CHRONOS

Team Members: Doug Fils (Data/comic relief), Bob Arko (tool/data), Cinzia Cervato (Scientist - facilitator), Mike Taber (Curriculum developer - note taker), Victor Fitzjarrald (educator)

Meeting Room: 212 (Gregg), 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, Team Members from De Anna Tibben! I teach 9th grade Earth & Space Science at Ames High School in Ames, Iowa. I have taught middle school (grades 6-8) and high school (9th grade) science in my 15 years in the classroom. I look forward to meeting you and working together with you.

Added 6/2: The photo I attached is of my two kids (Jake, 10 and Abby 9) at the UNI-Earth Science Department front display. When Doug set the photos as thumbnails, I think that info was lost. (Page looks much better with the thumbnails - good thinking, Doug.) As life would have it, I will not be able to attend the meeting after all. Mom duty calls as Jake has "decided" to get a mystery virus. I hope that I will still be able to work with you in the future, especially since Cinzia and I are in the same community. Hope the meeting is productive and enjoyable! Take care- De Anna

Hey fellow CHRONOS team members! Mike here. I am excited to be hosting this year's workshop. Attached is my favorite photo of my son, Ben, and myself along with Misty on top of Mount Massive in Colorado.

Hi CHRONOS Team Members from Cinzia! I am a geoscientist and was trained as a geochemist and stratigrapher (ie I figure out how old rocks are using relative time sequences). Some of my research has to do with how people learn about science, specifically geologic time. I teach introductory science courses in geology and meteorology to an average of 700+ students each year. In the photo I am on Suomenlinna, an island off Helsinki (Finland), with my children (Francesca and Ian) last March. I look forward to working with you all in Colorado!

Hello from Doug:
Hope people don't mind.. I dove into the particulars of the wiki syntax for this site and altered the images to be thumbnails above. I work with Cinzia at CHRONOS on the IT aspects of the effort and have been involved with various groups and efforts in the community of geo-informatics. Looking forward to seeing everyone in Colorado. I am sure Mike will ensure good weather for the entire stay. ;)

________________________________________________________________________________________________

Hello from Bob Arko. I am a programmer/analyst at Lamont-Doherty Earth Observatory, where I've worked in the Marine Geology & Geophysics Division for the past 15 years. I divide my time between ship and shore, spending a month or two each year "in the field" collecting data from research vessels including the drill ship Resolution, seismic survey ship Langseth, and Arctic icebreaker Healy (shown below).

Shoreside, I work on several closely-related geoinformatics projects whose goal is to publish data and tools for earth science research and education. I specialize in database design and semantic interoperability. I am currently collaborating with Vicki Ferrini (Ridge 2000 Team) and Doug Fils (CHRONOS Team) on development of tools including GeoMapApp , Corelyzer, and Virtual Ocean.

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:

KT poster - http://www.chronos.org/posters/kt.html

key aspects that make the geosiences unique is time perspective. Why it is problematic for the perspective of deep time? Lots of cognitive reasons...Variety of situations where - making decisions about the future. Utilization of natural resources, making changes to climate and ecosystems - difficult to predict accurately reproductino of human impacts. so a perspective of long, deep geologic time is important; different rates at which processes that happen (tsunamies vs. sea level rise vs. production of sediments, etc...)

How can we utilize very long archives of marine sediments (lots of data), show using geomapapp, processes that might happen on the longer time scales.For example, changes in organisms with in ice age-deglactiation changes. Warming vs. cooling climates; repeating of specific cool vs. warm water species; visualize change over time and space (global); sense of time that might be more familiar (last couple of million years) and couple with discussion around climate changes.

data - pictures of species; distribution of particularly species; show me the cores where this species occur. Can we compare spatially and temporarily? Diversity of species curves; generally in the top of cores.

Looking at changes in ocean temperatures - small changes - have drammatic effects on species and land surface changes - i.e. ice sheets/ no ice...

