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ANDRILL

Team Members: Josh Reed, Diane Winter, Louise Huffman, Ellen Cowen, Jean Pennycook

Meeting Room: 211 (Edwards), Worner Center

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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:

Hello Fellow ANDRILLians! I am so excited about the workshop next week and think we have put together an amazing team with a variety of skills and talents. Our pre-planning should go far in making it possible to hit the floor running next week.

To introduce myself: I taught for 34 years in all grade levels from regular 1st to 8th grades (except for 2nd), including special ed. and 5 years with the highly gifted program. I have lots of experience with curriculum development in both my school district and with several local museums and zoos. I got interested in Antarctica, polar science and virtual classrooms in 1989--before WWW!--and spent the 2002 research season in the Dry Valleys, Antarctica as a teacher in the TEA (Teachers Experiencing Antarctica) program.

For the past 20-some years I have also been involved with professional development (PD) for teachers and have also created and facilitated two NSF polar science workshops and a week-long one funded by the Golden Apple Foundation. During summers I am involved in PD science inquiry workshops for teachers at Benedictine University, the University of Chicago, the Museum of Science and Industry, Shedd Aquarium and the Adler Planetarium. It's a great way to share ANDRILL information and build partnerships with these institutions.

Now I am the Education Outreach Coordinator for ANDRILL and spent the 2007 season on Ice with the ANDRILL Southern McMurdo Sound drilling project.

I'm looking forward to learning from all of you!

Louise


Greetings Josh, Ellen, Louise, and Jean,

Diane Winter here. I will be one of the scientists working with our team. My work involves using micropaleontological data from diatoms (single celled algae with glass shells) to interpret both the age of marine sediments as well as the climate present at the time of deposition of that sediment. I have been working with diatoms now for 16 years. Much of my marine diatom experience has involved working in Antarctica, both on ships as well as on land (or ice).

My role as I understand it will be to help provide an informed direction for our project. I hope our efforts in this process ultimately provide a tool for students to better understand the geology and environment of Antarctica and perhaps even the importance and fragile nature of this continent.

See you all soon,
Diane


Hello Team -

I'm looking forward to working with you later this week! My name is Ellen Cowan and I have been teaching Geology at Appalachian State University for 20 years. I participated on the Sediment Description team describing the ANDRILL 1B core drilled during MIS. For most of this summer I will be locked in the lab working on the diamictites that we drilled. I'm looking forward to working with you to provide opportunities for others to learn from our data set. I can wait to meet you all.

Have a good trip to CO. Ellen


Hello all,

My name is Josh Reed and I am a computer dude for the ANDRILL program. I am looking forward to developing an awesome educational activity using ANDRILL data and tools.

Cheers, Josh.


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:

Decided that we would move forward by having Diane and Ellen tell the science stories for each of the chosen intervals before we make a decision about the activity we will develop.

1. Brought up interval from MIS core--38-49 mbsf--10 m interval from the Pleistocene--Ellen showed paper copy of her notes-- subtle changes, but at 48 mbsf is a GSE (glacial surface erosion)--below it mud--above conglomerate--laminated mud would have dropped under the ice shelf to sea floor--The Present is the Key to the Past--As a team we explored this section of core and also looked at Ellen's paper copies of X-rays and Diane and Ellen's interpretations. In this interval we can identify glacial and interglacial cycles, glacial surfaces of erosion (shows a complete glacial cycle), and it shows an advance (erosion of the surface) and retreat (going from diamict to the mud) of the ice sheet and one more advance.

2. Discussed our objectives in this workshop--are we developing an activity for use by students? Are we teaching the use of the tool? Are we doing it for a college class or younger or for teachers?

a. feeling that we want to develop a usable activity for students that will teach climate change in Antarctica--integrated into the larger activity will be parts that let students practice with the tool, PSIcat, Visualizer, or Corelyzer. We will aim it at high school or early college level courses in Earth Science.

3. Discussed 2nd interval of core data. 50-60 mbsf--lithology doesn't show much change-would be difficult for students--almost all diamictite

4. Discussed 3rd interval--201-213 mbsf--obvious difference between diamictite and diatomite at 211 mbsf--also huge difference shown in X-ray at that level

At 210.56 mbsf--shows an intermixed zone--big breaks are easily shown in X-ray--so nice match between Visualizer data and X-rays

This interval shows an environmental contrast from open ocean to glacier advance and mixing of sediments to retreat and open ocean again. Bring in today's ice and what we would see today compared with this interval.

5. Discussed 4th interval--250-260 mbsf--lot of variability in the images and it shows a fast ice retreat

6. 440-453 mbsf--all warmer--no evidence of diamictite--all open water production--no glacial till--orbital cycles, but no glaciers at the drill site

7. Decision to use 201-213 mbsf as our interval for data--this afternoon we will decide the direction of the science story--may compare to an upper interval that shows a contrast--will also have to figure out what data will have to generated for the activity. (ex: diatom abundance)









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 provides an outline for the minimum information needed for the team's activity outline.

