim of GeoBus is to incorporate research outcomes directly into workshops, and to involve early career researchers in project development. One example that is currently in progress is a set of hydrology workshops that focus on the water

Using AN Essea Earth Systems Science Course in a Web-Enhanced Setting for Pre-Service Middle School Teachers

Science.gov (United States)

Slattery, W.

2003-12-01

The ESSEA Middle School course was originally designed as an asynchronous on-line tool for teacher professional development. The ESSEA course uses real world events such as deforestation, volcanic eruptions and hurricanes to develop content understandings of Earth systems processes and to model pedagogical best practices appropriate for middle school students. The course is structured as multiple three-week learning cycles. During week one of each cycle, participants are formed into Sphere groups to study the impact of the event under consideration on the atmosphere, biosphere, hydrosphere, or lithosphere. During week two, Event teams are formed to include members from each of the previous week's Sphere groups. Together they develop interactions between the different spheres and the event. During week three, teachers develop classroom applications and post them on-line for other participants to comment upon. On-going assessment suggests that in-service teacher participants of the on-line course are more likely to infuse inquiry-based science instruction into their classroom settings and to teach science as a subject integrating Physical science, Life science, and Earth/Space science in their own classrooms It is imperative to develop such characteristics in pre-service teachers as well. Wright State University's undergraduate Middle School teacher preparation program requires that undergraduates seeking Middle Childhood Licensure by the State of Ohio take a course in Earth Systems science that is aligned with the national and state science education standards. Towards this end the ESSEA course has been adapted for use in a web-enhanced setting. Weeks one and two (Sphere and Event study) of the ESSEA Middle School course are used as an integral component of this Earth Systems science course. In this way content knowledge and pedagogical strategies are modeled just as they are in the fully on-line course. Questions raised on-line are the topic of research or

EarthShapes: Potential for Place-Based Teacher Learning between the Virtual and the Actual

Science.gov (United States)

Triggs, Valerie

2009-01-01

This contribution investigates a recent research project involving in-service teacher learning as experienced through an online/offline art studio in which common experiences of relationships to particular local landforms generate imaginative and collaborative processes and practices of teaching and learning. EarthShapes Studio is both a…

The population of natural Earth satellites

Science.gov (United States)

Granvik, Mikael; Vaubaillon, Jeremie; Jedicke, Robert

2012-03-01

We have for the first time calculated the population characteristics of the Earth’s irregular natural satellites (NESs) that are temporarily captured from the near-Earth-object (NEO) population. The steady-state NES size-frequency and residence-time distributions were determined under the dynamical influence of all the massive bodies in the Solar System (but mainly the Sun, Earth, and Moon) for NEOs of negligible mass. To this end, we compute the NES capture probability from the NEO population as a function of the latter’s heliocentric orbital elements and combine those results with the current best estimates for the NEO size-frequency and orbital distribution. At any given time there should be at least one NES of 1-m diameter orbiting the Earth. The average temporarily-captured orbiter (TCO; an object that makes at least one revolution around the Earth in a co-rotating coordinate system) completes (2.88 ± 0.82) rev around the Earth during a capture event that lasts (286 ± 18) d. We find a small preference for capture events starting in either January or July. Our results are consistent with the single known natural TCO, 2006 RH120, a few-meter diameter object that was captured for about a year starting in June 2006. We estimate that about 0.1% of all meteors impacting the Earth were TCOs.

Material fluxes on the surface of the earth

National Research Council Canada - National Science Library

National Research Council Staff; Commission on Geosciences, Environment and Resources; Division on Earth and Life Studies; Board on Earth Sciences & Resources; National Research Council; National Academy of Sciences

...) level of surficial fluxes and their dynamics. Leading experts in the field offer a historical perspective on geofluxes and discuss the cycles of materials on the earth's surface, from weathering processes to the movement of material...

A grid portal for Earth Observation community

International Nuclear Information System (INIS)

Aloisio, G.; Cafaro, M.; Carteni, G.; Epicoco, I.; Quarta, G.

2005-01-01

Earth Observation techniques offer many powerful instruments far Earth planet study, urban development planning, military intelligence helping and so on. Tera bytes of EO and geo spatial data about lands, oceans, glaciers, cities, etc. are continuously downloaded through remote-sensing infrastructures and stored into heterogeneous, distributed repositories usually belonging to different virtual organizations. A problem-solving environment can be a viable solution to handle, coordinate and share heterogeneous and distributed resources. Moreover, grid computing is an emerging technology to salve large-scale problems in dynamic, multi-institutional Virtual Organizations coordinated by sharing resources such as high-performance computers, observation devices, data and databases aver high-speed networks, etc. In this paper we present the Italian Grid far Earth Observation (I-GEO) project, a pervasive environment based on grid technology to help the integration and processing of Earth Observation data, providing a tool to share and access data, applications and computational resources among several organizations

Heat-pipe Earth.

Science.gov (United States)

Moore, William B; Webb, A Alexander G

2013-09-26

The heat transport and lithospheric dynamics of early Earth are currently explained by plate tectonic and vertical tectonic models, but these do not offer a global synthesis consistent with the geologic record. Here we use numerical simulations and comparison with the geologic record to explore a heat-pipe model in which volcanism dominates surface heat transport. These simulations indicate that a cold and thick lithosphere developed as a result of frequent volcanic eruptions that advected surface materials downwards. Declining heat sources over time led to an abrupt transition to plate tectonics. Consistent with model predictions, the geologic record shows rapid volcanic resurfacing, contractional deformation, a low geothermal gradient across the bulk of the lithosphere and a rapid decrease in heat-pipe volcanism after initiation of plate tectonics. The heat-pipe Earth model therefore offers a coherent geodynamic framework in which to explore the evolution of our planet before the onset of plate tectonics.

Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations during a Practicum

Science.gov (United States)

Henry, Alastair

2016-01-01

Currently, the inner dynamics of teacher identity transformations remain a "black box." Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of "being someone who teaches" in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes…

What Makes Earth and Space Science Sexy? A Model for Developing Systemic Change in Earth and Space Systems Science Curriculum and Instruction

Science.gov (United States)

Slutskin, R. L.

2001-12-01

Earth and Space Science may be the neglected child in the family of high school sciences. In this session, we examine the strategies that Anne Arundel County Public Schools and NASA Goddard Space Flight Center used to develop a dynamic and highly engaging program which follows the vision of the National Science Education Standards, is grounded in key concepts of NASA's Earth Science Directorate, and allows students to examine and apply the current research of NASA scientists. Find out why Earth/Space Systems Science seems to have usurped biology and has made students, principals, and teachers clamor for similar instructional practices in what is traditionally thought of as the "glamorous" course.

Dynamics of space particles and spacecrafts passing by the atmosphere of the Earth.

Science.gov (United States)

Gomes, Vivian Martins; Prado, Antonio Fernando Bertachini de Almeida; Golebiewska, Justyna

2013-01-01

The present research studies the motion of a particle or a spacecraft that comes from an orbit around the Sun, which can be elliptic or hyperbolic, and that makes a passage close enough to the Earth such that it crosses its atmosphere. The idea is to measure the Sun-particle two-body energy before and after this passage in order to verify its variation as a function of the periapsis distance, angle of approach, and velocity at the periapsis of the particle. The full system is formed by the Sun, the Earth, and the particle or the spacecraft. The Sun and the Earth are in circular orbits around their center of mass and the motion is planar for all the bodies involved. The equations of motion consider the restricted circular planar three-body problem with the addition of the atmospheric drag. The initial conditions of the particle or spacecraft (position and velocity) are given at the periapsis of its trajectory around the Earth.

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…

Dimensions and psychology of peer teaching in medical education.

Science.gov (United States)

Ten Cate, Olle; Durning, Steven

2007-09-01

Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. A framework is designed to categorize forms of peer teaching, distinguishing three dimensions: distance in stage of education, formality of the educational setting and size of the group taught. Theories are categorized in two dimensions: theories that explain benefits of peer teaching from a cognitive versus a social-psychological perspective, and theories that explain benefits for peer learners versus peer teachers. Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.

Assessing the physical nature of near-Earth asteroids through their dynamical histories

Science.gov (United States)

Fernández, Julio A.; Sosa, Andrea; Gallardo, Tabaré; Gutiérrez, Jorge N.

2014-08-01

We analyze a sample of 139 near-Earth asteroids (NEAs), defined as those that reach perihelion distances q4.8 au), having Tisserand parameters 2family comets (JFCs) in near-Earth orbits, i.e. with q4.8 au of cometary origin, but it could be even lower if the NEAs in unstable orbits listed before turn out to be bona fide asteroids from the main belt. This study strengthens the idea that NEAs and comets essentially are two distinct populations, and that periods of dormancy in comets must be rare. Most likely, active comets in near-Earth orbits go through a continuous erosion process in successive perihelion passages until disintegration into meteoritic dust and fragments of different sizes. In this scenario, 289P/Blanpain might be a near-devolatized fragment from a by now disintegrated parent comet.

Teaching Through Tolkien: The Astronomy of Middle-earth

Science.gov (United States)

Larsen, Kristine

2004-03-01

``The Hobbit,'' ``The Lord of the Rings,'' and others of J.R.R. Tolkien's classic fantasy tales have delighted readers for decades. Tolkien was careful to include scientific details in his work, in an attempt to add depth and realism to his mythological creation, Middle-earth. For example, he invented numerous constellations, some of which correspond well with actual star groupings, others of which remain a mystery to Tolkien scholars (and astronomers) to this day. The internal chronology of ``The Lord of the Rings'' was timed to the cycle of lunar phases. In more obscure writings, Tolkien described a mythological beginning for the moon which closely mirrored the actual scientific theory of the day, the ``fission theory'' of G.H. Darwin. Bringing to light these and others of his scientific triumphs (and blunders) through class discussions and laboratory exercises is a creative and timely way to demonstrate the interdisciplinary relevance of science (especially astronomy) to non-science majors.

Effects of iron on the lattice thermal conductivity of Earth's deep mantle and implications for mantle dynamics.

Science.gov (United States)

Hsieh, Wen-Pin; Deschamps, Frédéric; Okuchi, Takuo; Lin, Jung-Fu

2018-04-17

Iron may critically influence the physical properties and thermochemical structures of Earth's lower mantle. Its effects on thermal conductivity, with possible consequences on heat transfer and mantle dynamics, however, remain largely unknown. We measured the lattice thermal conductivity of lower-mantle ferropericlase to 120 GPa using the ultrafast optical pump-probe technique in a diamond anvil cell. The thermal conductivity of ferropericlase with 56% iron significantly drops by a factor of 1.8 across the spin transition around 53 GPa, while that with 8-10% iron increases monotonically with pressure, causing an enhanced iron substitution effect in the low-spin state. Combined with bridgmanite data, modeling of our results provides a self-consistent radial profile of lower-mantle thermal conductivity, which is dominated by pressure, temperature, and iron effects, and shows a twofold increase from top to bottom of the lower mantle. Such increase in thermal conductivity may delay the cooling of the core, while its decrease with iron content may enhance the dynamics of large low shear-wave velocity provinces. Our findings further show that, if hot and strongly enriched in iron, the seismic ultralow velocity zones have exceptionally low conductivity, thus delaying their cooling.

First results of the earth observation water cycle multi-mission observation strategy (WACMOS)

NARCIS (Netherlands)

Su, Zhongbo; Fernadez-Prieto, D.; Timmermans, J.; Chen, Xuelong; Hungershoefer, K.; Schröder, M.; Schulz, J.; Stammes, P.; Wang, Peng; Wolters, e.

2014-01-01

Observing and monitoring the different components of the global water cycle and their dynamics are essential steps to understand the climate of the Earth, forecast the weather, predict natural disasters like floods and droughts, and improve water resources management. Earth observation technology is

Molecular dynamics of liquid alkaline-earth metals near the melting ...

Indian Academy of Sciences (India)

computed the velocity autocorrelation function (VACF), its memory function and ... Since alkaline-earth metals are simple like metals, the main difficulty in the calcu- lation of ..... recall that the conventional binding energy can be written [23] as.

Using a Massive Open Online Course (MOOC) for Earth Science Education: Who Did We Teach and What Did We Learn?

Science.gov (United States)

Gold, Anne; Gordon, Eric

2016-04-01

Over the last decade, Massive Open Online Courses (MOOCs) have rapidly gained traction as a way to provide virtually anyone with an internet connection free access to a broad variety of high-quality college-level courses. That means Earth science instructors can now teach courses that reach tens of thousands of students--an incredible opportunity, but one that also poses many novel challenges. In April 2015, we used the Coursera platform to run a MOOC entitled "Water in the Western United States," to deliver a survey course of broad interest and partly as a venue to make research efforts accessible to a wide audience. Leveraging a previous online course run on a smaller MOOC platform (Canvas), we created a course largely based on short expert video lectures tied together by various types of assessments.Over a dozen experts provided short lectures offering a survey course that touches on the social, legal, natural, and societal aspects of the topic.This style of MOOC, in which the content is not delivered by one expert but by many, helped us showcase the breadth of available expertise both at the University of Colorado and elsewhere. In this presentation we will discuss the challenges that arose from planning a MOOC with no information about the characteristics of the student body, teaching thousands of unidentified students, and understanding the nature of online learning in an increasingly mobile-dominated world. We will also discuss the opportunities a MOOC offers for changes in undergraduate education, sharing across campuses or even across levels, and promoting flipped classroom-style learning. Finally, we will describe the general characteristics of our MOOC student body and describe lessons learned from our experience while aiming to place the MOOC experience into a larger conversation about the future of education at multiple levels.

Supporting the Teaching of the Visual Literacies in the Earth and Life Sciences in Higher Education

Science.gov (United States)

Paxton, Moragh; Frith, Vera; Kelly-Laubscher, Roisin; Muna, Natashia; van der Merwe, Mathilde

2017-01-01

Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide…

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

our participants reported that they have not tried to locate a teaching resource in DLESE and forty-eight percent report that they have not to locate a teaching resource in NSDL. As part of an EET Data Analysis workshop, teachers actively visit both digital libraries. Virtual workshops using Web conferencing and teleconferencing are an effective and convenient way to deliver professional development that brings teachers from all over the nation together to learn new technology. Teachers report that the step-by-step facilitation along with the ability to ask questions and interact with their peers are some of the most useful aspects of the workshop. In this presentation, we will share successes and challenges of teachers as they implement these Earth science data analysis and visualization tools in their classrooms.

