showShow Editing Controls
hideHide
You must be logged in to an account with appropriate access to edit this page.

Email Address:
Password:

Forgot your password?

Create a New Account

Close

Title: A descriptive, human readable title.

e.g. 'Student Handout for Sauerkraut Assignment'

Select the file: Make sure it has an appropriate suffix (e.g. .doc) or specify the type in the Optional Fields below

Description: A very brief description of the file.

File Type:


The system will attempt to determine the correct file type based on the name of the file you've selected. Choosing the correct file type here will override that.

File Name:

e.g. 'student_handout'
This will be the name of the downloaded file. By default the system will generate this based on the title you specified and the type of file. If you specify a name here it will over-ride the automatically generated name. This is generally only useful when uploading file of a type not recognized by the system (not in the list of file types above). In that situation choose File Type: Unknown Binary and include the appropriate suffix in the file name here. e.g. myfile.m3z Avoid spaces or special characters in the file names.

Authorship/Reuse

Either:
I am the author (copyright holder) of the contents of this file and people are allowed to reuse it for non-commercial purposes as long as they give me attribution as described by this creative commons license.
Or
Who is the original creator/copyright holder of the information in this file?

Provenance/Acknowledgements

A short description of where the material came from. Include names and institutions of authors and contributors as well as acknowledgment of any work from which this was derived.

Reuse License

The creator/copyright holder must have agreed to allow distribution of this file through this site.
If you are the creator we strongly encourage you to select the CC Attribution-NonCommercial-ShareAlike option.

If none of the above licenses apply describe the conditions under which this material appears on this site as well as any information about reuse beyond this site.

Distributing information on the web generally requires the permission of the copyright holder--usually the original creator. Providing the information we request here will help visitors to this site understand the ways in which they may (legally) use what they find.

If you created this file (and haven't signed away your copyright) then we'd encourage you to select the CC Attribution-NonCommercial-ShareAlike option. You'll retain the copyright to your file and can do as you please with it in the future. Through this choice you are also explicitly allowing others to reuse that file as long as they give you attribution, and don't use it for commercial purposes.

If the file (or content within it) was created by others you'll need their permission. If it predates 1923 or was created by a U.S federal employee (as part of their job) it is likely in the public domain (and we can all do as we choose with it). The original author may also have explicitly stated how it may be reused (e.g. through a creative commons license). You can describe the licensing/reuse situation in the box above.

Without permission you should not upload the file. There are several options in this case:

  • You can contact the original author to get permission.
  • You can provide a link to (or a description of how to get) the original material rather than uploading it here.
  • You can find a substitute that isn't encumbered by copyright.
  • You can create a substitute yourself. Remember, ideas can't be copyrighted, only particular expressions of those ideas. Of course you'll want to give credit the original author.

The Stanford Copyright and Fair Use Center has more good information about copyright as it applies to academic settings.


Close

Page Title:

Close

Click the 'Edit this Page' button to start editing. Simple formatting is available through the menubar that will appear. There are a few special cases where you'll need to insert tags in square brackets:

Links

Files and Image

Once uploaded files and images are given a unique id which can be used as follows to insert them into your page.

Recently uploaded files/image and those already in the page are listed (with their id numbers) in the edit bar. You can visit the file archive to find the id for other files and images.

CREW

Team Members:Xia Feng, Paul Houser - faciltator, Carla McAuliffe - curriculum developer, Ron Houser, Debbie Belvedere - notes coordindinator, and Bill Prothero

2008 CREW AccessData Team

Meeting Room:

Pre-meeting Sharing Space

Please introduce yourself to your team members. Give a brief description of your role in facilitating the use of data in education. You can also post links, files, or images.

To add text, files, or images to this page, click the "Show Editing Controls" link in the upper right of this window, then click "Edit this page." Click the Editing Help link for details. Note that the infrastructure of these editable web pages are still under development. As possible, avoid simultaneous editors.

