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NODC
Team Members:
Mark Hafen - Univ. of South Florida 813-974-4777 mhafen at cas.usf.edu
Erin Bardar - TERC; 617-873-9645; erin_bardar at terc.edu
Tom Ryan - NODC; 713-301-3272 x129; thomas.ryan at noaa.gov
Lew Abrams - U. of North Carolina, Wilmington, 910-962-2350, abramsl at uncw.edu
Pat Muller- McNary High School, Keizer Oregon 503 753-3010, zettybobo at mac.com
Yongsheng Zhang- NODC; 301-713-3272 x 126 yongsheng.zhang at noaa.gov
John Antonov- NODC; 301-713-3290 x 207 john.antonov at noaa.gov
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.
Add Pre-Meeting Notes here:
April 23 teleconference follow-up - I am sorry to not be able to meet all of you in person! I've uploaded the FIRST draft of the heat content data sheet, but as far as data specifics John Antonov really needs to edit those sections. Don't know how useful this will be except to give lots of sources for reading material - both journal articles and more. We will also be uploading more versions of the altimetry worksheet.
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Hi team members! I'm Sheri Phillips and was part of an NODC team that attended the 2007 DLESE workshop. I am sorry I will not be on site, but Tom Ryan is a great addition to the group and I am very happy he will be able to cover for me. Tess Brandon and myself will continue to work on the project from our end.
As of Tuesday afternoon, I have finished a rough draft of the satellite altimetry data sheet, but this is a work in progress so check back for new uploads! Tess will be adding some input, and I still need to fill out some sections AND get the heat content page up.
If you have never dealt with satellite altimetry data at all before, there is a nice little overview of the TOPEX/POSEIDON program at http://topex-www.jpl.nasa.gov/education/workshop.html
http://www.dataintheclassroom.org/content/sea-level/
http://www.science-house.org/nesdis/gulf/student.html
Sorry about the multiple image uploads - haven't figured out yet how to delete my duplicates and mistakes.......
and somehow the captions keep getting wrong. These graphics were from the datasheet but got cut upon upload from the Word file - have to find a way to make that work - and the last image was to show the N-S global orbit path of the satellites.
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Hi NODC team. My name is Mark Hafen, and I'm an Instructor at the University of South Florida in Tampa. I teach a variety of courses in our Geography and Environmental Science & Policy degree programs. My doctorate is in Marine Science: geology and physics, with an emphasis in marine acoustic remote sensing. I am also the undergraduate program director for our Geography degree program. As such, one of my tasks is to help colleagues develop exercises that promote critical thinking and inquiry based learning, in order to meet the University's student learning outcome goals.
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Hi Everyone. My name is Erin Bardar. I am a curriculum developer at TERC in Cambridge, MA. My doctorate is in Astronomy, with a focus on student understanding of light and spectroscopy in introductory college astronomy. My most recent project at TERC has been writing curriculum for the EarthLabs project, which is a model for Earth science as a true "lab science" course. One of the main goals of the EarthLabs curriculum is to give students access to some of the most current research, data, and visualizations available. My work on the project has been primarily on the Sustainable Fisheries and Coral Reef units.
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Hi Everyone. My name is Tom Ryan and I am an Oceanographer at NODC. I work in the Physical Ocean Data Group. I have a BS in Oceanography from Humboldt State University where I focused on ocean fisheries. I am a last minute replacement for Sheri Phillips but am looking forward to a successful collaboration.
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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.
Group introductions
Tom Ryan to act as note coordinator.
Introduction of the concept that thermal expansion contributes to sea level rise
Introduction of thermosteric data by John Antonov
Introduction of sea level anomaly from altimetry data by Yongsheng Zhang.
General discussion of data sets
Discussion about project name.
Yongsheng thinks title should include reference to altimetry data.
Decided working name would be “Is Sea Level Rising?
Lewis presented idea that sample dataset should be included that allow for production of graph that allows students to develop possible mechanisms to explain.
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.
Add Session 2 Notes here:
Discussed story-line ideas with a group consensus on the Alaskan village of Shishmaref, which has had to evacuate due to sea level rise. (It was later discovered that our data set does not cover this region, so low-lying atolls in the Pacific Ocean may be a better choice for the case-study.)
Pat suggested using models of predicted sea rise to show students what land areas may eventually be under water due to sea level rise.
Began discussing Session 3 & 4 topics: decided to start the module with a simple graphing exercise of sea level anomaly time series data to show that sea level is rising. Students should then be introduced to how satellites can help us identify changes in sea level as a lead-in to the altimetry data.
Suggestions for follow-up activities involving looking at instances of falling sea level (Scandinavia) to show that sea level is not rising everywhere (local phenomena differ from global phenomena).
Discussed whether we should create a second set of altimetry data that has the same temporal resolution as the heat content data.
Grade level focus of the EET chapter will be junior/senior high school and freshman/sophomore college.
Much discussion was had about the definition of sea level anomaly--this needs to be well-defined so that students can fully understand the meaning of the data.
Yongsheng provided urls for satellite data: Oceanic Research and Applications Division, Laboratory for Satellite Altimetry (http://ibis.grdl.noaa.gov/SAT/) and TOPEX/POSEIDON Historical Sea Level Data (http://ibis.grdl.noaa.gov/SAT/hist/index.html )
After students plot sea level rise using Excel or other graphing software, they should look at sea level anomaly data in Ocean Data View and make a time series animation to explore spatial distribution of sea level anomalies and address the questions "Why are anomalies showing up?" and "Why are they showing up where they are showing up?"
In addition to looking at data over longer time scales, we might consider isolating El Nino years to show positive and negative sea level anomalies.