Transferring Knowledge from a Bird's-Eye View - Earth Observation and Space Travels in Schools

Science.gov (United States)

Rienow, Andreas; Hodam, Henryk; Menz, Gunter; Voß, Kerstin

2014-05-01

In spring 2014, four commercial cameras will be transported by a Dragon spacecraft to the International Space Station (ISS) and mounted to the ESA Columbus laboratory. The cameras will deliver live earth observation data from different angles. The "Columbus-Eye"* project aims at distributing the video and image data produced by those cameras through a web portal. It should primary serve as learning portal for pupils comprising teaching material around the ISS earth observation imagery. The pupils should be motivated to work with the images in order to learn about curriculum relevant topics of natural sciences. The material will be prepared based on the experiences of the FIS* (German abbreviation for "Remote Sensing in Schools") project and its learning portal. Recognizing that in-depth use of satellite imagery can only be achieved by the means of computer aided learning methods, a sizeable number of e-Learning contents in German and English have been created throughout the last 5 years since FIS' kickoff. The talk presents the educational valorization of remote sensing data as well as their interactive implementation for teachers and pupils in both learning portals. It will be shown which possibilities the topic of remote sensing holds ready for teaching the regular curricula of Geography, Biology, Physics, Math and Informatics. Beside the sequenced implementation into digital and interactive teaching units, examples of a richly illustrated encyclopedia as well as easy-to-use image processing tools are given. The presentation finally addresses the question of how synergies of space travels can be used to enhance the fascination of earth observation imagery in the light of problem-based learning in everyday school lessons.

Earth Science Outreach: A Move in the Right Direction

Science.gov (United States)

McLarty Halfkenny, B.; Schröder Adams, C.

2009-05-01

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

Using a robotics competition to teach about and stimulate enthusiasm for Earth science and other STEM topics

Science.gov (United States)

Fike, Hildee; Barnhart, Paul; Brevik, Corinne E.; Brevik, Eric C.; Burgess, Cynthia; Chen, Jundong; Egli, Shawna; Harris, Billy; Johanson, Paul J.; Johnson, Naomi; Moe, Marie; Olsen, Reba

2016-04-01

environment is created during the competition, with team members who are not actively competing at any given moment enthusiastically supporting their team members who are competing. However, it also generates a sense of community among the competing teams, and it is common to see members from one team assisting another team that is having problems with their robot, even though the two teams are also in direct competition with one another. The end result is an overall experience that is great fun for the competing students, but one in which they also learn about a wide range of STEM fields. In 2015, that education included an important aspect of the Earth sciences. Using similar techniques for general teaching of some Earth science topics may have promise both in terms of student learning and student enthusiasm for the subject material.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science; Volume 124; Issue 7 ... mining; sediment dynamic; suspended sediment; watershed management. ... from a hillslope or channel, mirrors the watershed health, which needs to be quantified.

Psychology of Learning Spaces: Impact on Teaching and Learning

Science.gov (United States)

Granito, Vincent J.; Santana, Mary E.

2016-01-01

New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

Theoretical consideration of metabolic and histomorphometric data for alkaline earth and actinide distribution dynamics in the beagle skeleton

International Nuclear Information System (INIS)

Parks, N.J.

1989-01-01

The beagle has been used for thirty years as a putative model for human skeletal dynamics in terms of metabolic behaviour and response to in situ radiation insults. The partitioned clearance model (PCM) is a bone by bone description of radionuclide redistribution in the beagle skeleton after the end of exposure to 226 Ra by eight semi-monthly injections at 435-535 days or by continuous ingestion of 90 Sr from in utero to 540 days. The PCM describes both the clearance of radium after deposition on surfaces following injection and the clearance of 90 Sr after uniform deposition in the skeleton as a function of Ca mass. The PCM relates the metabolically determined time-zero deposition fraction (% A) per skeletal component to the calcium fraction (%Ca) per component. The ratio of these two fractions is defined as an estimator of relative 'surface',S, in PCM for the alkaline earths (ae). A comparison is made of 'surface' as defined, in PCM, by activity fraction per mass fraction in a given skeletal component for bone seeking alkaline earths (S ae ), to similarly defined 'surface' (S act ) for injected plutonium citrate. For inhaled soluble plutonium nitrate that translocates to bone, the S act values are very similar to the S ae values for injected radium. The physiochemical determinants of Pu deposition in bone after inhalation appear to be similar to those for alkaline earths. Histomorphometric data from actual bone surfaces marked in vivo with fluorescent labels given to a juvenile dog and then 13 years later give direct evidence that actinides not removed metabolically may never be removed by remodelling processes. (author)

Spaces of Dynamical Systems

CERN Document Server

Pilyugin, Sergei Yu

2012-01-01

Dynamical systems are abundant in theoretical physics and engineering. Their understanding, with sufficient mathematical rigor, is vital to solving many problems. This work conveys the modern theory of dynamical systems in a didactically developed fashion.In addition to topological dynamics, structural stability and chaotic dynamics, also generic properties and pseudotrajectories are covered, as well as nonlinearity. The author is an experienced book writer and his work is based on years of teaching.

The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

Science.gov (United States)

Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

2012-12-01

To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic

"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…

Quantum mechanics and molecular dynamics simulations of complexation of alkaline-earth and lanthanide cations by poly-amino-carboxylate ligands

International Nuclear Information System (INIS)

Durand, S.

1999-01-01

Molecular dynamics (MD) simulations on lanthanide(III) and alkaline-earth(II) complexes with poly-amino-carboxylates (ethylene-diamino-tetra-acetate EDTA 4- , ethylene-diamino-tri-acetate-acetic acid EDTA(H) 3- , tetra-aza-cyclo-dodecane-tetra-acetate DOTA 4- , methylene-imidine-acetate MIDA 2- ) are reported. First, a consistent set of Lennard-Jones parameters for La 3+ , Eu 3+ and Lu 3+ cations has been derived from free energy calculations in aqueous solution. Observed differences in hydration free energies, coordination distances and hydration numbers are reproduced. Then, the solution structures of 1:1 complexes of alkaline-earth and/or lanthanide cations with EDTA 4- , EDTA(H) 3- , DOTA 4- and 1:2 complexes of lanthanide cations with MIDA 2- were studied by MD in water. In addition, free energy calculations were performed to study, for each ligand, the relative thermodynamic stabilities of complexes with Ca 2+ vs Sr 2+ and vs Ba 2+ on the one hand, and with La 3+ vs Eu 3+ and vs Lu 3+ on the other hand. Model does not take into account explicitly polarization and charge transfer. However, the results qualitatively agree with experimental complexation data (structure and selectivities). (author)

Communicating The Need For Earth Literacy Across The Curriculum

Science.gov (United States)

Herbstrith, K. G.

2015-12-01

California needs 11 trillion gallons of water to relieve the current drought, according to NASA, and there is 1.5 million tons of debris floating across the Pacific Ocean, a side effect of the 2011 earthquake and tsunami that struck Japan. These are merely two examples of the types of massive, global issues that students in high school and college will face in the coming years and decades. With an eye towards preparing students to learn the necessary skills to solve these problems head on, The InTeGrate (Interdisciplinary Teaching about Earth for a Sustainable Future) project is developing a new breed of teaching materials that can be utilized in general education courses, teacher preparation courses, core courses within geoscience majors, and courses designed for other majors including environmental studies, social science, engineering, and other sciences. To interest faculty, educators, and students, we must communicate the need for Earth literacy not just to the general public, but also to other educators across disciplinary fields. To this end, the InTeGrate project is utilizing both macro and micro level communication strategies with key stakeholders, partnering organizations, targeted professional development, a variety of social media platforms, and educators across fields and institutional types. This combination allows us to capitalize on personal interactions while linking them into a communication network that can scale.

An Experience of Teaching of Astronomy in the 6th Year if Fundamental Education

Science.gov (United States)

Pereira, L. F.; Damasceno, L. E. F.; Nero, J. D.; Silva, S. J. S. da; Costa, M. B. C.; Aleixo, V. F. P.; Júnior, C. A. B. da S.

2017-12-01

This paper deals the question of astronomy teaching within the science discipline through: 1- analysis of the "Earth and Universe" axis of the National Curricular Parameters (NCPs); 2- profile of the professional who teaching the discipline; 3- analysis of the history and importance of experimentation for the teaching of Astronomy in Brazil. The main objective is to analyze the conception of students and teachers regarding the application of experimentation in the teaching of Astronomy in a hybrid class of 6º year with 14 students in the period recovery (07/2016) in an municipal public school of São Miguel of Guama-Pa. We highlight the teacher mishaps of the public school system and its difficulty in using teaching methodologies that go beyond the traditional, we emphasize, the problems with the training courses concerning the teaching of Astronomy and highlight the experimentation as tool indispensable in the construction of this teaching and learning process.

Professional Development for Researchers in Solid Earth Science Evolved to Include Scientific and Educational Content

Science.gov (United States)

Eriksson, S. C.; Arrowsmith, R.; Olds, S. E.

2011-12-01

Integrated measures of crustal deformation provide valuable insight about tectonic and human-induced processes for scientists and educators alike. UNAVCO in conjunction with EarthScope initiated a series of short courses for researchers to learn the processing and interpretation of data from new technologies such as high precision GPS, Strainmeter, InSar and LiDAR that provide deformation information relevant to many geoscience sub-disciplines. Intensive short courses of a few days and the widespread availability of processed data through large projects such as EarthScope and GEON enable more geoscientists to incorporate these data into diverse projects. Characteristics of the UNAVCO Short Course Series, reaching over 400 participants since 2005, include having short course faculty who have pioneered development of each technology; open web-access to course materials; processing software installed on class-ready computers; no course fees; scholarships for students, post-doctoral fellows, and emerging faculty when needed; formative evaluation of the courses; community-based decisions on topics; and recruitment of participants across relevant geoscience disciplines. In 2009, when EarthScope airborne LiDAR data became available to the public through OpenTopographhy, teaching materials were provided to these researchers to incorporate the latest technologies into teaching. Multiple data sets across technologies have been developed with instructions on how to access the various data sets and incorporate them into geological problem sets. Courses in GPS, airborne LiDAR, strainmeter, and InSAR concentrate on data processing with examples of various geoscience applications. Ground-based LiDAR courses also include data acquisition. Google Earth is used to integrate various forms of data in educational applications. Various types of EarthScope data can now be used by a variety of geoscientists, and the number of scientists who have the skills and tools to use these various

Second International Workshop on Teaching Analytics

DEFF Research Database (Denmark)

Vatrapu, Ravi; Reimann, Peter; Halb, Wolfgang

2013-01-01

Teaching Analytics is conceived as a subfield of learning analytics that focuses on the design, development, evaluation, and education of visual analytics methods and tools for teachers in primary, secondary, and tertiary educational settings. The Second International Workshop on Teaching Analytics...... (IWTA) 2013 seeks to bring together researchers and practitioners in the fields of education, learning sciences, learning analytics, and visual analytics to investigate the design, development, use, evaluation, and impact of visual analytical methods and tools for teachers’ dynamic diagnostic decision...

The Earth System Science Education Experience: Personal Vignettes

Science.gov (United States)

Ruzek, M.; Aron, J.; Maranto, G.; Reider, D.; Wake, C.

2006-12-01

Colleges and universities across the country and around the world have embraced the Earth system approach to gain deeper understanding of the interrelationships of processes that define the home planet. The Design Guide for Undergraduate Earth System Science Education, a product of the NASA/USRA Earth System Science Education for the 21st Century Program (ESSE 21), represents a synthesis of community understanding of the content and process of teaching and learning about Earth as a system. The web-based Design Guide serves faculty from multiple disciplines who wish to adopt an ESS approach in their own courses or programs. Illustrating the nine topical sections of the Design Guide are a series of short vignettes telling the story of how ESS is being used in the classroom, how ESS has contributed to institutional change and personal professional development, how ESS is being implemented at minority serving institutions, and the impact of ESS education on student research. Most vignettes are written from a personal perspective and reflect a direct experience with Earth System Science Education. Over forty vignettes have been assembled aiming to put a face on the results of the systemic reform efforts of the past fifteen years of the ESSE programs, documenting the sometimes intangible process of education reform to be shared with those seeking examples of ESS education. The vignettes are a vital complement to the Design Guide sections, and are also available as a separate collection on the Design Guide and ESSE 21 web sites.

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

Earth System Dynamics: The Determination and Interpretation of the Global Angular Momentum Budget using the Earth Observing System. Revised

Science.gov (United States)

2003-01-01

The objective of this investigation has been to examine the mass and momentum exchange between the atmosphere, oceans, solid Earth, hydrosphere, and cryosphere. The investigation has focused on changes in the Earth's gravity field, its rotation rate, atmospheric and oceanic circulation, global sea level change, ice sheet change, and global ground water circulation observed by contemporary sensors and models. The primary component of the mass exchange is water. The geodetic observables provided by these satellite sensors are used to study the transport of water mass in the hydrological cycle from one component of the Earth to another, and they are also used to evaluate the accuracy of models. As such, the investigation is concerned with the overall global water cycle. This report provides a description of scientific, educational and programmatic activities conducted during the period July 1, 1999 through June 30,2000. Research has continued into measurements of time-varying gravity and its relationship to Earth rotation. Variability of angular momentum and the related excitation of polar motion and Earth rotation have been examined for the atmosphere and oceans at time-scales of weeks to several years. To assess the performance of hydrologic models, we have compared geodetic signals derived from them with those observed by satellites. One key component is the interannual mass variability of the oceans obtained by direct observations from altimetry after removing steric signals. Further studies have been conducted on the steric model to quantify its accuracy at global and basin-scales. The results suggest a significant loss of water mass from the Oceans to the land on time-scales longer than 1-year. These signals are not reproduced in any of the models, which have poorly determined interannual fresh water fluxes. Output from a coupled atmosphere-ocean model testing long-term climate change hypotheses has been compared to simulated errors from the Gravity Recovery and

Mineralogy: a modern approach to teaching a traditional discipline

Science.gov (United States)

Cook, G. W.

2011-12-01

Mineralogy has traditionally been a primary component in undergraduate geoscience curriculum. In recent years, there has been a trend in which mineralogy and petrology have been combined into Earth Materials courses. This is unfortunate as these disciplines each have much to offer students, and content once considered essential is eliminated out of necessity. Mineralogy is still fundamental to students' understanding of the Earth and Earth processes. Using a modern approach to time-honored concepts, I teach a quarter-long Introductory Mineralogy class offered through the Scripps Institution of Oceanography at the University of California, San Diego. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material, confirming that mineralogy continues to be a valuable class into the 21st century. While much of the content remains similar to what has been taught over the last century, my strategy involves a well-balanced approach to old and new. The first third of the course is background including the relevance of mineralogy, crystal chemistry, and crystallography; the second third of the course is systematic mineralogy using the Dana system; the last third of the course is devoted to understanding optical mineralogy, using modern analytical equipment such as XRD and SEM, and learning to use the petrographic microscope. Throughout the quarter, a strong emphasis is placed on the importance of hand-sample identification. Field work, traditionally not emphasized in mineralogy courses, has been re-introduced to the curriculum. I use modern technology to facilitate and support student learning. A lecture-based approach is employed with carefully crafted and organized PowerPoint presentations. PowerPoint lectures can be effective and highly engaging. The key is to ensure that the lectures are not overly reliant on text, instead relying on diagrams, charts, photos, and embedded media such as 3-D animations (ex. to teach

Research on Method of Photoelectric Measurement for Tilt Angle of Scanning Mirror of Infrared Earth Sensor

Energy Technology Data Exchange (ETDEWEB)

Xu, X P; Zhang, G Y; Zhang, N; Wang, L Y [Changchun University of Science and Technology, 130022, Changchun (China)

2006-10-15

Tilt angle of scanning mirror is one of the important qualifications of performance measurement on the earth surface for swing scanning mode infrared the earth sensor. In order to settle the problem of measuring the tilt angle of scanning mirror in dynamic, real-time and non-contact, based on laser inspecting technology and CCD probing technology, a method of laser dynamical measurement for tilt angle of scanning mirror of the infrared earth sensor is presented. The measurement system developed in this paper can accomplish the dynamic and static laser non-contact measurement for the parameters of scanning mirror such as tilt angle, swing frequency, etc. In this paper the composition and overall structure of system are introduced. Emphasis on analyzing and discussing the theory of dynamically measuring tilt angle of scanning mirror, the problems of data processing and error correction are settled by established mathematic model of system. The accuracy of measurement system is verified by experiment, the results indicated that measurement range of system for tilt angle is 0{approx}{+-}12{sup 0}, accuracy of dynamic and static measurement is less than {+-}0.05{sup 0}, this method of dynamically measuring tilt angle is suitable.