Add Pre-Meeting Notes here:
Bill Prothero Introduction: Hi, looking forward to a stimulating and productive workshop, and meeting and working with you all. I have been implementing data rich activities for a general education oceanography class at UCSB since 1994. My approach is to assign science papers, then provide the data, software tools, preliminary activities, and writing instruction that support these assignments. I've implemented "Calibrated Peer Review" assignments that address plate tectonics, monsoon, climate, and global fisheries. I have recently completed a new software applications that I call "LearningWithData" that includes content resources, data access tools, activities, and assignments that support the study of plate tectonics. My web site at: http://learningwithdata.org/ shows a demo video and list of tools that are available. My other work with the oceanography course at UCSB can be found at http://earthednet.org/

Carla McAuliffe Introduction:

Hi Everyone,

I am eager to meet you tomorrow night or Thursday morning. As to my background.....for several years, I taught a variety of science classes including Earth and biological science courses at the junior high and high school levels. Somewhere along the way, I became enthralled with educational technology. In particular, GIS applications are a favorite of mine. Currently I work for TERC, as a curriculum developer, professional development specialist, and educational researcher/evaluation specialist. I enjoy helping K-12 teachers (as well as students of all ages) investigate and discover science concepts through "messing around" with datasets. I look forward to our collaboration. See you soon!

Thanks,---Carla

CREW Data Sheet as of May 3, 2008 (Microsoft Word 201kB May3 08)

Session 1 - Thursday Morning
Meet your team members. Learn about the data, tools, and expertise represented on your team. Review DataSheet(s) and explore data and tools.

Team members meet each other and share their experiences and viewpoints on using data in education. Review and discuss DataSheet(s) begun by the data representative(s) for your team. Explore datasets and tools and consider how the expertise on the team can complement them. If you haven't already done so, narrow down the range of datasets the team is considering using to a manageable number.

Add Session 1 Notes here:

Participants: Paul Houser, Xia Feng, Ron Houser, Carla McAulitte, Bill Prothero, Debbie Belvedere

Quantifying Water Cycle Variability in the Classroom using GrADS DODs Data

CREWs mission is to identify, understand and predict water cycle variability.Scientists utilize large global water cycle datasets available with tools to visualize the data.

CREW has established a portal to visualize real-time water and energy cycle observations and model forecasts; updated daily with current data for global and regional domains.

CREW also provides water cycle related data via its GrADS Data Server (GDS) which may be viewed by anyone possessing an interest in the Earth and its watercycle.

To create an educational module based on the Water Cycle, we will use the following 2 datasets

GPCP version2 from satellite measurements and surface rain gauge observations, extending from1979-2005.This dataset is often used as a benchmark.

NCEP/DOE model reanalysis for long term record (1979-present). These model datasets have all the global water cycle variables included, such as evaporation, runoff, etc.

Concept ideas

Global mass water balance

Target grade level:High school and Undergraduate students

To determine the global mass balance you need to study the changes. Pieces of the water cycle are linked. Think of the water cycle as a bucket. What goes in equals what goes out(find the changes in the bucket)

Global Questions

Where does precipitation exceed evaporation

Where does evaporation exceed precipitation

Is precipitation larger over land

Is ocean evaporation larger than precipitation over oceans

Students can compare GPCP data and/or map out in/out flow

Notes: Precipitation is greater than evaporation over land

Evaporation is greater than precipitation over oceans

For more advanced work

Find the zonal or longitudinal average. What patterns do they reveal?

What do you notice about 1991. There is there a big change in precipitation related to Mt Pinatubo eruption.

Regional Questions

What is the average precipitation in my backyard or school? What is the trend? What are the extremes? Find the wettest or driest year

Concerns

GrADS on website needs checking.

Need accurate installation instructions for Macs

Using command line data might not work for all students.It might be easier to work with Web browser interface but it does not allow students to really use the data.

Should use power of the server to download data.

Installation is critical

Ideas Two approaches using the same precipitation data for both

Basic Level Use ready-made (canned) visualizations for analysis

Advanced Go to the GrADS site, use command lines for higher level analysis.

Note:Students can view 2 datasets,actual (GPCP) and model (reanalysis) together.

Questions What are the differences in the datasets? Can you see which one has bias and why? What would you need to find the truth?

Other options

Use GMU Google Earth web based interface with GrADS (Google Earth would point to the GDS server. This can have the option to have GrADS behind it.

Static images with GrADS underneath

Run GrADS interactively

Case Study Ideas/Storyline

What could be causing precipitation variation?

El Nino

Mt. Pinatubo

Global Warming

Pollution in Europe

Water balance thoughts: precipitation minus evaporation equals runoff because over the long haul, soil moisture storage is minimal

Rationale discussion for the EET Chapter

Why should we use real datasets?It helps to:

engage students

create science literacy

understand the science process

learn how to think scientifically

understand that new understanding comes from observations, models test understanding,use models for prediction (data-modeling enhanced society.

Session 2 - Thursday Afternoon
Brainstorm data-use storylines

Brainstorm a set of possible storylines for valid investigations of the dataset(s) you have selected. Come up with at least one compelling scenario that will give users a reason to work through the technological steps necessary to perform an analysis of the data.