Add session 2 Notes here:

Worked together to brainstorm the data sets available for the chosen interval. (201-213 mbsf):

Wrestled with the idea of comparing the MIS core to either IODP Leg 28 (the core closest to ours) or IODP 274, or try to get the same depth from Dave Harwood from SMS data, which is still under moratorium. Decided we first need to figure out our objectives.

Talked about our objectives for this unit: (What do we want them to know after using this unit?)

1. Glacier processes that affect the sediments

2. The sediments are a history book of the environment

3. Process of science

4. Antarctic ice is dynamic and affects sea level rise and fall worldwide

Possible Storylines to get to the objectives:

1. 2 cores: open ocean or under the ice with MIS cores--What's the difference? Why are they so different?

2. Create sediment core for the 5 patterns--then compare to each other and then to the real one

3. Compare team sediment cores with the real one and defend theirs--which image is consistent with diagram/virtual core

4. For the lone learner (ex: teacher learning the tools for teaching to students; home school students) have them compare work to samples we create

5. Compare core to temperature graph (more discussion decided this wouldn't work well because we do not have this data well correlated)

6. Develop 5 examples of types of core found and what type of environment it represents

7. Steps of activity

1) Teach 5 sediment types

2) What would you expect the core to look like--draw it (either graph paper or PsiCat)

3) Lone learner--use provided example and justification

4) Small group--produce their drawing and share it with others--each group justifies their own

8) Another possible activity--draw how the ice sheet has advanced and retreated related to evidence of the core (ice proximity)

9) Go back after they have created their core and figure out sediment rates--math connection--rates are different for different processes (diatoms, diamictite, etc.) How long did it take for the diatomite to accumulate in this length or core? (calculate rate; use rate to design core; or given 1 core, how long is the core given the rate)

10) Density--use X-rays

Data sets each unit would have:

split core image; X-ray; density; pattern; magnetic properties; clast counts; diatom abundance percentages; images of diatoms;

Questions to ask in the unit:

1. What do we still need to learn about climate change? about the Antarctic ice sheet?

2. We are in an interglacial period and Antarctica is frozen. What does that mean about Antarctic history?






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:

Stepped back and introduced ourselves--had skipped that step yesterday and realized we should have done that.

Revisited yesterday's scenarios--added two new ones--

1. Diatoms are everywhere there is warmth and moisture--use lake cores and a story of students collecting those with their class--identifying diatoms--finding out that diatoms are used in Antarctica's rock records to tell what environment was there when those sediments were laid down

2. Use inherent love of penguins--current data of how ice is retreating and penguin rookeries are changing--what will happen to the penguins? What has happened in the past--to the rock core data

3. Ship heading to Antarctica--with stops along the way (bring in geography, sense of place, etc.) need to create a core to predict what the core will look like.

Decided to use the ship idea to teach the 5 sediments that indicate environments (open sea; under ice; grounded; advancing; retreating) by looking at present day examples from the ship and then relate it to date pieces.

Decided to use the original 3 environments (open ocean, under ice shelf, grounded) and the sediment types PLUS 2 processes (advance and retreat).

Ship ride from Chile to Ross Sea and are going to core a sample--wondering about the penguins--has the ice always been the same for their environment. On the way are passing a place where they see an open ocean--what would the core look like?--fact sheet #1 (Core/X-ray/environment picture/schematic diagram/pattern/stats like densithy, magnetic susceptibility/clast density/diatom density)--(could be ppt)--then ice sheet--same process for all 5 types. Show animation. Students then put them in order of the full cycle of an advance and retreating ice shelf--show animation in slow speed and in fast speed--how does that change the sediment intervals? Then in the Ross Sea they build a core using PsiCat predicting what the scientists will find. Each team shares their core and why they built it the way they did. Post simulated cores. Post ANDRILL core. How are they similar or different--in teams. Make a narrative of what is happening in the core.

ANDRILL Factsheets

Other activities: density graph using other core samples ; math--sediment rates; penguin data of colonies following the retreat of the ice shelf; diatom activity (can link to Flexhibit) and use diatom abundance






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:


Discussed Matteo's graphic and sent him an e-mail requesting that he make a couple of revisions that will add value to our activity. (change color of sediments falling from ice shelf to brown or black; add numbers at top like the Italian version; make sediments accumulate at bottom and show all 3 environments after a full advance and retreat cycle; add drill graphic like the Italian version).