Investigating the Equatorial Gaps in Snowball Earth Sea Glaciers

Science.gov (United States)

Spaulding-Astudillo, F.; Ashkenazy, Y.; Tziperman, E.; Abbot, D. S.

2017-12-01

The way photosynthetic life survived the Neoproterozoic Snowball Earth events is still a matter of debate that has deep implications for planetary habitability. One option is that gaps in thick, semi-global ice coverage (sea glaciers) could be maintained at the equator by ocean-ice-atmosphere dynamics. We investigate this idea by modifying a global ocean-thick-marine-ice model developed for modeling Neoproterozoic Snowball Events to account for gaps in thick ice and interactions with atmospheric dynamics. Our hypothesis is that in the parameter regime that allows for sea glacier flow, ice flow will make gaps in the thick ice, and therefore an open ocean solution, less likely. This would suggest that oases in thick ice are a more viable survival mechanism for photosynthetic life during a Snowball Earth event.

Monitoring the Earth's Dynamic Magnetic Field

Science.gov (United States)

Love, Jeffrey J.; Applegate, David; Townshend, John B.

2008-01-01

The mission of the U.S. Geological Survey's Geomagnetism Program is to monitor the Earth's magnetic field. Using ground-based observatories, the Program provides continuous records of magnetic field variations covering long timescales; disseminates magnetic data to various governmental, academic, and private institutions; and conducts research into the nature of geomagnetic variations for purposes of scientific understanding and hazard mitigation. The program is an integral part of the U.S. Government's National Space Weather Program (NSWP), which also includes programs in the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the National Oceanic and Atmospheric Administration (NOAA), and the National Science Foundation (NSF). The NSWP works to provide timely, accurate, and reliable space weather warnings, observations, specifications, and forecasts, and its work is important for the U.S. economy and national security. Please visit the National Geomagnetism Program?s website, http://geomag.usgs.gov, where you can learn more about the Program and the science of geomagnetism. You can find additional related information at the Intermagnet website, http://www.intermagnet.org.

Examples of the nonlinear dynamics of ballistic capture and escape in the earth-moon system

Science.gov (United States)

Belbruno, Edward A.

1990-01-01

An example of a trajectory is given which is initially captured in an elliptic resonant orbit about the earth and then ballistically escapes the earth-moon system. This is demonstrated by a numerical example in three-dimensions using a planetary ephemeris. Another example shows a mechanism of how an elliptic orbit about the earth can increase its energy by performing a complex nonlinear transition to an elliptic orbit of a larger semi-major axis. Capture is also considered. An application of ballistic capture at the moon via an unstable periodic orbit using the four-body sun-earth-moon-S/C interaction is described.

Goddard Earth Sciences Data and Information Services Center (GES DISC)

Data.gov (United States)

National Aeronautics and Space Administration — The NASA Goddard Earth Sciences (GES) Data and Information Services Center (DISC) is the home (archive) of Precipitation, Atmospheric Chemistry and Dynamics, and...

Teaching Environmental Geology in the 21St Century: A Workshop Report

Science.gov (United States)

Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

2012-12-01

Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program

Teaching with Games: Online Resources and Examples for Entry Level Courses

Science.gov (United States)

Teed, R.; Manduca, C.

2004-12-01

Using games to teach introductory geoscience can motivate students to enthusiastically learn material that they might otherwise condemn as "boring". A good educational game is one that immerses the players in the material and engages them for as long as it takes to master that material. There are some good geoscience games already available, but instructors can also create their own, suitable to their students and the content that they are teaching. Game-Based Learning is a module on the Starting Point website for faculty teaching entry level geosciences. It assists faculty in using games in their teaching by providing a description of the features of game-based learning, why you would use it, how to use games to teach geoscience, examples, and references. Other issues discussed include the development of video games for teaching, having your students create educational games, what makes a good game, handling competition in the classroom, and grading. The examples include descriptions of and rules for a GPS treasure hunt, a geology quiz show, and an earthquake game, as well as links to several online geological video games, and advice on how to design a paleontology board game. Starting Point is intended to help both experienced faculty and new instructors meet the challenge of teaching introductory geoscience classes, including environmental science and oceanography as well as more traditional geology classes. For many students, these classes are both the first and the last college-level science class that they will ever take. They need to learn enough about the Earth in that one class to sustain them for many decades as voters, consumers, and sometimes even as teachers. Starting Point is produced by a group of authors working with the Science Education Resource Center. It contains dozens of detailed examples categorized by geoscience topic with advice about using them and assessing learning. Each example is linked to one of many modules, such as Game

DEVELOPMENT SCIENTIFIC INQUIRY BASED TEACHING MATERIALS ON DYNAMIC FLUIDS TO IMPROVE STUDENTS ACHIEVEMENT

Directory of Open Access Journals (Sweden)

Jeliana Veronika Sirait

2016-06-01

Full Text Available The study was conducted to investigate whether the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement. This study is development which based on Borg & Gall product development. Samples were selected randomly by raffling 4 classes into one class, applied teaching materials based scientific inquiry. The instruments which are used in this study consisted of three namely quetionnaires used for validation of teaching material by the expert of the material and the expert of design, the evaluation of physics teacher and students’ response toward teaching materials and observation sheet of students’ activity used in learning process and also test for students’ achievement in the form of multiple choice consisted of 10 quetions provided for end of the learning. The results of this study showed that the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement in every session.

Creativity in Teaching

Directory of Open Access Journals (Sweden)

Szafernakier-Świrko Anna

2016-12-01

satisfaction of students and achievement of teaching objectives. Discussion: The theory of effective teaching is generally replenished with new methods, techniques and research methods in statics and dynamics. The problem of good teachers and success in teaching its theoretical understanding and practical expression requires the coverage of different aspects and establishing of spatial fillings of teaching with its active and passive discover.

Dynamic Topography Revisited

Science.gov (United States)

Moresi, Louis

2015-04-01

Dynamic Topography Revisited Dynamic topography is usually considered to be one of the trinity of contributing causes to the Earth's non-hydrostatic topography along with the long-term elastic strength of the lithosphere and isostatic responses to density anomalies within the lithosphere. Dynamic topography, thought of this way, is what is left over when other sources of support have been eliminated. An alternate and explicit definition of dynamic topography is that deflection of the surface which is attributable to creeping viscous flow. The problem with the first definition of dynamic topography is 1) that the lithosphere is almost certainly a visco-elastic / brittle layer with no absolute boundary between flowing and static regions, and 2) the lithosphere is, a thermal / compositional boundary layer in which some buoyancy is attributable to immutable, intrinsic density variations and some is due to thermal anomalies which are coupled to the flow. In each case, it is difficult to draw a sharp line between each contribution to the overall topography. The second definition of dynamic topography does seem cleaner / more precise but it suffers from the problem that it is not measurable in practice. On the other hand, this approach has resulted in a rich literature concerning the analysis of large scale geoid and topography and the relation to buoyancy and mechanical properties of the Earth [e.g. refs 1,2,3] In convection models with viscous, elastic, brittle rheology and compositional buoyancy, however, it is possible to examine how the surface topography (and geoid) are supported and how different ways of interpreting the "observable" fields introduce different biases. This is what we will do. References (a.k.a. homework) [1] Hager, B. H., R. W. Clayton, M. A. Richards, R. P. Comer, and A. M. Dziewonski (1985), Lower mantle heterogeneity, dynamic topography and the geoid, Nature, 313(6003), 541-545, doi:10.1038/313541a0. [2] Parsons, B., and S. Daly (1983), The

Earth mortars and earth-lime renders

Directory of Open Access Journals (Sweden)

Maria Fernandes

2008-01-01

Full Text Available Earth surface coatings play a decorative architectural role, apart from their function as wall protection. In Portuguese vernacular architecture, earth mortars were usually applied on stone masonry, while earth renders and plasters were used on indoors surface coatings. Limestone exists only in certain areas of the country and consequently lime was not easily available everywhere, especially on granite and schist regions where stone masonry was a current building technique. In the central west coast of Portugal, the lime slaking procedure entailed slaking the quicklime mixed with earth (sandy soil, in a pit; the resulting mixture would then be combined in a mortar or plaster. This was also the procedure for manufactured adobes stabilized with lime. Adobe buildings with earth-lime renderings and plasters were also traditional in the same region, using lime putty and lime wash for final coat and decoration. Classic decoration on earth architecture from the 18th-19th century was in many countries a consequence of the François Cointeraux (1740-1830 manuals - Les Cahiers d'Architecture Rurale" (1793 - a French guide for earth architecture and building construction. This manual arrived to Portugal in the beginning of XIX century, but was never translated to Portuguese. References about decoration for earth houses were explained on this manual, as well as procedures about earth-lime renders and ornamentation of earth walls; in fact, these procedures are exactly the same as the ones used in adobe buildings in this Portuguese region. The specific purpose of the present paper is to show some cases of earth mortars, renders and plasters on stone buildings in Portugal and to explain the methods of producing earth-lime renders, and also to show some examples of rendering and coating with earth-lime in Portuguese adobe vernacular architecture.

New initiative in studies of Earth's deep interior

Science.gov (United States)

Lay, Thorne

A multidisciplinary U.S. research community is undertaking a new coordinated effort to study the state and dynamics of the Earth's deep mantle and core. At an open meeting held at the Massachusetts Institute of Technology, Cambridge, from September 11 to 12, 1992, over 120 Earth scientists gathered to discuss this new program, which is an outgrowth of activity during the previous year by an ad hoc steering committee. The research program will be coordinated by a community-based scientific organization and supported through competitive research proposals submitted to the National Science Foundation with the aim of facilitating cooperative research projects cutting across traditional disciplinary and institutional boundaries.The new organization is the U.S. Studies of the Earth's Deep Interior (SEDI) Coordinating Committee. This committee will facilitate communication among the U.S. SEDI research community, federal funding agencies, the AGU Committee for Studies of the Earth's Interior (SEI), the Union SEDI Committee of the International Union of Geodesy and Geophysics, and the general public (Figure 1).

Research on teaching and learning processes in Earth Sciences education, particularly centred on the awareness on natural risks and hazards

Science.gov (United States)

Occhipinti, Susanna

2013-04-01

This research, main subject of a PhD now in progress, aims to promote the teaching - learning of Earth Sciences in schools of all levels of educations, with the interesting opportunity to experience innovative and effective practices in our local contest, sharing them between all the teachers as a community of practice and all schools as an open laboratory. Based on experiences already acted in other branches of science, we have made a work notebook freely downloadable from the internet, containing an archive of teaching tools, kits, interactive lessons, easy or complex, common and new, developing contents in a vertical approach, which are now shared and used by nearly all the teachers of our Region. The most important is that each teacher, if request, is initially supported in the practices, then trained and, finally, able to carry out the activity on his own. All the materials and kits necessary for carrying out the various activities are freely available at the regional Science Centre and ready to be used, with clear instructions for the use. Traditional educational scientific instruments, trolleys and trays with all the necessary materials, but mostly models and kits, organised in structured paths, sometime a bit naive but highly effective and able to interest, intrigue and involve, are proposed to students of all ages, sometimes in a peer-to-peer exchange of knowledge. Topics are linked to the curricula of Earth Science, such as minerals and rocks, air and water, plate tectonics, volcanoes and Earthquakes, but a special attention has been paid to the topic of natural hazards and risks: dealing with natural hazard and risks, so common in our Country, requires that local communities, starting from schools, become more and more aware of the natural phenomena, beneficial or catastrophic as they are, but always making a direct impact on the quality of life. For example, students can experience how and why landslides and floods occur, by varying on hands-on models

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

Science.gov (United States)

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

2011-12-01

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

Structural and Dynamical Properties of Alkaline Earth Metal Halides in Supercritical Water: Effect of Ion Size and Concentration.

Science.gov (United States)

Keshri, Sonanki; Tembe, B L

2017-11-22

Constant temperature-constant pressure molecular dynamics simulations have been performed for aqueous alkaline earth metal chloride [M 2+ -Cl - (M = Mg, Ca, Sr, and Ba)] solutions over a wide range of concentrations (0.27-5.55 m) in supercritical (SC) and ambient conditions to investigate their structural and dynamical properties. A strong influence of the salt concentration is observed on the ion-ion pair correlation functions in both ambient and SC conditions. In SC conditions, significant clustering is observed in the 0.27 m solution, whereas the reverse situation is observed at room temperature and this is also supported by the residence times of the clusters. The concentration and ion size (cation size) seem to have opposite effects on the average number of hydrogen bonds. The simulation results show that the self-diffusion coefficients of water, cations, and the chloride ion increase with increasing temperature, whereas they decrease with increasing salt concentration. The cluster size distribution shows a strong density dependence in both ambient and SC conditions. In SC conditions, cluster sizes display a near-Gaussian distribution, whereas the distribution decays monotonically in ambient conditions.

Solar System Dynamics

Science.gov (United States)

Wisdom, Jack

2002-01-01

In these 18 years, the research has touched every major dynamical problem in the solar system, including: the effect of chaotic zones on the distribution of asteroids, the delivery of meteorites along chaotic pathways, the chaotic motion of Pluto, the chaotic motion of the outer planets and that of the whole solar system, the delivery of short period comets from the Kuiper belt, the tidal evolution of the Uranian arid Galilean satellites, the chaotic tumbling of Hyperion and other irregular satellites, the large chaotic variations of the obliquity of Mars, the evolution of the Earth-Moon system, and the resonant core- mantle dynamics of Earth and Venus. It has introduced new analytical and numerical tools that are in widespread use. Today, nearly every long-term integration of our solar system, its subsystems, and other solar systems uses algorithms that was invented. This research has all been primarily Supported by this sequence of PGG NASA grants. During this period published major investigations of tidal evolution of the Earth-Moon system and of the passage of the Earth and Venus through non-linear core-mantle resonances were completed. It has published a major innovation in symplectic algorithms: the symplectic corrector. A paper was completed on non-perturbative hydrostatic equilibrium.