The Activity Outline Guide (Microsoft Word 42kB Apr9 08) provides an outline for the minimum information needed for the team's activity outline.



Sessions 3 and 4 - Friday Morning
Select a data-use scenario and perform a proof-of-concept check

Use the complementary expertise on the team to check that the task you are envisioning can actually be completed in an educational setting. Identify a target grade level for the activity and choose a working title.

Please limit the scope of the activity to tasks that can be accomplished by accessing existing data and tools. Discuss and agree upon the content limits of the activity as well. Consider that the major goal of these activities is to develop user familiarity with the data and tools.

Add Session 3 and 4 Notes here:

Friday morning breakout

Chapter title: Understanding Global Water Cycle Dynamics

Explore precipitation and water cycle data with question

Download and install GrADS

Access Real Time data http://crew.iges.org/climatedata

(Paul, add in trends and analysis)

Part 2

Explore precipitation water cycle data

Datasets to be used:GPCP and Reanalysis 2/ Description of the tools

(First use several multi-level pre-made tools that can describe what you see)

Explain what a model is, how it works, what problems you may face

Part 3 Using GrADS

Teaching Notes

Point to IPCC report in background

Case Study

Question: Is the water cycle changing?

Background and introduction

The big picture

Show water cycle movie

Questions:

How do we determine it?

Present data and add components to the model

Is it true?

Discuss limitations of models in connection to the concept of the water cycle

Can we use data to predict the future?

What are the natural changes in the water cycle that occur?

Global water balance (use models for cleaner dataset comparisons)

What is causing the changes and why?

What is the connection to climate change?

What changes do you see in precipitation over land and water?

Regional

Find the differences in datasets.

Why are there differences?



Sessions 5 and 6 - Friday Afternoon
Develop your case study storyline and outline the procedures for data access and analysis Case Study Development

Record ideas, bullet points, or actual text that will become part of the case study to introduce users to the issues and concepts of the activity. Gather links for appropriate images, diagrams, and background text.

Record the name and URL of all datasets and access/analysis software tools to be used. List the major tasks users will complete, then perform a deliberate walk-through of each task to capture the full sequence of procedures. Give special attention to the most difficult or least intuitive steps, and note points in the sequence where additional information will be helpful.

Add Session 5 and 6 Notes here:

Friday afternoon breakout session

Title:Understanding Global Water Cycle Dynamics

Look at global water cycle precipitation

Is it changing? Look for trends.

Use Reanalysis 2 model.

Start with ready-made plots, show scripting

Going further-add in GPCP.

First plot:Global mean (mapped version)

Second plot:Annual anomaly of Global water cycle and their trends

Plots to show:precipitation, evaporation, and runoff

Ask students to look at the difference in variability over Global vs Regional

Ask students if they can see a specific event such as Mt.Pinatubo

Session 7 - Saturday Morning
Enhance your step-by-step procedures by adding "About" sections that provide extra information; List several ideas for "Going Further" with the data or tools

Fill in any gaps in your activity outline and add sections that can help users make meaning of the data. Suggest several ideas for the "Going Further" section that challenge users to work with the data and/or tools in other investigations. These suggestions provide launching points for scientific inquiry which is facilitated by the skills learned in the activity.

Add Session 7 Notes here:

Session 8 - Final Team Breakout
Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Upload all resources to this page

Create a 2- or 3-slide ppt file for the report out session.

  • Slide 1: Team name, names of team members, and a brief phrase to describe each individual's contribution
  • Slide 2: Working title for your activity, names of dataset(s) and tool(s) utilized
  • Slide 3: Your choice of something to illustrate your team's vision of the completed activity

Attach the file plus any other documents produced by the team to this page. Include final versions of the team's DataSheet.

Add Session 8 Notes here:


Present data and add components to the model

Is it true?

Discuss limitations of models in connection to the concept of the water cycle

Can we use data to predict the future?

What are the natural changes in the water cycle that occur?

Global water balance (use models for cleaner dataset comparisons)

What is causing the changes and why?

What is the connection to climate change?

What changes do you see in precipitation over land and water?

Regional

Find the differences in datasets.

Why are there differences?

Sessions 5 and 6 - Friday Afternoon
Develop your case study storyline and outline the procedures for data access and analysis Case Study Development

Record ideas, bullet points, or actual text that will become part of the case study to introduce users to the issues and concepts of the activity. Gather links for appropriate images, diagrams, and background text.