Working Title: Drilling Back to the Future

Discussed storyline:

Objectives:

1. Understand the glacier processes that affect the sediments

2. Understand that sediments are a history book of the environment

3. Experience the process of science

4. Understand that the Antarctic ice is dynamic and affects sea level rise and fall worldwide


Using Data Objectives Covered:

- Find and access data relevant to the topic they are investigating

- Combine multiple and diverse datasets to solve a central problems, selecting or compressing data subsets to address a specific task

- Generate visualizations and representations that communicate interpretations and conclusions

- Contribute, view, and evaluate their own data int he context of larger datasets




Introduction/Hook
1. Younger: Visiting different glacial environments on a ship on our way from Chile to the ANDRILL site. Each site will illustrate a different glacial environment/process.
2. Older students: Short case study about the K-T Boundary and how it illustrates the significance of drilling the geologic record and why ANDRILL is working in Antarctica

Main Activity
  1. Introduce our 3 sediment types and 2 glacial processes on data cards (younger--ship story; older--direct instruction using the cards)
  2. Demo the animation and take time to explore it
  3. Challenge #1: place the cards in glacial cyclical order
  4. Teach the tool, PSICAT and review animation (making glacial advance and retreat fast or slow)
  5. Challenge #2:
  • Predict the core at the ANDRILL site and create the prediction on PSICAT (this can be done on paper or by using the PSICAT online tool)
  • Each team share's their prediction and justifies their interpretation of their core
6. Show the actual core. Video: scientist stating that we were surprised by what we found.
7. Challenge #3:Write a short narrative describing the actual core. (given a worksheet with the image of the core, the pattern of the core, and the X-rays with a column for their notes)

Extension Modules
  1. Math: given data sets from real core samples, calculate the age of the core sample given sediment rates for the different intervals and then add them for the total age of the core sample
  2. Biology--analyze photo micrographs to identify change in temperature and sea ice over time--link to Flexhibit hands-on diatom activities--link to protocol for looking at diatoms
  3. Graphing--Predict and then graph density, clasts and diatoms from the fact sheets which include the X-rays and the bar graphs given
  4. Penguins--correlation of penguin colonies to advancing and retreating ice sheets
  5. What do we still need to learn?
  6. Challenge: Based on the core you looked at, draw a core at the near shore end of the ice shelf and one beyond the end of the ice shelf as seen in the animation







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:

Text for the data sheets for each sediment type:

Sedimentary Rock Type : Diatomite

Sediment : diatoms

Environment : Open Marine with minimal sea ice

Density : low [will calculate an average]

Clast count: low [will calculate an average]

Diatom abundance: high [will calculate an average]

Sedimentation Rate : slow [will estimate]


Sedimentary Rock Type : Diamictite

Sediment : mud with sand and pebbles

Environment : subglacial (under the ice sheet)

Density : high - associated with pebbles and rocks [will calculate an average]

Clast count: high [will calculate an average]

Diatom abundance: none

Sedimentation Rate : rapid [will estimate]


Sedimentary Rock Type : Stratified siltstone and claystone

Sediment : silt, clay and sand

Environment : Glaciomarine (if ice shelf is present, this type is under the ice shelf)

Density : alternating layers of high and low [will calculate an average]

Clast count: low [will calculate an average]

Diatom abundance: medium [will calculate an average]

Sedimentation Rate : moderate [will estimate]


Sedimentary Rock Type : Physically mixed diamictite and diatomite

Sediment : mixed mud, sand, pebbles and diatoms

Process : glacial advance mixed diatomite into diamictite, associated unconformity (missing time)

Density : wispy layers of low density mixed with higher density [will calculate an average]

Clast count: moderate-high [will calculate an average]

Diatom abundance: medium [will calculate an average]

Duration of process: short (due to rapid advance of glacier) [estimate]


Sedimentary Rock Type : diamictite to diatomite

Sediment : mixed mud, sand, pebbles and diatomite

Process : retreat of ice sheet introducing currents to the now exposed seafloor, associated unconformity (missing time)

Density : high density layer concentrated at the sea floor, low density above

Clast count: low [will calculate an average]

Diatom abundance: medium [will calculate an average]

Duration of Process : longer [estimate]


Responsibilities:
Louise - Provide supplementary resources/materials, match Flexhibit resources, collaborate with Jean on the activities
Josh - Provide a simplified version PSICAT and instructions, provide the 'Core Gallery' as supplemental material, calculate density, clast counts
Diane - Calculate/estimate diatom abundances, calculate/estimate sedimentation rate and process duration, photographs of pristine diagrams and also photomicrographs
Ellen - Diane - Calculate/estimate sedimentation rate and process duration
Jean - Do it all, penguin stuff

All - any pictures and supplemental materials

Pictures:
- drilling
- cutting the core
- logging the core
- XRF
- all of the various steps in the core process




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:

See keynote file for our final presentation slides. Cool Cores Capture Climate Change (final presentation) ( 5.2MB Jun8 09)







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