Integrating Intelligent Systems Domain Knowledge Into the Earth Science Curricula

Science.gov (United States)

Güereque, M.; Pennington, D. D.; Pierce, S. A.

2017-12-01

High-volume heterogeneous datasets are becoming ubiquitous, migrating to center stage over the last ten years and transcending the boundaries of computationally intensive disciplines into the mainstream, becoming a fundamental part of every science discipline. Despite the fact that large datasets are now pervasive across industries and academic disciplines, the array of skills is generally absent from earth science programs. This has left the bulk of the student population without access to curricula that systematically teach appropriate intelligent-systems skills, creating a void for skill sets that should be universal given their need and marketability. While some guidance regarding appropriate computational thinking and pedagogy is appearing, there exist few examples where these have been specifically designed and tested within the earth science domain. Furthermore, best practices from learning science have not yet been widely tested for developing intelligent systems-thinking skills. This research developed and tested evidence based computational skill modules that target this deficit with the intention of informing the earth science community as it continues to incorporate intelligent systems techniques and reasoning into its research and classrooms.

Universities Earth System Scientists Program

Science.gov (United States)

Estes, John E.

1995-01-01

This document constitutes the final technical report for the National Aeronautics and Space Administration (NASA) Grant NAGW-3172. This grant was instituted to provide for the conduct of research under the Universities Space Research Association's (USRA's) Universities Earth System Scientist Program (UESSP) for the Office of Mission to Planet Earth (OMTPE) at NASA Headquarters. USRA was tasked with the following requirements in support of the Universities Earth System Scientists Programs: (1) Bring to OMTPE fundamental scientific and technical expertise not currently resident at NASA Headquarters covering the broad spectrum of Earth science disciplines; (2) Conduct basic research in order to help establish the state of the science and technological readiness, related to NASA issues and requirements, for the following, near-term, scientific uncertainties, and data/information needs in the areas of global climate change, clouds and radiative balance, sources and sinks of greenhouse gases and the processes that control them, solid earth, oceans, polar ice sheets, land-surface hydrology, ecological dynamics, biological diversity, and sustainable development; (3) Evaluate the scientific state-of-the-field in key selected areas and to assist in the definition of new research thrusts for missions, including those that would incorporate the long-term strategy of the U.S. Global Change Research Program (USGCRP). This will, in part, be accomplished by study and evaluation of the basic science needs of the community as they are used to drive the development and maintenance of a global-scale observing system, the focused research studies, and the implementation of an integrated program of modeling, prediction, and assessment; and (4) Produce specific recommendations and alternative strategies for OMTPE that can serve as a basis for interagency and national and international policy on issues related to Earth sciences.

Theory is static, practice is dynamic

DEFF Research Database (Denmark)

Duus Henriksen, Thomas

2011-01-01

This paper proposes a game-based approach to teaching change management. The aim is to provide participants with a ’knowing how’ understanding of change management, which is considered more viable for handling the dynamic complexity of change in practice than the usual ‘knowing what’ approach. Th....... This game-based approach is presented through the Danish designed learning game Mindsetter, which uses a combination of simulation, role-play, board-game and coaching-based processes to teach an operationalsable understanding of change to its participants.......This paper proposes a game-based approach to teaching change management. The aim is to provide participants with a ’knowing how’ understanding of change management, which is considered more viable for handling the dynamic complexity of change in practice than the usual ‘knowing what’ approach...

ICT Integration in Education: Incorporation for Teaching & Learning Improvement

Science.gov (United States)

Ghavifekr, Simin; Razak, Ahmad Zabidi Abd; Ghani, Muhammad Faizal A.; Ran, Ng Yan; Meixi, Yao; Tengyue, Zhang

2014-01-01

Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and…

Modelling spatial and temporal dynamics of gross primary production in the Sahel from earth-observation-based photosynthetic capacity and quantum efficiency

DEFF Research Database (Denmark)

Tagesson, Håkan Torbern; Ardoe, Jonas; Cappelaere, Bernard

2017-01-01

based on earth observation (EO) (normalized difference vegetation index (NDVI), renormalized difference vegetation index (RDVI), enhanced vegetation index (EVI) and shortwave infrared water stress index (SIWSI)); and (3) to study the applicability of EO upscaled Fopt and α for GPP modelling purposes...... impacted by anthropogenic land use. Upscaled GPP for the Sahel 2001-2014 was 736 ± 39 gCm-2yr-1. This study indicates the strong applicability of EO as a tool for spatially explicit estimates of GPP, Fopt and α incorporating EO-based Fopt and α in dynamic global vegetation models could improve estimates...

Chemical Mechanisms and Their Applications in the Goddard Earth Observing System (GEOS) Earth System Model.

Science.gov (United States)

Nielsen, J Eric; Pawson, Steven; Molod, Andrea; Auer, Benjamin; da Silva, Arlindo M; Douglass, Anne R; Duncan, Bryan; Liang, Qing; Manyin, Michael; Oman, Luke D; Putman, William; Strahan, Susan E; Wargan, Krzysztof

2017-12-01

NASA's Goddard Earth Observing System (GEOS) Earth System Model (ESM) is a modular, general circulation model (GCM), and data assimilation system (DAS) that is used to simulate and study the coupled dynamics, physics, chemistry, and biology of our planet. GEOS is developed by the Global Modeling and Assimilation Office (GMAO) at NASA Goddard Space Flight Center. It generates near-real-time analyzed data products, reanalyses, and weather and seasonal forecasts to support research targeted to understanding interactions among Earth System processes. For chemistry, our efforts are focused on ozone and its influence on the state of the atmosphere and oceans, and on trace gas data assimilation and global forecasting at mesoscale discretization. Several chemistry and aerosol modules are coupled to the GCM, which enables GEOS to address topics pertinent to NASA's Earth Science Mission. This paper describes the atmospheric chemistry components of GEOS and provides an overview of its Earth System Modeling Framework (ESMF)-based software infrastructure, which promotes a rich spectrum of feedbacks that influence circulation and climate, and impact human and ecosystem health. We detail how GEOS allows model users to select chemical mechanisms and emission scenarios at run time, establish the extent to which the aerosol and chemical components communicate, and decide whether either or both influence the radiative transfer calculations. A variety of resolutions facilitates research on spatial and temporal scales relevant to problems ranging from hourly changes in air quality to trace gas trends in a changing climate. Samples of recent GEOS chemistry applications are provided.

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 ...

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

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.

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

The Earth Science Education Unit's Professional Development Workshop on "The Carbon Question--Cycling, Releasing, Capturing" for Teachers of Key Stages 3 and 4

Science.gov (United States)

King, Chris

2014-01-01

The revised National Curriculum for Science for key stages 3 and 4 (ages 11-16) in England provides the opportunity to develop a new coherent approach to teaching about the carbon cycle, the use of carbon as a fuel and the resulting issues. The Earth Science Education Unit (ESEU) intends to develop a new workshop to support the teaching of this…

Improving Achievement for Linguistically and Culturally Diverse Learners through an Inquiry-Based Earth Systems Curriculum

Science.gov (United States)

Lambert, Julie; Ariza, Eileen N. Whelan

2008-01-01

This report describes an inquiry-based Earth systems curriculum and strategies for teaching diverse students, which were embedded in the curriculum. The curriculum was implemented with 5th-grade students with varied linguistic, cultural, and socioeconomic backgrounds in five schools in a large, southeastern U.S., urban school district. At the end…

Dynamically hot Super-Earths from outer giant planet scattering

OpenAIRE

Huang, Chelsea X.; Petrovich, Cristobal; Deibert, Emily

2016-01-01

The hundreds of multiple planetary systems discovered by the \\textit{Kepler} mission are typically observed to reside in close-in ($\\lesssim0.5$ AU), low-eccentricity, and low-inclination orbits. We run N-body experiments to study the effect that unstable outer ($\\gtrsim1$ AU) giant planets, whose end orbital configurations resemble those in the Radial Velocity population, have on these close-in multiple super-Earth systems. Our experiments show that the giant planets greatly reduce the multi...

The Nimbus satellites - Pioneering earth observers

Science.gov (United States)

White, Carolynne

1990-01-01

The many scientific achievements of the Nimbus series of seven satellites for low-altitude atmospheric research and global weather surveillance are reviewed. The series provides information on fishery resources, weather modeling, atmospheric pollution monitoring, earth's radiation budget, ozone monitoring, ocean dynamics, and the effects of cloudiness. Data produced by the forty-eight instruments and sensors flown on the satellites are applied in the fields of oceanography, hydrology, geology, geomorphology, geography, cartography, agriculture and meteorology. The instruments include the Coastal Zone Color Scanner (which depicts phytoplankton concentrations in coastal areas), the Scanning Multichannel Microwave Radiometer (which measures sea-surface temperatures and sea-surface wind-speed), and the Total Ozone Mapping Spectrometer (which provides information on total amounts of ozone in the earth's atmosphere).

USRA's NCSEFSE: a new National Center for Space, Earth, and Flight Sciences Education

Science.gov (United States)

Livengood, T. A.; Goldstein, J.; Vanhala, H.; Hamel, J.; Miller, E. A.; Pulkkinen, K.; Richards, S.

2005-08-01

A new National Center for Space, Earth, and Flight Sciences Education (NCSEFSE) has been created in the Washington, DC metropolitan area under the auspices of the Universities Space Research Association. The NCSEFSE provides education and public outreach services in the areas of NASA's research foci in programs of both national and local scope. Present NCSEFSE programs include: Journey through the Universe, which unites formal and informal education within communities and connects a nationally-distributed network of communities from Hilo, HI to Washington, DC with volunteer Visiting Researchers and thematic education modules; the Voyage Scale Model Solar System exhibition on the National Mall, a showcase for planetary science placed directly outside the National Air and Space Museum; educational module development and distribution for the MESSENGER mission to Mercury through a national cadre of MESSENGER Educator Fellows; Teachable Moments in the News, which capitalizes on current events in space, Earth, and flight sciences to teach the science that underlies students' natural interests; the Voyages Across the Universe Speakers' Bureau; and Family Science Night at the National Air and Space Museum, which reaches audiences of 2000--3000 each year, drawn from the Washington metropolitan area. Staff scientists of NCSEFSE maintain active research programs, presently in the areas of planetary atmospheric composition, structure, and dynamics, and in solar system formation. NCSEFSE scientists thus are able to act as authentic representatives of frontier scientific research, and ensure accuracy, relevance, and significance in educational products. NCSEFSE instructional designers and educators ensure pedagogic clarity and effectiveness, through a commitment to quantitative assessment.

Ion distribution dynamics near the Earth's bow shock: first measurements with the 2D ion energy spectrometer CORALL on the INTERBALL/Tail-probe satellite

Directory of Open Access Journals (Sweden)

Yu. I. Yermolaev

1997-05-01

Full Text Available The dynamics of the ion distribution function near the Earth's bow shock is studied on the basis of quasi-3D measurements of ion energy spectra in the range of 30–24200 eV/q with the Russian-Cuban CORALL instrument on the INTERBALL/Tail-probe satellite. The instrument was designed for observations of magnetospheric plasma and measures ions, in an angular range of 36°–144° from the Earth-Sun direction. Ion populations generated by the Earth bow shock are often observed upstream from the bow shock. In the solar-wind stream compressed and heated by the passing of very dense magnetic cloud (CME, two types of these ion populations were measured upstream and before the bow shock crossing on 25 August 1995 at 07:37 UT. Both populations were observed in the energy range above 2 keV. At ~06:20 UT, when the angle between the direction of the interplanetary magnetic field and normal to the bow shock VBn was ≃ 43° the instrument observed a narrow, fast (~800 km/s field-aligned beam moving from the Earth. At ~07:30, when Bn ≃ 28°, the wide ion pitch-angle distribution was observed. A similar suprathermal ion population is observed in the magnetosheath simultaneously with the solar-wind ion population being heated and deflected from the Sun-Earth direction. The similarity of observations during the mentioned time-interval and under usual solar-wind conditions allows us to conclude that types of suprathermal ion populations upstream and downstream from the bow shock do not depend on the solar-wind disturbance generated by magnetic cloud.

Teaching General Education Students How to Write Scientific Arguments Using Real Earth Data

Science.gov (United States)

Kelly, G. J.; Prothero, W. A.

2003-12-01

Writing activities can improve student understanding of scientific content and processes. We have studied student writing to identify the challenges that students face in composing scientific arguments and to clarify features that constitute quality in scientific writing. We have applied argumentation analysis for the assessment of students' use of evidence in a general education oceanography course. Argumentation analysis refers to the systematic examination of ways that conclusions are supported with evidence. The student writers were supported by an interactive CD-ROM, "Our Dynamic Planet," which provided students with "point and click" access to real earth data and allowed them to solve many problems associated with plate tectonics. Plate boundary types (using quakes, volcanoes, elevation profiles, and heat flow) and plate motion can be determined (seafloor age, island ages/hot spots) with this technology. First, we discuss the structure of scientific argument and how this structure can be made accessible to undergraduate students. Second, we present examples of argumentation analysis applied to student writing. These examples demonstrate how use of large scale geological data sets can be used to support student writing. Third, we present results from a series of studies to show ways that students adhere to the genre conventions of geological writing through use of theoretical claims, multiple lines of evidence, and cohesive terms. These results, combined with our evidence-based orientation to instruction, formed the basis for modifications in the course instruction. These instructional modifications include providing detailed examples of data based observations and interpretations, heuristics for assessing other students' arguments, and quick write exercises with similar but simplified writing tasks. More information about the CD-ROM may be found at http://oceanography.geol.ucsb.edu/.

Meteorite Impact-Induced Rapid NH3 Production on Early Earth: Ab Initio Molecular Dynamics Simulation

Science.gov (United States)

Shimamura, Kohei; Shimojo, Fuyuki; Nakano, Aiichiro; Tanaka, Shigenori

2016-12-01

NH3 is an essential molecule as a nitrogen source for prebiotic amino acid syntheses such as the Strecker reaction. Previous shock experiments demonstrated that meteorite impacts on ancient oceans would have provided a considerable amount of NH3 from atmospheric N2 and oceanic H2O through reduction by meteoritic iron. However, specific production mechanisms remain unclear, and impact velocities employed in the experiments were substantially lower than typical impact velocities of meteorites on the early Earth. Here, to investigate the issues from the atomistic viewpoint, we performed multi-scale shock technique-based ab initio molecular dynamics simulations. The results revealed a rapid production of NH3 within several picoseconds after the shock, indicating that shocks with greater impact velocities would provide further increase in the yield of NH3. Meanwhile, the picosecond-order production makes one expect that the important nitrogen source precursors of amino acids were obtained immediately after the impact. It was also observed that the reduction of N2 proceeded according to an associative mechanism, rather than a dissociative mechanism as in the Haber-Bosch process.