Record the name and URL of all datasets and access/analysis software tools to be used. List the major tasks users will complete, then perform a deliberate walk-through of each task to capture the full sequence of procedures. Give special attention to the most difficult or least intuitive steps, and note points in the sequence where additional information will be helpful.

Add Session 5 and 6 Notes here:

Friday afternoon breakout session

Title: Understanding Global Water Cycle Dynamics

Look at global water cycle precipitation

Is it changing? Look for trends.

Use Reanalysis 2 model

Start with ready-made plots, show scripting

Going further Ãɯ¿½ add in GPCP.

First plot: Global mean (mapped version)

Second plot: Annual anomaly of Global water cycle and their trends

Plots to show:precipitation, evaporation, and runoff

Ask students to look at the difference in variability over Global vs Regional

Ask students if they can see a specific event/ Mt.Pinatubo


CREW Team

Understanding Global Water Cycle Dynamics (PowerPoint 3.5MB May5 08)

Dr. Paul R. Houser/Scientist

Director, Center for Research on Environment and Water (CREW), and Professor,George Mason University, Climate Dynamics Department, College of Science

http://crew.iges.org/

houser@iges.org

Ms. Deborah R. Belvedere/Notes
Assistant Director, Center for Research on Environment and Water (CREW)

http://crew.iges.org/

Debbie@iges.org

Ms. Xia Feng/Tool Specialist

Graduate Research Assistant, Center for Research on Environment and Water (CREW)

http://crew.iges.org/

qiaox@iges.org

Dr. Ronald Houser/Evaluation Specialist

Northwest Evaluation Association, Director, Advanced Research and Development Group

www.nwea.org

Ron.Houser@nwea.org

Dr. Carla McAuliffe/Curriculum Developer

Senior Curriculum Developer, Researcher, & Evaluator, TERC

http://www.terc.edu/

Carla_McAuliffe@terc.edu

Dr. William A. Prothero /Education
University of California, Santa Barbara (Emeritus)

http://earthednet.org/

prothero@geol.ucsb.edu



Session 7 - Saturday Morning
Enhance your step-by-step procedures by adding "About" sections that provide extra information; List several ideas for "Going Further" with the data or tools

Fill in any gaps in your activity outline and add sections that can help users make meaning of the data. Suggest several ideas for the "Going Further" section that challenge users to work with the data and/or tools in other investigations. These suggestions provide launching points for scientific inquiry which is facilitated by the skills learned in the activity.

Add Session 7 Notes here:




Session 8 - Final Team Breakout
Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Upload all resources to this page

Create a 2- or 3-slide ppt file for the report out session.

  • Slide 1: Team name, names of team members, and a brief phrase to describe each individual's contribution
  • Slide 2: Working title for your activity, names of dataset(s) and tool(s) utilized
  • Slide 3: Your choice of something to illustrate your team's vision of the completed activity

Attach the file plus any other documents produced by the team to this page. Include final versions of the team's DataSheet.

Add Session 8 Notes here:


Present data and add components to the model

Is it true?

Discuss limitations of models in connection to the concept of the water cycle

Can we use data to predict the future?

What are the natural changes in the water cycle that occur?

Global water balance (use models for cleaner dataset comparisons)

What is causing the changes and why?

What is the connection to climate change?

What changes do you see in precipitation over land and water?

Regional

Find the differences in datasets.

Why are there differences?




Sessions 5 and 6 - Friday Afternoon
Develop your case study storyline and outline the procedures for data access and analysis Case Study Development

Record ideas, bullet points, or actual text that will become part of the case study to introduce users to the issues and concepts of the activity. Gather links for appropriate images, diagrams, and background text.

Record the name and URL of all datasets and access/analysis software tools to be used. List the major tasks users will complete, then perform a deliberate walk-through of each task to capture the full sequence of procedures. Give special attention to the most difficult or least intuitive steps, and note points in the sequence where additional information will be helpful.

Add Session 5 and 6 Notes here:




Session 7 - Saturday Morning
Enhance your step-by-step procedures by adding "About" sections that provide extra information; List several ideas for "Going Further" with the data or tools

Fill in any gaps in your activity outline and add sections that can help users make meaning of the data. Suggest several ideas for the "Going Further" section that challenge users to work with the data and/or tools in other investigations. These suggestions provide launching points for scientific inquiry which is facilitated by the skills learned in the activity.

Add Session 7 Notes here:




Session 8 - Final Team Breakout
Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Upload all resources to this page

Create a 2- or 3-slide ppt file for the report out session.