Using Marine data to visualize

DRILLNG for cores
DSDP - deep sea drilling project
ODP - Ocean drilling program
IODP - Integrated ocean drilling program

And a whole suite of Deep Sea Sampling Repository (DSSR)...Lamont vessils. (usually not as deep of a core) - "Drop cores."

How do you get from a core a chronology? A graphical way to take the depth and looking at evolution/extinction - a conceptual model of the core. Naturally, more data you have the better, as this is primarily interpretated data (age-depth plot or ADP)

Paleocene-eocene maximum with methan hydrate release could be a model for our future (near future?) create ADPs and identify spatial relationships/coverages using geomapapp.

easy to do a query on a species, map the cores that contain the species using geomapapp.

BRG - Bore hole research group

I [MIKE] HAVE MORE NOTES TO INPUT. BOB DEMONSTRATED GEOMAPAPP AND VIRTUAL OCEAN...

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:

Victor (answering a question from Cinzia):

Things that are easy for students to "pick up." relative dating, visual oceans framework

Farther back in time, less students will become interested. Tie in ship, climate data, from our most recent "little ice age" with actual stories, etc...

Then, give them another climate issue that is further back. scaffold backwards?

Cinzia...

Lot of specific things we could be looking at: extinctions, new species, nanofossils that come in and out; concept of species is different in paleontology - as we do not have the live organism, only a "part" of the species - i.e. taxa, classified as the same way as whole organisms.

Medieval warm period, then backwards?

some of this can be in the teaching notes.

Which dataset has been extracted that would show paleocene/eocene = oxygen isotopes, carbon isotopes...~55-57 mybp. Noticing really drammatic climatic change

(notes added later)

Bob went on to show us GeoMapApp and Virtual Ocean. We discussed the idea of exporting kml form GeoMapApp to Google Earth.

There are about 2000 holes with DSDP-ODP-IODP drilling data

In GeoMapApp we can query cores that have particular data, based on column values.

There are CHRONOS logs, depth charts and range data

Virtual Ocean provides a Google Earth like interface, which might be very attractive to educators. This is a "research quality" google earth.

Doug Fils showed us CHRONOS Portal, Janus and ADP tools for looking at nannofossils, carbonates, and oxygen isotopes.

Figuring out time rate of change of microfossils, geochem data (isotopes):

1. - find location,

2. construct age model using ODP and carbonate data (ADP),

3. then discuss the what each individual point represents in terms of...an abrupt change

4. then figure out how long a "change" took place with the underlying concept "time rate of change"determining rates of change by looking at plots.

5. perform a "global query" on a particular piece of information, i.e. a foram or isotope data (% carbonate at...) Show me where else this phenomenom occurs.

Team Name—CHRONOS

Names and affiliations of Team Members—SEE ABOVE

Working title for activity—Figuring out time rate of change of microfossils, geochem data (isotopes) - PETM as a potential for what could happen if the methane hydrates suddenly thaw and release of methane...

Name(s) and URL(s) of dataset(s) used—(WITHIN GEOMAPAPP 2.0)

see "portals" in 2.0. Sea floor coring and logging - ODP etc...

JanusAMP (Fils)

browsing within the CHRONOS portal. Viewable by any person. JANUS control points and time boxes are read in. Red line is line of correlation. Same thing as ADP, but pulls data all within a websystem (Neptune).

How would you know the age of the depth?

Name(s) and URL(s) of access/analysis software tool(s) used—VIRTUAL OCEAN/GEOMAPAPP/CHRONOS ADP (http://portal.chronos.org/gridsphere/gridsphere?cid=tools_services)

Target educational level for the activity (restrict to as few levels as possible)—UPPER HS/UNDERGRADUATE

Case Study—

What will users be investigating through their data analysis? Develop a valid storyline that provides users with a reason to go through the steps.

Data Access and Analysis Procedures—

Identify the major tasks of the data access and analysis process.
(i.e: Download and install software, Request data for a specific time or place, Query the data to find X, etc.)