Teaching nonlinear dynamics through elastic cords

International Nuclear Information System (INIS)

Chacon, R; Galan, C A; Sanchez-Bajo, F

2011-01-01

We experimentally studied the restoring force of a length of stretched elastic cord. A simple analytical expression for the restoring force was found to fit all the experimental results for different elastic materials. Remarkably, this analytical expression depends upon an elastic-cord characteristic parameter which exhibits two limiting values corresponding to two nonlinear springs with different Hooke's elastic constants. Additionally, the simplest model of elastic cord dynamics is capable of exhibiting a great diversity of nonlinear phenomena, including bifurcations and chaos, thus providing a suitable alternative model system for discussing the basic essentials of nonlinear dynamics in the context of intermediate physics courses at university level.

Use of web-based simulators and YouTube for teaching of Magnetic Resonance Imaging

DEFF Research Database (Denmark)

Hanson, Lars G.

Interactive web-based software for teaching of 3D vector dynamics involved in Magnetic Resonance Imaging (MRI) was developed. The software is briefly discussed along with the background, design, implementation, dissemination and educational value.......Interactive web-based software for teaching of 3D vector dynamics involved in Magnetic Resonance Imaging (MRI) was developed. The software is briefly discussed along with the background, design, implementation, dissemination and educational value....

Global Change. Teaching Activities on Global Change for Grades 4-6.

Science.gov (United States)

Geological Survey (Dept. of Interior), Reston, VA.

This packet contains a series of teaching guides on global change. The series includes lessons on dendrochronology; land, air, and water; and island living. Included is information such as : laws of straws; where land, air, and water meet; and Earth as home. Each section provides an introductory description of the activity, the purpose of the…

P=fm: Fostering Innovative Teaching and Learning in a Digital Age

Science.gov (United States)

Fluellen, Jerry E., Jr.

2012-01-01

A larger scale context for power teaching includes ideas from Duane Elgin, Lester Brown, Al Gore and many others. Collectively, they say the convergence of systems level global problems without national borders place before humankind a choice the species has never encountered in 195,000 years of life on "Spaceship Earth." In Elgin's…

TXESS Revolution: Utilizing TERC's EarthLabs Cryosphere Module to Support Professional Development of Texas Teachers

Science.gov (United States)

Odell, M.; Ellins, K. K.; Polito, E. J.; Castillo Comer, C. A.; Stocks, E.; Manganella, K.; Ledley, T. S.

2010-12-01

TERC’s EarthLabs project provides rigorous and engaging Earth and environmental science labs. Four existing modules illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. A fifth module, developed with NSF, comprises a series of linked inquiry based activities focused on the cryosphere to help students understand concepts around change over time on multiple and embedded time scales. Teachers recruited from the NSF-OEDG-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program conducted a pedagogical review of the Cryosphere EarthLabs module and provided feedback on how well the materials matched high school needs in Texas and were aligned with state and national standards. Five TXESS Revolution teachers field tested the materials in their classrooms and then trained other TXESS Revolution teachers on their implementation during spring and summer 2010. Here we report on the results of PD delivery during the summer 2010 TXESS Revolution summer institute as determined by (1) a set of evaluation instruments that included a pre-post concept map activity to assess changes in workshop teachers’ understanding of the concepts presented, a pre-post test content knowledge test, and a pre-post survey of teachers’ comfort in teaching the Texas Earth and Space Science standards addressed by the module; (2) teacher reflections; and (3) focus group responses. The findings reveal that the teachers liked the module activities and felt they could use them to teach Environmental and Earth Science. They appreciated that the sequence of activities contributed to a deeper understanding and observed that the variety of methods used to present the information accommodates different learning styles. Information about the cryosphere was new to all the teachers. The content knowledge tests reveal that although teachers made appreciable gains, their understanding of cryosphere, how it changes

The Earth Data Analytic Services (EDAS) Framework

Science.gov (United States)

Maxwell, T. P.; Duffy, D.

2017-12-01

Faced with unprecedented growth in earth data volume and demand, NASA has developed the Earth Data Analytic Services (EDAS) framework, a high performance big data analytics framework built on Apache Spark. This framework enables scientists to execute data processing workflows combining common analysis operations close to the massive data stores at NASA. The data is accessed in standard (NetCDF, HDF, etc.) formats in a POSIX file system and processed using vetted earth data analysis tools (ESMF, CDAT, NCO, etc.). EDAS utilizes a dynamic caching architecture, a custom distributed array framework, and a streaming parallel in-memory workflow for efficiently processing huge datasets within limited memory spaces with interactive response times. EDAS services are accessed via a WPS API being developed in collaboration with the ESGF Compute Working Team to support server-side analytics for ESGF. The API can be accessed using direct web service calls, a Python script, a Unix-like shell client, or a JavaScript-based web application. New analytic operations can be developed in Python, Java, or Scala (with support for other languages planned). Client packages in Python, Java/Scala, or JavaScript contain everything needed to build and submit EDAS requests. The EDAS architecture brings together the tools, data storage, and high-performance computing required for timely analysis of large-scale data sets, where the data resides, to ultimately produce societal benefits. It is is currently deployed at NASA in support of the Collaborative REAnalysis Technical Environment (CREATE) project, which centralizes numerous global reanalysis datasets onto a single advanced data analytics platform. This service enables decision makers to compare multiple reanalysis datasets and investigate trends, variability, and anomalies in earth system dynamics around the globe.

Anthropogenic biomes: a key contribution to earth-system science

Science.gov (United States)

Lilian Alessa; F. Stuart Chapin

2008-01-01

Human activities now dominate most of the ice-free terrestrial surface. A recent article presents a classification and global map of human-influenced biomes of the world that provides a novel and potentially appropriate framework for projecting changes in earth-system dynamics.

Near Earth Objects - a threat and an opportunity

Science.gov (United States)

Tate, Jonathan R.

2003-05-01

In the past decade the hazard posed to the Earth by Near Earth Objects (NEOs) has generated considerable scientific and public interest. A number of major films, television programmes and media reports have brought the issue to public attention. From an educational perspective an investigation into NEOs and the effects of impacts on the Earth forms a topical and dynamic basis for study in a huge range of subjects, not just scientific. There are clear routes to chemistry, physics, mathematics and biology, but history, psychology, geography, palaeontology and geology are just a selection of other subjects involved. A number of projects have been established, mainly in the USA, to determine the extent of the hazard, and to develop ways of countering it, but the present situation is far from satisfactory. Current detection and follow-up programmes are underfunded and lack international coordination.

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

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

Science.gov (United States)

Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed

China’s Rare Earths Production Forecasting and Sustainable Development Policy Implications

Directory of Open Access Journals (Sweden)

Xibo Wang

2017-06-01

Full Text Available Because of their unique physical and chemical properties, Rare earth elements (REEs perform important functions in our everyday lives, with use in a range of products. Recently, the study of China’s rare earth elements production has become a hot topic of worldwide interest, because of its dominant position in global rare earth elements supply, and an increasing demand for rare earth elements due to the constant use of rare earth elements in high-tech manufacturing industries. At the same time, as an exhaustible resource, the sustainable development of rare earth elements has received extensive attention. However, most of the study results are based on a qualitative analysis of rare earth elements distribution and production capacity, with few studies using quantitative modeling. To achieve reliable results with more factors being taken into consideration, this paper applies the generic multivariant system dynamics model to forecast China’s rare earth elements production trend and Hubbert peak, using Vensim software based on the Hubbert model. The results show that the peak of China’s rare earth elements production will appear by 2040, and that production will slowly decline afterwards. Based on the results, the paper proposes some policy recommendations for the sustainable development of China’s—and the world’s—rare earth elements market and rare earth-related industries.

Teaching writing in English for medical purposes

Directory of Open Access Journals (Sweden)

Beckles, Nancy María

2012-07-01

Full Text Available This paper describes teaching-learning process shortcomings in the English for Medical Purposes, a subject of fourth-year medical student’s curriculum at the medical university of Camagüey. Its main objective is aimed at the elaboration of a Methodological Alternative distinguished by the use of the Project Method approach to favour the development of writing skills in English. This Methodological Alternative is characterized by being flexible, pertinent and able to develop and integrate knowledge of the English language and medicine. It has two main stages: Socio-affective dynamics for the production of written texts in English for medical purposes and the dynamics for the construction of written texts in English for medical purposes. The results of considering expertise’s’ opinion revealed the feasibility of the proposal as a fostering tool for teaching writing in medical sciences.

Structural Dynamics

International Nuclear Information System (INIS)

Kim, Du Gi

2005-08-01

This book introduces summary of structural dynamics, the reason of learning of structural dynamics, single-degree of freedom system, simple harmonic vibration and application, numerical analysis method, such as time domain and frequency domain and nonlinear system, multi-degree of freedom system random vibration over discrete distribution, continuous distribution and extreme value distribution, circumstance vibration, earth quake vibration, including input earthquake, and earthquake-resistant design and capacity spectrum method, wind oscillation wave vibration, vibration control and maintenance control.

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.

FROM ORDER TO CHAOS IN EARTH SATELLITE ORBITS

Energy Technology Data Exchange (ETDEWEB)

Gkolias, Ioannis; Gachet, Fabien [Department of Mathematics, University of Rome Tor Vergata, I-00133 Rome (Italy); Daquin, Jérôme [IMCCE/Observatoire de Paris, Université Lille1, F-59000 Lille (France); Rosengren, Aaron J., E-mail: gkolias@mat.uniroma2.it [IFAC-CNR, 50019 Sesto Fiorentino, Florence (Italy)

2016-11-01

We consider Earth satellite orbits in the range of semimajor axes where the perturbing effects of Earth’s oblateness and lunisolar gravity are of comparable order. This range covers the medium-Earth orbits (MEO) of the Global Navigation Satellite Systems and the geosynchronous orbits (GEO) of the communication satellites. We recall a secular and quadrupolar model, based on the Milankovitch vector formulation of perturbation theory, which governs the long-term orbital evolution subject to the predominant gravitational interactions. We study the global dynamics of this two-and-a-half degrees-of-freedom Hamiltonian system by means of the fast Lyapunov indicator (FLI), used in a statistical sense. Specifically, we characterize the degree of chaoticity of the action space using angle-averaged normalized FLI maps, thereby overcoming the angle dependencies of the conventional stability maps. Emphasis is placed upon the phase-space structures near secular resonances, which are of primary importance to the space debris community. We confirm and quantify the transition from order to chaos in MEO, stemming from the critical inclinations and find that highly inclined GEO orbits are particularly unstable. Despite their reputed normality, Earth satellite orbits can possess an extraordinarily rich spectrum of dynamical behaviors and, from a mathematical perspective, have all the complications that make them very interesting candidates for testing the modern tools of chaos theory.

The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

Science.gov (United States)

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

2013-12-01

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

Resolving Orbital and Climate Keys of Earth and Extraterrestrial Environments with Dynamics (ROCKE-3D) 1.0: A General Circulation Model for Simulating the Climates of Rocky Planets

Science.gov (United States)

Way, M. J.; Aleinov, I.; Amundsen, David S.; Chandler, M. A.; Clune, T. L.; Del Genio, A.; Fujii, Y.; Kelley, M.; Kiang, N. Y.; Sohl, L.;

#BlackLivesMatter and Feminist Pedagogy: Teaching a Movement Unfolding

OpenAIRE

Reena N. Goldthree; Aimee Bahng

2016-01-01

What are the stakes of teaching #BlackLivesMatter simultaneously in New Hampshire and in the national media? We draw upon our experiences leading two iterations of a #BlackLivesMatter course at Dartmouth College to consider the feminist pedagogical origins of “experiential learning,” the intersectional dynamics of enacting a teaching collective, and working in dialogue with the movement itself.

Earth's Decelerating Tectonic Plates

Energy Technology Data Exchange (ETDEWEB)

Forte, A M; Moucha, R; Rowley, D B; Quere, S; Mitrovica, J X; Simmons, N A; Grand, S P

2008-08-22

Space geodetic and oceanic magnetic anomaly constraints on tectonic plate motions are employed to determine a new global map of present-day rates of change of plate velocities. This map shows that Earth's largest plate, the Pacific, is presently decelerating along with several other plates in the Pacific and Indo-Atlantic hemispheres. These plate decelerations contribute to an overall, globally averaged slowdown in tectonic plate speeds. The map of plate decelerations provides new and unique constraints on the dynamics of time-dependent convection in Earth's mantle. We employ a recently developed convection model constrained by seismic, geodynamic and mineral physics data to show that time-dependent changes in mantle buoyancy forces can explain the deceleration of the major plates in the Pacific and Indo-Atlantic hemispheres.

Reciprocal Teaching: Analyzing Interactive Dynamics in the Co-Construction of a Text's Meaning

Science.gov (United States)

Tarchi, Christian; Pinto, Giuliana

2016-01-01

Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether…

Capstone Teaching Models: Combining Simulation, Analytical Intuitive Learning Processes, History and Effectiveness

Science.gov (United States)

Reid, Maurice; Brown, Steve; Tabibzadeh, Kambiz

2012-01-01

For the past decade teaching models have been changing, reflecting the dynamics, complexities, and uncertainties of today's organizations. The traditional and the more current active models of learning have disadvantages. Simulation provides a platform to combine the best aspects of both types of teaching practices. This research explores the…

Mohanty, Prof. Uma Charan

Indian Academy of Sciences (India)

Specialization: Numerical Weather Prediction, Monsoon Dynamics, Climate Modelling ... Address: School of Earth, Ocean & Climate Sciences, Indian Institute of ... the Three Science Academies of India on the teaching of the theory of evolution

Learning and Teaching Critical Thinking: From a Peircean Perspective

Science.gov (United States)

Wells, Kelley

2009-01-01

The article will argue that Charles Sanders Peirce's concepts of the "Dynamics of Belief and Doubt", the "Fixation of Belief" as well as "habits of belief" taken together comprise a theory of learning. The "dynamics of belief and doubt" are Peirce's explanation for the process of changing from one belief to another. Teaching, then, would be an…

Integrative Mapping of Global-Scale Processes and Patterns on "Imaginary Earth" Continental Geometries: A Teaching Tool in an Earth History Course

Science.gov (United States)

Sunderlin, David

2009-01-01

The complexity and interrelatedness of aspects of the geosciences is an important concept to convey in an undergraduate geoscience curriculum. A synthesis capstone project has served to integrate pattern-based learning of an introductory Earth History course into an active and process-based exercise in hypothesis production. In this exercise,…

Collaboration between research scientists and educators in implementation of a Masters program for training new Earth Science teachers in New York State

Science.gov (United States)

Nadeau, P. A.; Flores, K. E.; Zirakparvar, N. A.; Grcevich, J.; Ustunisik, G. K.; Kinzler, R. J.; Macdonald, M.; Mathez, E. A.; Mac Low, M.