  • Slide 1: Team name, names of team members, and a brief phrase to describe each individual's contribution
  • Slide 2: Working title for your activity, names of dataset(s) and tool(s) utilized
  • Slide 3: Your choice of something to illustrate your team's vision of the completed activity

Attach the file plus any other documents produced by the team to this page. Include final versions of the team's DataSheet.

Add Session 8 Notes here:


Present data and add components to the model

Is it true?

Discuss limitations of models in connection to the concept of the water cycle

Can we use data to predict the future?

What are the natural changes in the water cycle that occur?

Global water balance (use models for cleaner dataset comparisons)

What is causing the changes and why?

What is the connection to climate change?

What changes do you see in precipitation over land and water?

Regional

Find the differences in datasets.

Why are there differences?




Sessions 5 and 6 - Friday Afternoon
Develop your case study storyline and outline the procedures for data access and analysis Case Study Development

Record ideas, bullet points, or actual text that will become part of the case study to introduce users to the issues and concepts of the activity. Gather links for appropriate images, diagrams, and background text.

Record the name and URL of all datasets and access/analysis software tools to be used. List the major tasks users will complete, then perform a deliberate walk-through of each task to capture the full sequence of procedures. Give special attention to the most difficult or least intuitive steps, and note points in the sequence where additional information will be helpful.



Session 7 - Saturday Morning
Enhance your step-by-step procedures by adding "About" sections that provide extra information; List several ideas for "Going Further" with the data or tools

Fill in any gaps in your activity outline and add sections that can help users make meaning of the data. Suggest several ideas for the "Going Further" section that challenge users to work with the data and/or tools in other investigations. These suggestions provide launching points for scientific inquiry which is facilitated by the skills learned in the activity.

Vision

Brief information on the Water Cycle

Describe data and tools

Tutorial

Web based canned plot

Web based GrADS GUI

Command Line local line tool

Advanced questions and additions to studies

Evaluation: what did the students learn about the water cycle, did the teacher use it in thier teaching, was the tool difficult to use, test.

Session 8 - Final Team Breakout
Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Upload all resources to this page

Create a 2- or 3-slide ppt file for the report out session.

  • Slide 1: Team name, names of team members, and a brief phrase to describe each individual's contribution
  • Slide 2: Working title for your activity, names of dataset(s) and tool(s) utilized
  • Slide 3: Your choice of something to illustrate your team's vision of the completed activity

Attach the file plus any other documents produced by the team to this page. Include final versions of the team's DataSheet.

Add Session 8 Notes here:


Present data and add components to the model

Is it true?

Discuss limitations of models in connection to the concept of the water cycle

Can we use data to predict the future?

What are the natural changes in the water cycle that occur?

Global water balance (use models for cleaner dataset comparisons)

What is causing the changes and why?

What is the connection to climate change?

What changes do you see in precipitation over land and water?

Regional

Find the differences in datasets.

Why are there differences?




Sessions 5 and 6 - Friday Afternoon
Develop your case study storyline and outline the procedures for data access and analysis Case Study Development

Record ideas, bullet points, or actual text that will become part of the case study to introduce users to the issues and concepts of the activity. Gather links for appropriate images, diagrams, and background text.

Record the name and URL of all datasets and access/analysis software tools to be used. List the major tasks users will complete, then perform a deliberate walk-through of each task to capture the full sequence of procedures. Give special attention to the most difficult or least intuitive steps, and note points in the sequence where additional information will be helpful.

Add Session 5 and 6 Notes here:




Session 7 - Saturday Morning
Enhance your step-by-step procedures by adding "About" sections that provide extra information; List several ideas for "Going Further" with the data or tools

Fill in any gaps in your activity outline and add sections that can help users make meaning of the data. Suggest several ideas for the "Going Further" section that challenge users to work with the data and/or tools in other investigations. These suggestions provide launching points for scientific inquiry which is facilitated by the skills learned in the activity.

Add Session 7 Notes here:




Session 8 - Final Team Breakout
Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Upload all resources to this page

Create a 2- or 3-slide ppt file for the report out session.

  • Slide 1: Team name, names of team members, and a brief phrase to describe each individual's contribution
  • Slide 2: Working title for your activity, names of dataset(s) and tool(s) utilized
  • Slide 3: Your choice of something to illustrate your team's vision of the completed activity

Attach the file plus any other documents produced by the team to this page. Include final versions of the team's DataSheet.

Add Session 8 Notes here:



      Next Page »