Decided to keep working title of "Is Sea Level Rising?"
If anyone has anything else to add, please do so.
From Pat;
Post meeting: Pat talked with author Gary Braasch who gave permission to use his photos of Tuvalu. A link to an online photo gallery and a potential story follows, http://www.grist.org/news/maindish/2005/02/16/braasch-tuvalu/. Gary wanted to know if our data could show that specific location in terms of ocean temperature and if that would be included in the lesson.
I would like to possibly include this quote in the introduction to the lesson,
“Climate change is one of the most complex, multifaceted and serious threats the world faces. The response to this threat is fundamentally linked to pressing concerns of sustainable development and global fairness; of economy, poverty reduction and society; and of the world we want to hand down to our children.” - UN Secretary General Ban Ki-moon
Potential sea rise introductory content http://www.cru.uea.ac.uk/cru/info/slr/ http://www.manicore.com/anglais/documentation_a/greenhouse/ocean.html
Potential helps on thermal expansion http://ocw.mit.edu/OcwWeb/hs/physics/h/2/2.htm
Simple experiment: http://www.windows.ucar.edu/tour/link=/teacher_resources/teach_thermalexpand.html
How to Make a Sea Rise map in Google Earth http://lbline.org/node/134
Currents and El Nino http://www.learningdemo.com/noaa/lesson08.html
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:
Sessions 3 & 4: URL for data sets does not yet exist. Will host site at NODC, but we cannot yet include that on data sheet.
In ODV, John and Yongsheng to create a GIF animation of the time series that students will view in another viewer (not in ODV).
To introduce the ODV to students, they will bring up an image of the data from the data sets (two dimensional = sea surface height). Can also use ODV to see heat content/temperature with depth.
Two data sets will be created for the students to use in ODV. One will be a composite of A) sea level anomaly, B) thermosteric anomaly, and C) sub-surface heat content, which will be at a lower temporal resolution. The second will be be just sea level anomaly at a higher temporal resolution.
A template will be created so that students will be able to choose in ODV any transect, for any year, and be able view side-by-side graphs comparing sea level anomaly with heat content data at depth along the transect, which will show the contribution of heat to higher sea surface elevation. Students will be encouraged to view multiple locations, but will first be directed to 1997-1998 El Nino across the Pacific basin to see an extreme case.
Yongsheng and John will fix the "technical issue" so that students will be able to draw a one-dimensional line rather than an area (buffer around the line) that gives multiple data readings at the same location. They will reprocess the data from 1x4 to 1x1 grid to increase resolution.
As an additional exercise (higher level), students can use the rate of sea level rise to calculate when Tuvalu will be inundated. Requires an ASCII text file that can be imported into Excel.
Begin working on full story line.
Outline for flow of the exercise:
1. Introduction: Tuvalu case study. <a href=http://www.grist.org/news/maindish/2005/02/16/braasch-tuvalu/>http://www.grist.org/news/maindish/2005/02/16/braasch-tuvalu/</a>
2. Learning goals:
- How to use Ocean Data View (ODV) to explore variations in sea level (is sea level rising?).
- What factors contribute to sea level variations.
- Specifically, how does ocean heat content affect sea level.
- Impacts of sea level variations.
- Tools for measuring sea level variations.
3. Rationale: There are physical, biological, and human impacts from sea level variations and ocean heat content.
4. Background Information:
- How data were collected.
- Variations in sea level over time.
- Climate variations over time.
5. Instructional Strategies: cont.
Sessions 5 and 6 - Friday Afternoon
Develop your case study storyline and outline the procedures for data access and analysisCase 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.
Data Access and Analysis Procedures
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:
Add to background knowledge: Properties of seawater, expansion and heat capacity- diagram link to or image
Sequence:
- Using time series data:
- Students download the data text file into spreadsheet and create the graph.
- Establish that sea level is rising.
Time estimate: 45 min
Using sea level anomaly complete data set:
- Spatial variability sea level anomaly within ODV and show them as a sequence and individually. Use animation (gif file)
- Look at the seasonal variation, El Niño, do a few transects in ODV.
Time estimate: 2 hours
Using combined data (John suggests yearly sea level anomaly fields and temperature anomaly fields at different levels):
- Compare sea level with sea temperature.
- Examine the factors that influence variability and introduce thermal expansion. John will write about this.
- Plotting x-z section figures sea level anomaly vs. thermal structure along transect. John will make template with step-by-step instructions.
Time estimate: 1 hour
Examine thermal expansion’s contribution to overall sea level rise.
- Compare time series of thermosteric anomaly to sea level anomaly.
- Calculate rates from ASCII data set.
Time estimate: 45 minutes
Calculate the rate of sea level rise and also how long before the atoll will be underwater
Time estimate: 45 minutes
Learning context:
Explore additional sequences based upon student interest and instructor preference.
Science Standards:
Use national standards (delegated)
Resource section:
Erin will hold you accountable.
Uploaded the images to be used in the PPT for final breakout. For some reason, the page loaded the two graphs twice. No idea why! This wiki has a mind of its own! mrh
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:
Tom - completed activity outline guide.
Lew and Mark - completed heat content data sheet of 4/29 now called NODC Heat Content Data Sheet May 03
Pat and Yongsheng -- Update and complete altimetry data sheet of 4/23 now called NODC Altimetry Data Sheet May 3
Erin - Complete PPT presentation.
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:
NODC Revised PowerPoint (PowerPoint 2.1MB May3 08)
NODC DataSheet 1: Heat Content (Microsoft Word 333kB May5 08)
NODC DataSheet 2: Altimetry (Microsoft Word 260kB May3 08)