2012-12-01

Educators and research scientists at the American Museum of Natural History are collaborating to implement a teacher education program with the goal of addressing a critical shortage of qualified Earth Science teachers in New York State (NYS), particularly in high-needs schools with diverse populations. This pilot program involves forging a one-of-a-kind partnership between a world-class research museum and high-needs schools in New York City. By placing teaching candidates in such schools, the project has potential to engage, motivate, and improve Earth Science achievement and interest in STEM careers of thousands of students from traditionally underrepresented populations including English language learners, special education students, and racial minority groups. The program, which is part of the state's Race to the Top initiative, is approved by the NYS Board of Regents and will prepare a total of 50 candidates in two cohorts to earn a Board of Regents-awarded Masters of Arts in Teaching (MAT) degree with a specialization in Earth Science for grades 7-12. The museum is in a unique position of being able to break traditional educational barriers as a result of a long history of interdisciplinary collaborations between educators and research scientists, as well as being the only stand-alone science graduate degree-granting museum in the United States. The intensive 15-month curriculum for MAT candidates comprises one summer of museum teaching residency, a full academic year of residency in high-needs public schools, one summer of science research residency, and concurrent graduate-level courses in Earth and space sciences, pedagogy, and adolescent psychology. We emphasize field-based geological studies and experiential learning, in contrast to many traditional teacher education programs. In an effort to ensure that MAT candidates have a robust knowledge base in Earth science, and per NYS Department of Education requirements, we selected candidates with strong

World Wind 3D Earth Viewing

Science.gov (United States)

Hogan, Patrick; Maxwell, Christopher; Kim, Randolph; Gaskins, Tom

2007-01-01

World Wind allows users to zoom from satellite altitude down to any place on Earth, leveraging high-resolution LandSat imagery and SRTM (Shuttle Radar Topography Mission) elevation data to experience Earth in visually rich 3D. In addition to Earth, World Wind can also visualize other planets, and there are already comprehensive data sets for Mars and the Earth's moon, which are as easily accessible as those of Earth. There have been more than 20 million downloads to date, and the software is being used heavily by the Department of Defense due to the code s ability to be extended and the evolution of the code courtesy of NASA and the user community. Primary features include the dynamic access to public domain imagery and its ease of use. All one needs to control World Wind is a two-button mouse. Additional guides and features can be accessed through a simplified menu. A JAVA version will be available soon. Navigation is automated with single clicks of a mouse, or by typing in any location to automatically zoom in to see it. The World Wind install package contains the necessary requirements such as the .NET runtime and managed DirectX library. World Wind can display combinations of data from a variety of sources, including Blue Marble, LandSat 7, SRTM, NASA Scientific Visualization Studio, GLOBE, and much more. A thorough list of features, the user manual, a key chart, and screen shots are available at http://worldwind.arc.nasa.gov.

Prospects for trivalent rare earth molecular vapor lasers for fusion

International Nuclear Information System (INIS)

Krupke, W.F.

1976-01-01

The dynamical properties of three types of RE 3+ molecular vapors were considered: (1) rare earth trihalogens, (2) rare earth trihalogens complexed with transition metal trihalogens, and (3) rare earth chelates. Radiative and nonradiative (unimolecular and bimolecular) transition probabilities have been calculated using phenomenological models predicted on the unique electronic structure of the triply ionized RE ion (well shielded ground electronic configuration of equivalent of electrons). Although all the lanthanide ions have been treated in some detail, specific results are presented for the Nd 3+ and Tb 3+ ions to illustrate the systematics of these vapors as a class of new laser media. Once verified, these phenomenological models will provide a powerful tool for the directed experimental exploration of these systems. Because of the structural similarity to the triply ionized actinides, comments offered here for the lanthanide rare earth series generally apply to gaseous actinide lasers which are also under consideration

The Potential of Systems Thinking in Teacher Reform as Theorized for the Teaching Brain Framework

Science.gov (United States)

Rodriguez, Vanessa

2013-01-01

The teaching brain is a dynamic system that is in constant interaction with the learning brain. If we fail to explore the teaching brain we will continue to design educational reform policies that ignore the most important lens in the classroom: the teachers'. Master teachers recognize their perspective and leverage their teaching brains to embody…

Observing the Earth from an Astronaut's View - Applied Remote Sensing in Schools

Science.gov (United States)

Rienow, Andreas; Hodam, Henryk; Menz, Gunter; Kerstin, Voß

2015-04-01

Since spring 2014, NASA conducts the High Definition Earth Viewing (HDEV) mission at the International Space Station (ISS). HDEV consists of four cameras mounted at ESA's Columbus laboratory. They continuously observe our earth in three different perspectives. Hence, they provide not only footage showing the Sun and the Moon rising and setting but also regular images of landscapes that are difficult to access, such as mountain ranges, deserts, and tropical rainforests. The German educational project "Columbus Eye", which is executed by the University of Bonn and is funded by the German Aerospace Center (DLR), aims at the implementation of the HDEV imagery and videos in a teaching portal: www.columbuseye.uni-bonn.de. Pupils should be motivated to work with the footage in order to learn about pattern and processes of the coupled human-environment system like volcano eruptions or deforestation. The material is developed on the experiences of the FIS (German abbreviation for "Remote Sensing in Schools") project and its learning portal (www.fis.uni-bonn.de/en). Recognizing that in-depth use of satellite imagery can only be achieved by the means of computer aided learning methods, a sizeable number of e-Learning contents in German and English have been created throughout the last 7 years since FIS' kickoff. The talk presents the educational valorization of ISS and satellite borne imagery data as well as their interactive implementation for teachers and pupils in both learning portals. It will be shown which possibilities the topic of earth observation from space holds ready for teaching the regular STEM curricula. A report of first experiences of a nationwide road show accompanying the mission of the ESA astronaut Alexander Gerst will be given. Among others it involved an event during which pupils from a secondary school in North Rhine-Westphalia have talked to the astronaut via ham radio. Accordingly, the presentation addresses the question of how synergies of human

Language teachers and teaching global perspectives, local initiatives

CERN Document Server

Ben Said, Selim

2013-01-01

This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice--the dynamic negotiation of classroom situations, socialization into the professional teaching culture, and "on the ground experimentation" with pedagogical skills/techniques.

Teaching Rayleigh–Plateau instabilities in the laboratory

International Nuclear Information System (INIS)

Fragkopoulos, A A; Ellis, P W; Fernandez-Nieves, A

2015-01-01

The breakup of a liquid jet into spherical droplets via the Rayleigh–Plateau instability is a common and fundamental part of fluid mechanics. However, teaching this instability in a laboratory setting is challenging, requiring sophisticated methods to generate and study the jet dynamics. Recently, toroidal droplets were shown to break into one or more spherical droplets in the thin-drop limit via the Rayleigh–Plateau instability. We propose a simple experimental setup to generate toroidal droplets that break up on the order of tens of seconds, allowing for easy video capture using a basic CCD camera. With this setup, it is possible to quantify the Rayleigh–Plateau instability in a pedagogical laboratory setting. In addition, the role of curvature on jet breakup can be explored using thick toroidal droplets. We envision this setup as a powerful teaching tool for one of the most fundamental fluid dynamics processes. (paper)

Solar sail trajectory design in the Earth-Moon circular restricted three body problem

Science.gov (United States)

Das, Ashwati

The quest to explore the Moon has helped resolve scientific questions, has spurred leaps in technology development, and has revealed Earth's celestial companion to be a gateway to other destinations. With a renewed focus on returning to the Moon in this decade, alternatives to chemical propulsion systems are becoming attractive methods to efficiently use scarce resources and support extended mission durations. Thus, an investigation is conducted to develop a general framework, that facilitates propellant-free Earth-Moon transfers by exploiting sail dynamics in combination with advantageous transfer options offered in the Earth-Moon circular restricted multi-body dynamical model. Both periodic orbits in the vicinity of the Earth-Moon libration points, and lunar-centric long-term capture orbits are incorporated as target destinations to demonstrate the applicability of the general framework to varied design scanarios, each incorporating a variety of complexities and challenges. The transfers are comprised of three phases - a spiral Earth escape, a transit period, and, finally, the capture into a desirable orbit in the vicinity of the Moon. The Earth-escape phase consists of spiral trajectories constructed using three different sail steering strategies - locally optimal, on/off and velocity tangent. In the case of the Earth-libration point transfers, naturally occurring flow structures (e.g., invariant manifolds) arising from the mutual gravitational interaction of the Earth and Moon are exploited to link an Earth departure spiral with a destination orbit. In contrast, sail steering alone is employed to establish a link between the Earth-escape phase and capture orbits about the Moon due to a lack of applicable natural structures for the required connection. Metrics associated with the transfers including flight-time and the influence of operational constraints, such as occultation events, are investigated to determine the available capabilities for Earth

Four are named Editors of Earth Interactions

Science.gov (United States)

Eric J. Barron of the Earth System Science Center at The Pennsylvania State University has been named chief editor of the new electronic journal, Earth Interactions. This journal will be co-published by AGU, the American Meteorological Society, and the Association of American Geographers. The three societies jointly agreed on the appointment of Barron. Each of the societies also appointed an editor to the board. George F. Hepner for AAG is from the Department of Geography at the University of Utah, David T. Sandwell for AGU is at the Institute of Geophysics and Planetary Physics at Scripps Institution of Oceanography, and Kevin E. Trenberth for AMS is at the Climate and Global Dynamics Division at the National Center for Atmospheric Research.

Pragmatics of Contemporary Teaching and Learning Methods

Directory of Open Access Journals (Sweden)

Ryszard Józef Panfil

2013-09-01

Full Text Available The dynamics of the environment in which educational institutions operate have a significant influence on the basic activity of these institutions, i.e. the process of educating, and particularly teaching and learning methods used during that process: traditional teaching, tutoring, mentoring and coaching. The identity of an educational institution and the appeal of its services depend on how flexible, diverse and adaptable is the educational process it offers as a core element of its services. Such a process is determined by how its pragmatism is displayed in the operational relativism of methods, their applicability, as well as practical dimension of achieved results and values. Based on the above premises, this publication offers a pragmatic-systemic identification of contemporary teaching and learning methods, while taking into account the differences between them and the scope of their compatibility. Secondly, using the case of sport coaches’ education, the author exemplifies the pragmatic theory of perception of contemporary teaching and learning methods.

Tactile Earth and Space Science Materials for Students with Visual Impairments: Contours, Craters, Asteroids, and Features of Mars

Science.gov (United States)

Rule, Audrey C.

2011-01-01

New tactile curriculum materials for teaching Earth and planetary science lessons on rotation=revolution, silhouettes of objects from different views, contour maps, impact craters, asteroids, and topographic features of Mars to 11 elementary and middle school students with sight impairments at a week-long residential summer camp are presented…

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science; Volume 123; Issue 7 ... Net short wave and long wave radiative fluxes substantially varied with cloud dynamics, season, .... Impact of over-exploitation on groundwater quality: A case study from .... using large scale climate variables and downscaling models – A case study.

Constructing Artificial Rock Outcrops as Tools for Fostering Earth and Environmental Science Thinking

Science.gov (United States)

Totten, I. M.; Hall, F.; Buxton, C.

2004-12-01

The Earth and Environmental Science Education Group at the University of New Orleans has created an innovative visualization teaching tool. Through funding made available by the National Science Foundation a 12'x10'x5' artificial rock outcrop was fabricated at the University of New Orleans. An accompanying curriculum, which includes a series of artificial rock outcrop labs, was also created for the outcrop. The labs incorporated fundamental concepts from the geosciences and the field of science education. The overarching philosophy behind the unity of the content knowledge and the pedagogy was to develop a more inclusive and deliberate teaching approach that utilized strategies known to enhance student learning in the sciences. The artificial outcrop lab series emphasized the following geoscience topics: relative dating, rock movement, and depositional environments. The series also integrated pedagogical ideas such as inquiry-based learning, conceptual mapping, constructivist teaching, pattern recognition, and contextualized knowledge development. Each component of the curriculum was purposefully designed to address what the body of research in science education reveals as critical to science teaching and learning. After developing the artificial rock outcrop curriculum a pilot study was done with 40 pre-service elementary education undergraduates. In the pilot study students completed the following assessments: three outcrop labs, journal reflections for each lab, pre/post attitude surveys, group video-recordings, and preconception and final interviews. Data from these assessments were analyzed using qualitative and quantitative methodologies. The following conclusions were revealed from the data: student's attitudes towards learning earth science increased after working with the artificial rock outcrop, students conceptual understanding of the concepts were clearer after working with the outcrop, students were able to answer multifaceted, higher order questions

Theory of Earth

Science.gov (United States)

Anderson, D. L.

2014-12-01

Earth is an isolated, cooling planet that obeys the 2nd law. Interior dynamics is driven from the top, by cold sinking slabs. High-resolution broad-band seismology and geodesy has confirmed that mantle flow is characterized by narrow downwellings and ~20 broad slowly rising updrafts. The low-velocity zone (LVZ) consists of a hot melange of sheared peridotite intruded with aligned melt-rich lamellae that are tapped by intraplate volcanoes. The high temperature is a simple consequence of the thermal overshoot common in large bodies of convecting fluids. The transition zone consists of ancient eclogite layers that are displaced upwards by slabs to become broad passive, and cool, ridge feeding updrafts of ambient mantle. The physics that is overlooked in canonical models of mantle dynamics and geochemistry includes; the 2nd law, convective overshoots, subadiabaticity, wave-melt interactions, Archimedes' principle, and kinetics (rapid transitions allow stress-waves to interact with melting and phase changes, creating LVZs; sluggish transitions in cold slabs keep eclogite in the TZ where it warms up by extracting heat from mantle below 650 km, creating the appearance of slab penetration). Canonical chemical geodynamic models are the exact opposite of physics and thermodynamic based models and of the real Earth. A model that results from inverting the assumptions regarding initial and boundary conditions (hot origin, secular cooling, no external power sources, cooling internal boundaries, broad passive upwellings, adiabaticity and whole-mantle convection not imposed, layering and self-organization allowed) results in a thick refractory-yet-fertile surface layer, with ancient xenoliths and cratons at the top and a hot overshoot at the base, and a thin mobile D" layer that is an unlikely plume generation zone. Accounting for the physics that is overlooked, or violated (2nd law), in canonical models, plus modern seismology, undermines the assumptions and conclusions of these

Dynamics of trivalent rare earth molecular vapor lasers

International Nuclear Information System (INIS)

Krupke, W.F.

1976-01-01

Radiative transition probabilities in neodymium bearing vapors are reviewed and calculations are extended to visible laser transitions in terbium bearing vapor. Nonradiative relaxation processes in the pure and complexed halides are treated in greater detail. While precise, quantitative relaxation probabilities cannot be calculated on the basis of information presently available, plausibility arguments can be established which indicate the order of magnitude of relevant nonradiative decay probabilities. Reference to solid and liquid state nonradiative relaxation data for rare earth ions is reviewed to support the plausibility arguments for the vapor state. Having established the likelihood of high fluorescence yields in the vapor phase, various methods of laser pumping are discussed: optical pumping via parity allowed 4f-5d transitions; optical pumping via charge transfer bands of the vapor complex; and direct electron beam pumping

Towards representing human behavior and decision making in Earth system models. An overview of techniques and approaches

NARCIS (Netherlands)

Müller-Hansen, Finn; Schlüter, Maja; Maes, Michael; Donges, Jonathan F.; Kolb, Jakob J.; Thonicke, Kirsten; Heitzig, Jobst

2017-01-01

Today, humans have a critical impact on the Earth system and vice versa, which can generate complex feedback processes between social and ecological dynamics. Integrating human behavior into formal Earth system models (ESMs), however, requires crucial modeling assumptions about actors and their

The Design and Use of Planetary Science Video Games to Teach Content while Enhancing Spatial Reasoning Skills

Science.gov (United States)

Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin

2016-10-01

Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.

Role of light satellites in the high-resolution Earth observation domain

Science.gov (United States)

Fishman, Moshe

1999-12-01

Current 'classic' applications using and exploring space based earth imagery are exclusive, narrow niche tailored, expensive and hardly accessible. On the other side new, inexpensive and widely used 'consumable' applications will be only developed concurrently to the availability of appropriate imagery allowing that process. A part of these applications can be imagined today, like WWW based 'virtual tourism' or news media, but the history of technological, cultural and entertainment evolution teaches us that most of future applications are unpredictable -- they emerge together with the platforms enabling their appearance. The only thing, which can be ultimately stated, is that the definitive condition for such applications is the availability of the proper imagery platform providing low cost, high resolution, large area, quick response, simple accessibility and quick dissemination of the raw picture. This platform is a constellation of Earth Observation satellites. Up to 1995 the Space Based High Resolution Earth Observation Domain was dominated by heavy, super-expensive and very inflexible birds. The launch of Israeli OFEQ-3 Satellite by MBT Division of Israel Aircraft Industries (IAI) marked the entrance to new era of light, smart and cheap Low Earth Orbited Imaging satellites. The Earth Resource Observation System (EROS) initiated by West Indian Space, is based on OFEQ class Satellites design and it is capable to gather visual data of Earth Surface both at high resolution and large image capacity. The main attributes, derived from its compact design, low weight and sophisticated logic and which convert the EROS Satellite to valuable and productive system, are discussed. The major advantages of Light Satellites in High Resolution Earth Observation Domain are presented and WIS guidelines featuring the next generation of LEO Imaging Systems are included.

Packaging a successful NASA mission to reach a large audience within a small budget. Earth's Dynamic Space: Solar-Terrestrial Physics & NASA's Polar Mission

Science.gov (United States)

Fox, N. J.; Goldberg, R.; Barnes, R. J.; Sigwarth, J. B.; Beisser, K. B.; Moore, T. E.; Hoffman, R. A.; Russell, C. T.; Scudder, J.; Spann, J. F.; Newell, P. T.; Hobson, L. J.; Gribben, S. P.; Obrien, J. E.; Menietti, J. D.; Germany, G. G.; Mobilia, J.; Schulz, M.

2004-12-01

To showcase the on-going and wide-ranging scope of the Polar science discoveries, the Polar science team has created a one-stop shop for a thorough introduction to geospace physics, in the form of a DVD with supporting website. The DVD, Earth's Dynamic Space: Solar-Terrestrial Physics & NASA's Polar Mission, can be viewed as an end-to-end product or split into individual segments and tailored to lesson plans. Capitalizing on the Polar mission and its amazing science return, the Polar team created an exciting multi-use DVD intended for audiences ranging from a traditional classroom and after school clubs, to museums and science centers. The DVD tackles subjects such as the aurora, the magnetosphere and space weather, whilst highlighting the science discoveries of the Polar mission. This platform introduces the learner to key team members as well as the science principles. Dramatic visualizations are used to illustrate the complex principles that describe Earth’s dynamic space. In order to produce such a wide-ranging product on a shoe-string budget, the team poured through existing NASA resources to package them into the Polar story, and visualizations were created using Polar data to complement the NASA stock footage. Scientists donated their time to create and review scripts in order to make this a real team effort, working closely with the award winning audio-visual group at JHU/Applied Physics Laboratory. The team was excited to be invited to join NASA’s Sun-Earth Day 2005 E/PO program and the DVD will be distributed as part of the supporting educational packages.

Towards a New Framework for Interpreting Relations Between Mantle Dynamics and Processes at the Earth's Surface: A Case Study Involving the Deccan Traps

Science.gov (United States)

Glisovic, P.; Forte, A. M.

2017-12-01

An outstanding challenge in modern geodynamics is the utilization of mantle convection models and geophysical data to successfully explain geological events and processes that alter Earth's biosphere, climate, and surface. A key challenge in this modelling is the determination of the initial (and unknown) configuration of mantle heterogeneity in the geological past. The first step in addressing this challenge is recognizing that seismic tomography is our most powerful tool for mapping the present-day, internal structure of the mantle. We, therefore, implemented a new back-and-forth iterative method for time-reversed, tomography-based convection modelling to reconstruct Earth's internal 3-D structure and dynamics over the Cenozoic [Glisovic & Forte 2016 (JGR)]. This backward convection modelling also includes another key input - the depth variation of mantle viscosity inferred from joint inversions of the global convection-related observables and a suite of glacial isostatic adjustments (GIA) data [Mitrovica & Forte 2004 (EPSL), Forte et al. 2010 (EPSL)]. This state-of-the-art, time-reversed convection model is able to show that massive outpourings of basalt in west-central India, known as the Deccan Traps, about 65 million years ago can be directly linked to the presence of two different deep-mantle hotspots: Réunion and Comores [Glisovic & Forte 2017 (Science)]. This work constitutes case study showing how time-reversed convection modelling provides a new framework for interpreting the relations between mantle dynamics and changing paleogeography and it provides a roadmap for a new series of studies that will elucidate these linkages.

TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

Science.gov (United States)

Sloan, H.; Drantch, K.; Steenhuis, J.

2006-12-01

We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition

Relativistic effects on earth satellites and their measurement

International Nuclear Information System (INIS)

Bertotti, B.

1988-01-01

There are three kinds of relativistic effects on earth satellites: those due post newtonian corrections in the field of the earth; the relativistic corrections in the field of the sun; and the precession of the local frames with respect to far away bodies. The authors point out that it is not possible to eliminate the second kind by decreasing the distance of the satellite and the earth; in other words, the effect of the sun is not entirely tidal and a generalized principle of equivalence does hold exactly. Concerning the third kind, the motion of the moon and the measurements of its distance from the earth by lunar laser ranging provides a way to establish experimentally the two connections between the three fundamental frames one should consider: the local frame, determined geometrically by parallel transport; the planetary dynamical frame; and the kinematical frame defined by extragalactic radio sources. According to general relativity the first two frames are related by de Sitter's precision; the last two coincide. It shown that the connections between the first two frames and the first and third frame are already hidden in the existing data

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

Science.gov (United States)

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

2014-12-01

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

Utilizing a MOOC as an education and outreach tool for geoscience: case study from Tokyo Tech's MOOC on "Deep Earth Science"

Science.gov (United States)

Tagawa, S.; Okuda, Y.; Hideki, M.; Cross, S. J.; Tazawa, K.; Hirose, K.

2016-12-01

Massive open online courses (MOOC or MOOCs) have attracted world-wide attention as a new digital educational tool. However, utilizing MOOCs for teaching geoscience and for outreach activity are limited so far. Mainly due to the fact that few MOOCs are available on this topic. The following questions are usually asked before undertaking MOOC development. How many students will potentially enroll in a course and what kind of background knowledge do they have? What is the best way to market the course and let them learn concepts easily? How will the instructor or staff manage discussion boards and answer questions? And, more simply, is a MOOC an effective educational or outreach tool? Recently, Tokyo Institute of Technology (Tokyo Tech) offered our first MOOC on "Deep Earth Science" on edX, which is one of the largest worldwide MOOC platforms. This brand new course was released in the Fall of 2015 and will re-open during the winter of 2016. This course contained materials such as structure of inside of the Earth, internal temperature of the earth and how it is estimated, chemical compositions and dynamics inside the earth. Although this course mainly dealt with pure scientific research content, over 5,000 students from 156 countries enrolled and 4 % of them earned a certificate of completion. In this presentation, we will share a case study based upon what we learned from offering "Deep Earth Science". At first, we will give brief introduction of our course. Then, we want to introduce tips to make a better MOOC by focusing on 1) students' motivation on studying, scientific literacy background, and completion rate, 2) offering engaging content and utilization of surveys, and 3) discussion board moderation. In the end, we will discuss advantages of utilizing a MOOC as an effective educational tool for geoscience. We welcome your ideas on MOOCs and suggestions on revising the course content.

An Earth-sized planet with an Earth-like density.

Science.gov (United States)

Pepe, Francesco; Cameron, Andrew Collier; Latham, David W; Molinari, Emilio; Udry, Stéphane; Bonomo, Aldo S; Buchhave, Lars A; Charbonneau, David; Cosentino, Rosario; Dressing, Courtney D; Dumusque, Xavier; Figueira, Pedro; Fiorenzano, Aldo F M; Gettel, Sara; Harutyunyan, Avet; Haywood, Raphaëlle D; Horne, Keith; Lopez-Morales, Mercedes; Lovis, Christophe; Malavolta, Luca; Mayor, Michel; Micela, Giusi; Motalebi, Fatemeh; Nascimbeni, Valerio; Phillips, David; Piotto, Giampaolo; Pollacco, Don; Queloz, Didier; Rice, Ken; Sasselov, Dimitar; Ségransan, Damien; Sozzetti, Alessandro; Szentgyorgyi, Andrew; Watson, Christopher A

2013-11-21

Recent analyses of data from the NASA Kepler spacecraft have established that planets with radii within 25 per cent of the Earth's (R Earth symbol) are commonplace throughout the Galaxy, orbiting at least 16.5 per cent of Sun-like stars. Because these studies were sensitive to the sizes of the planets but not their masses, the question remains whether these Earth-sized planets are indeed similar to the Earth in bulk composition. The smallest planets for which masses have been accurately determined are Kepler-10b (1.42 R Earth symbol) and Kepler-36b (1.49 R Earth symbol), which are both significantly larger than the Earth. Recently, the planet Kepler-78b was discovered and found to have a radius of only 1.16 R Earth symbol. Here we report that the mass of this planet is 1.86 Earth masses. The resulting mean density of the planet is 5.57 g cm(-3), which is similar to that of the Earth and implies a composition of iron and rock.

Towards earth AntineutRino TomograpHy (EARTH)

NARCIS (Netherlands)

De Meijer, R. J.; Smit, F. D.; Brooks, F. D.; Fearick, R. W.; Wortche, H. J.; Mantovani, F.

2006-01-01

The programme Earth AntineutRino TomograpHy (EARTH) proposes to build ten underground facilities each hosting a telescope. Each telescope consists of many detector modules, to map the radiogenic heat sources deep in the interior of the Earth by utilising direction sensitive geoneutrino detection.

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

Science.gov (United States)

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

2007-12-01

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

Project first and eye on the sky: strategies for teaching space science in the early grades

Science.gov (United States)

Paglierani, R.; Hawkins, I.

Elementary educators typically have only limited opportunity to teach substantive science units. This is due, in great part, to the current primary focus on literacy and mathematics instruction in the early grades. It is not surprising then, that the time and resources allocated to science teaching are significantly less than those allocated to language arts and mathematics. The integration of elementary science curricula with language arts provides one means of addressing the challenge of maintaining a robust science presence in the elementary classroom. Project FIRST's Eye on the Sky suggests a model for the successful integration of science instruction with language arts through inquiry-based learning. The model has been adopted by other Education/Public Outreach efforts, most recently, the Cassini- Huygens Mission and the Space Telescope Institute. We will present Eye on the Sky: Our Star the Sun, a suite of integrated, inquiry-based lessons designed specifically for K-4 students and discuss data showing the program's impact on the user audience. These materials offer an exciting opportunity to explore the dynamic Sun and share research discoveries of NASA's Sun-Earth Connection with the elementary education community. The lessons were developed and tested by UC Berkeley educators and NASA scientists in partnership with classroom teachers. We will review the program components and examine the benefits and challenges inherent in implementing such a program in the elementary school setting.

Axial focusing of energy from a hypervelocity impact on earth

Energy Technology Data Exchange (ETDEWEB)

Boslough, M.B.; Chael, E.P.; Trucano, T.G.; Crawford, D.A.

1994-12-01

We have performed computational simulations to determine how energy from a large hypervelocity impact on the Earth`s surface would couple to its interior. Because of the first-order axial symmetry of both the impact energy source and the stress-wave velocity structure of the Earth, a disproportionate amount of energy is dissipated along the axis defined by the impact point and its antipode (point opposite the impact). For a symmetric and homogeneous Earth model, all the impact energy that is radiated as seismic waves into the Earth at a given takeoff angle (ray parameter), independent of azimuthal direction, is refocused (minus attenuation) on the axis of symmetry, regardless of the number of reflections and refractions it has experienced. Material on or near the axis of symmetry experiences more strain cycles with much greater amplitude than elsewhere, and therefore experiences more irreversible heating. The focusing is most intense in the upper mantle, within the asthenosphere, where seismic energy is most effectively converted to heat. For a sufficiently energetic impact, this mechanism might generate enough local heating to create an isostatic instability leading to uplift, possibly resulting in rifting, volcanism, or other rearrangement of the interior dynamics of the planet. These simulations demonstrate how hypervelocity impact energy can be transported to the Earth`s interior, supporting the possibility of a causal link between large impacts on Earth and major internally-driven geophysical processes.

The reflective experimental construction of meanings about the shape of the Earth and the alternation of day and night

Directory of Open Access Journals (Sweden)

Paulo Varela

2012-11-01

Full Text Available The purpose of this paper is to describe and analyze the process of construction of meaning about the shape of the Earth and the alternation of day and night, which is inherent to the practice of experimental science teaching. This teaching practice was gradually done by the researcher in a 1st grade class of a Portuguese primary school. The class was composed of 18 students, ten girls and eight boys, with ages ranging from six to seven years old. The analysis of the meaning construction process focused on the class diary prepared by the researcher, based on the field notes and audio recordings made during the participant observation in the classroom. The goals of the interpretive analysis of the diary were as follows: a identifying the students' initial ideas expressed during class about the shape of the Earth, b characterizing the processes that promote the construction of knowledge about the topics under study; c and presenting the learning that takes place during class. These instances of learning described in the class diary, combined with the results of a true or false questionnaire, suggest that most students developed a good understanding about the shape of the Earth and the alternation of day and night.

An Inquiry-Based Approach to Teaching the Spherical Earth Model to Preservice Teachers Using the Global Positioning System

Science.gov (United States)

Song, Youngjin; Schwenz, Richard

2013-01-01

This article describes an inquiry-based lesson to deepen preservice teachers' understanding of the spherical Earth model using the Global Positioning System. The lesson was designed with four learning goals: (1) to increase preservice teachers' conceptual knowledge of the spherical Earth model; (2) to develop preservice teachers'…

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2016-01-01

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models,…

[Structured teaching of surgery the LMU model in Munich].

Science.gov (United States)

Chiapponi, C; Bruns, C J; Pilz, F; Kanz, K-G; Mutschler, W; Jauch, K-W; Siebeck, M

2014-12-01

The medical curriculum (MeCuM) of the Ludwig Maximilian University (LMU) in Munich is a dynamic curriculum aimed to support the learning process of all students with their different learning styles. It is based on interactive, activating teaching methods in order to increase students' interest, and on repetitive evaluation of teaching units to modify the teaching in order to meet students' needs and wishes. In this context the teaching of surgery at our faculty takes place. Besides interdisciplinary lessons where diseases are taught in cooperation with our colleagues from internal medicine, indications for surgery, complications and consequences of surgery for the patients are analysed in PBL tutorials, online cases, bedside teachings and practical teaching on the ward. Surgical skills like suturing are demonstrated in videos, practiced on models or during practical teaching on the ward and they are tested in OSCEs. During the "praktisches Jahr", the students in the last year of their medical studies are supposed to apply their practical skills besides repeating theoretical knowledge in order to pass the final examination. For this purpose they are taught in a revision course called "LMU-StaR" (revision course for the Staatsexamen). In this paper we describe in detail the teaching of surgery at our faculty. Georg Thieme Verlag KG Stuttgart · New York.

Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

Science.gov (United States)

Cook, G. W.

2012-12-01

At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (degree-seeking students. In addition, only a handful of students have typically had any form of geology class beyond high school level Earth Science. Consequently, there are challenges associated with teaching the class. Perhaps most significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of

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

Science.gov (United States)

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

2002-12-01

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

Foreign Language Instruction from a dynamic usage-based (DUB) perspective

NARCIS (Netherlands)

Rousse-Malpat, Audrey; Verspoor, Marjolijn; Tyler, Andrea E.; Ortega, Lourdes; Uno, Mariko; Park, Hae In

2018-01-01

In this chapter we combine ideas of usage based linguistics and dynamic systems theory to argue that language is a dynamic usage based system and L2 learning is a dynamic process. Two teaching approaches based on Dynamic Usage-based (DUB) principles with mainly implicit attention to form--a movie

Multi-Mission Earth Vehicle Subsonic Dynamic Stability Testing and Analyses

Science.gov (United States)

Glaab, Louis J.; Fremaux, C. Michael

2013-01-01

Multi-Mission Earth Entry Vehicles (MMEEVs) are blunt-body vehicles designed with the purpose of transporting payloads from outer space to the surface of the Earth. To achieve high-reliability and minimum weight, MMEEVs avoid use of limited-reliability systems, such as parachutes, retro-rockets, and reaction control systems and rely on the natural aerodynamic stability of the vehicle throughout the Entry, Descent, and Landing (EDL) phase of flight. The Multi-Mission Systems Analysis for Planetary Entry (M-SAPE) parametric design tool is used to facilitate the design of MMEEVs for an array of missions and develop and visualize the trade space. Testing in NASA Langley?s Vertical Spin Tunnel (VST) was conducted to significantly improve M-SAPE?s subsonic aerodynamic models. Vehicle size and shape can be driven by entry flight path angle and speed, thermal protection system performance, terminal velocity limitations, payload mass and density, among other design parameters. The objectives of the VST testing were to define usable subsonic center of gravity limits, and aerodynamic parameters for 6-degree-of-freedom (6-DOF) simulations, for a range of MMEEV designs. The range of MMEEVs tested was from 1.8m down to 1.2m diameter. A backshell extender provided the ability to test a design with a much larger payload for the 1.2m MMEEV.

Global biogeographical pattern of ecosystem functional types derived from earth observation data

DEFF Research Database (Denmark)

Ivits, Eva; Cherlet, Michael; Horion, Stéphanie Marie Anne F

2013-01-01

correspondence of the EFTs to global climate and also to land use classification. The results show the great potential of Earth Observation derived parameters for the quantification of ecosystem functional dynamics and for providing reference status information for future assessments of ecosystem changes........ The association of the EFTs with existing climate and land cover classifications was demonstrated via Detrended Correspondence Analysis (DCA). The ordination indicated good description of the global environmental gradient by the EFTs, supporting the understanding of phenological and productivity dynamics...... of global ecosystems. Climatic constraints of vegetation growth explained 50% of variation in the phenological data along the EFTs showing that part of the variation in the global phenological gradient is not climate related but is unique to the Earth Observation derived variables. DCA demonstrated good...

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

, present and future Earth Systems science. Because the course is created for pre-service teachers, the class models the jigsaw teaching technique, an effective and age-appropriate method of science instruction. This enables pre-service teachers to experience a technique they can use in their own classroom. Course content is aligned with all state and national 4-10 Earth/Space Science standards, which supports pre- service Middle School Science teachers by covering the content areas tested in the Praxis Middle School Science test, a requirement for graduation with licensure from Wright State University. It also helps the pre- service teachers gain experience with the content that they will need to teach to their K-12 students, so they will be able to pass the high-stakes Ohio Graduation Test. Assessment of the Earth Systems course suggests that the course leads to increased science content knowledge that leads to success in passing the Praxis Middle Childhood Science Test, and that the pedagogy modeled in the course is used by the pre- service teachers in their own K-12 teaching upon graduation.

The Digital Library for Earth System Education: A Community Integrator

Science.gov (United States)

Marlino, M. R.; Pandya, R. E.

2003-12-01

The rapid changes in the geoscience research environment have prompted educators to request support for their efforts to reform geoscience educational practices. DLESE, the Digital Library for Earth System Education, responds to this request by providing a single point of access to high-quality educational resources for teaching about the Earth as a system. DLESE is supported by the National Science Foundation and is an operational library used by tens of thousands of educators every month. DLESE resources include a variety of media formats, from text-based lesson plans to highly-sophisticated tools for interactive three-dimensional visualization of authentic scientific data. The DLESE community is particularly interested in partnering with scientific researchers to ensure that the tools of practicing scientists become widely available to geoscience educators. Two emerging large-scale scientific efforts, the GEON project and EarthScope, provide compelling illustrations of the potential of these partnerships. Both are cutting-edge, cross-disciplinary projects that use digital tools in a distributed environment to support scientific investigation. Both have also made a deep commitment to use these same tools to support geoscience education, and both are including DLESE as part of that commitment. Our interactive presentation will allow users to discover a variety of educational resources and communication services within the library. We will highlight those library resources and services that take particular advantage of the digital media to support new modes of learning and teaching. For example, annotation tools allow educators to add tips on the most effective way to use a specific resource. Data services will help educators find and use real-time data to illustrate geoscience phenomena. Multi-dimensional visualization tools allow students to interact with authentic student data in inquiry-based learning environment. DLESE will continue to actively collaborate

Effects of Zonal Deformations and the Earth's Rotation Rate Variations on Precession-Nutation

National Research Council Canada - National Science Library

Lambert, S

2004-01-01

.... This paper considers the coupling effects between the axial and the equatorial components of the Earth's rotation vector in the dynamical equations, and the effects of the second order lunisolar...

Teaching Community Organizing in a BSW Curriculum

Science.gov (United States)

Grodofsky, Merav Moshe; Bakun-Mazor, Hagar

2012-01-01

The article describes a community organizing course that was as dynamic as community organizing itself. By employing a combination of teaching approaches, community organizing philosophy, and pedagogical and andragogical techniques for student training, the course challenged students to discover their beliefs and the role of the community and the…

Attitude of Student Teachers towards Teaching Profession

Science.gov (United States)

Bhargava, Anupama; Pathy, M. K.

2014-01-01

Teaching being a dynamic activity requires a favourable attitude and certain specific competencies from its practitioners. Teachers' proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on…

Google Earth Engine: a new cloud-computing platform for global-scale earth observation data and analysis

Science.gov (United States)

Moore, R. T.; Hansen, M. C.

2011-12-01

well as transparency in data and methods. Methods developed for global processing of MODIS data to map land cover are being adopted for use with Landsat data. Specifically, the MODIS Vegetation Continuous Field product methodology has been applied for mapping forest extent and change at national scales using Landsat time-series data sets. Scaling this method to continental and global scales is enabled by Google Earth Engine computing capabilities. By combining the supervised learning VCF approach with the Landsat archive and cloud computing, unprecedented monitoring of land cover dynamics is enabled.

Sustainability Indicators for Coupled Human-Earth Systems

Science.gov (United States)

Motesharrei, S.; Rivas, J. R.; Kalnay, E.

2014-12-01

Over the last two centuries, the Human System went from having a small impact on the Earth System (including the Climate System) to becoming dominant, because both population and per capita consumption have grown extremely fast, especially since about 1950. We therefore argue that Human System Models must be included into Earth System Models through bidirectional couplings with feedbacks. In particular, population should be modeled endogenously, rather than exogenously as done currently in most Integrated Assessment Models. The growth of the Human System threatens to overwhelm the Carrying Capacity of the Earth System, and may be leading to catastrophic climate change and collapse. We propose a set of Ecological and Economic "Sustainability Indicators" that can employ large data-sets for developing and assessing effective mitigation and adaptation policies. Using the Human and Nature Dynamical Model (HANDY) and Coupled Human-Climate-Water Model (COWA), we carry out experiments with this set of Sustainability Indicators and show that they are applicable to various coupled systems including Population, Climate, Water, Energy, Agriculture, and Economy. Impact of nonrenewable resources and fossil fuels could also be understood using these indicators. We demonstrate interconnections of Ecological and Economic Indicators. Coupled systems often include feedbacks and can thus display counterintuitive dynamics. This makes it difficult for even experts to see coming catastrophes from just the raw data for different variables. Sustainability Indicators boil down the raw data into a set of simple numbers that cross their sustainability thresholds with a large time-lag before variables enter their catastrophic regimes. Therefore, we argue that Sustainability Indicators constitute a powerful but simple set of tools that could be directly used for making policies for sustainability.

Rare earth metals, rare earth hydrides, and rare earth oxides as thin films

International Nuclear Information System (INIS)

Gasgnier, M.

1980-01-01

The review deals with pure rare earth materials such as rare earth metals, rare earth hydrides, and rare earth oxides as thin films. Several preparation techniques, control methods, and nature of possible contaminations of thin films are described. These films can now be produced in an extremely well-known state concerning chemical composition, structure and texture. Structural, electric, magnetic, and optical properties of thin films are studied and discussed in comparison with the bulk state. The greatest contamination of metallic rare earth thin films is caused by reaction with hydrogen or with water vapour. The compound with an f.c.c. structure is the dihydride LnH 2 (Ln = lanthanides). The oxygen contamination takes place after annealing at higher temperatures. Then there appears a compound with a b.c.c. structure which is the C-type sesquioxide C-Ln 2 O 3 . At room atmosphere dihydride light rare earth thin films are converted to hydroxide Ln(OH) 3 . For heavy rare earth thin films the oxinitride LnNsub(x)Osub(y) is observed. The LnO-type compound was never seen. The present review tries to set the stage anew for the investigations to be undertaken in the future especially through the new generations of electron microscopes

Structure and dynamics of cold water super-Earths: the case of occluded CH4 and its outgassing

International Nuclear Information System (INIS)

Levi, A.; Podolak, M.; Sasselov, D.

2014-01-01

In this work, we study the transport of methane in the external water envelopes surrounding water-rich super-Earths. We investigate the influence of methane on the thermodynamics and mechanics of the water mantle. We find that including methane in the water matrix introduces a new phase (filled ice), resulting in hotter planetary interiors. This effect renders the super-ionic and reticulating phases accessible to the lower ice mantle of relatively low-mass planets (∼5 M E ) lacking a H/He atmosphere. We model the thermal and structural profile of the planetary crust and discuss five possible crustal regimes which depend on the surface temperature and heat flux. We demonstrate that the planetary crust can be conductive throughout or partly confined to the dissociation curve of methane clathrate hydrate. The formation of methane clathrate in the subsurface is shown to inhibit the formation of a subterranean ocean. This effect results in increased stresses on the lithosphere, making modes of ice plate tectonics possible. The dynamic character of the tectonic plates is analyzed and the ability of this tectonic mode to cool the planet is estimated. The icy tectonic plates are found to be faster than those on a silicate super-Earth. A mid-layer of low viscosity is found to exist between the lithosphere and the lower mantle. Its existence results in a large difference between ice mantle overturn timescales and resurfacing timescales. Resurfacing timescales are found to be 1 Ma for fast plates and 100 Ma for sluggish plates, depending on the viscosity profile and ice mass fraction. Melting beneath spreading centers is required in order to account for the planetary radiogenic heating. The melt fraction is quantified for the various tectonic solutions explored, ranging from a few percent for the fast and thin plates to total melting of the upwelled material for the thick and sluggish plates. Ice mantle dynamics is found to be important for assessing the composition of the

Origin of the Earth's Electromagnetic Field Based on the Pulsating Mantle Hypothesis (PMH)

Science.gov (United States)

Gholibeigian, Hassan

2017-11-01

In PMH, the Earth's Inner Core's Dislocation (ICD) and Outer Core's Bulge (OCB) phenomena are generated by unbalanced gravitational fields of the Sun and Moon on the Earth. Distance between the Earth's center and inner core's center varies permanently in magnitude and direction inside two hemispheres. Geometrical loci of the inner core's center has the shape of back and force spiral cone in each hemisphere. In other words, the inner core is rotating fast in the outer core inverse of the Earth's rotation a round per day. This mechanism speed up the processes inside the core and generates a Large Scale Forced Convection System (LSFCS) inverse of the Earth's rotation in the core. The LSFCS is the origin of the Earth's electromagnetic field. The LSFCS generates huge mass transfer and momentum of inertia inside the Earth too. The inner core's axis which is the Earth's electromagnetic axis doesn't cross the Earth's geophysical axis and rotates around it per day. The mechanism of this LSFCS has diurnal, monthly and yearly cycles. These cycles are sources of the Earth's electromagnetic field variability. Direction of the variable Earth's magnetic field lines from the South Pole (hemisphere) to the sky and 146 seconds/years apparent solar day length variations can be two observable factors for this mechanism. This dynamic system may occurred inside the other planets like the Sun and the Jupiter.

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task.

Science.gov (United States)

Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

2016-01-01

Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching-learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher-student pairs in total ( N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching-learning task. Two sessions, each including a triplet of a 30-s teaching-learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching-learning state. Changes in the teachers' left PFC activity between the first and second session positively correlated with those observed in students ( r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one's own teaching and the student's understanding ( β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching-learning state. The left PFC of teachers may be involved in integrating information regarding one's own teaching process and the student's learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher-student interactions may be useful in the field of educational neuroscience.

The Earth: A Changing Planet

Science.gov (United States)

Ribas, Núria; Màrquez, Conxita

2013-04-01

hours of class time for students from 13 to 14 years of age. During the learning process, different methodological tools of teaching and learning have been used. After reading and understanding news about natural disasters such as earthquakes and eruptions, cooperative group work and an oral presentation are prepared. In addition, it has been very useful to follow-up with some web simulations to predict natural phenomena, which can then be tested in the laboratory. Finally, the students apply their new understanding on a visit to a geological formation, where applying the language learned by observing the rocks, they demonstrate that the planet Earth has changed over the course of many millions of years. Natural hazards are a small and timely demonstration of the ability to change our planet.

The Effects of Dynamic Root Distribution on Land–Atmosphere Carbon and Water Fluxes in the Community Earth System Model (CESM1.2.0

Directory of Open Access Journals (Sweden)