For each major task, produce an outline of detailed instructions to complete it. Include information that will help users to understand the data and analysis methods and to interpret their results.

1. - find location,

2. construct age model using ODP and carbonate data (ADP),

3. then discuss the what each individual point represents in terms of...an abrupt change

4. then figure out how long a "change" took place with the underlying concept "time rate of change"determining rates of change by looking at plots.

5. perform a "global query" on a particular piece of information, i.e. a foram or isotope data (% carbonate at...) Show me where else this phenomenom occurs.

Additional information—

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:

Working Title:

Discovering the Paleocene-Eocene Thermal Maximum (PETM) - an historic event forecasting our future?

Datasets:

Tools:

References:

http://www.agu.org/pubs/crossref/2008/2007PA001465.shtml

Lippert, P. C. (2008), Big discovery for biogenic magnetite, Proc Natl Acad Sci, 105(46), 17595.http://dx.doi.org/10.1073/pnas.0809839105

McCarren, H., E. Thomas, T. Hasegawa, U. Röhl, and J. C. Zachos (2008), Depth dependency of the Paleocene-Eocene carbon isotope excursion: Paired benthic and terrestrial biomarker records (Ocean Drilling Program Leg 208, Walvis Ridge), Geochem Geophys Geosyst, 9, Q10008.http://dx.doi.org/10.1029/2008GC002116

Sluijs, Appy, Henk Brinkhuis, Erica M. Crouch, Cédric M. John, Luke Handley, Dirk Munsterman, Steven M. Bohaty, James C. Zachos, Gert-Jan Reichart, and Stefan Schouten (2008), Eustatic variations during the Paleocene-Eocene greenhouse world, Paleoceanogr, 23, PA4216.http://dx.doi.org/10.1029/2008PA001615

Story Line

1. Using GeoMapApp - turning layers off and on. Why we drilled where we did...Look at all the drilling...An example that shows international science collaboration, how the scientific community drives the places to search/drill holes. A team of scientists propose to drill in a particular location. Where to drill is driven by the science - like looking at the mid-ocean ridges. For us, its looking for where to drill to find the PETM. Another is about the "oldest crust." Obvious places are plate boundaries. Task is to look at "holes" associated with scientific questions about the ocean floor.

"DRILLING AT THE BOUNDARIES"

LEARNING TO USE SCENARIO - EARTHQUAKES, VIDEO CLIP, AND PLATE BOUNDARIES.

A. start geomapapp - global perspective

switch to new basemap global grid on bedrock age. no chates to the layer manager necessary. Get the age/tectonic relationship

turn off age in layer manager

add overlay of countries

add state boundaries

zoom center on western US. (N. Ca to Wash)

select from datasets plate boundaries

choose a color

zoom further on western us - see the Juan de fuca a "z" shaped pattern off Pacific NW

add DSDP drill sites under datasets (will be grey color)

turn off plate boundary dots to only see grey drill sites

under portals select locations and timing of earthquake and volcanic eruptions. Select Juan e Fuca. click ok.

Click play to see the earthquakes from 1991 - 2004.

Zoom out a little to see the "Z."

Play again.

Ask learners to derease opacity.

Play again.

Zoom to the three dots on the Z

Turn off earthquakes.

bring forward drilling interface

Higher the ID number = more recent drill expedition #-hole number

Keep zooming. Lots of holes at one site.

Drop to the table and select ID....5-35 is really old 1960's hole

IDs169- are from the late 1990s. Why? Plate boundary, looking for young basalts. Pillow basalts at this or similar site? Core images? Alvin Images?

Choosing alvin photos - drilling was on the boundary, alvin allowed humans to look at the area with even more focus at lots of detail. get the geomapapp handout, exercise #3... during tooltime.

THE STORY ABOVE IS BASED ON VICKI'S PRESENTATION - REALLY. EPR 950 ALVIN DIVE. THE ABOVE STORY IS ABOUT HOW SCIENTISTS HAVE USED EARTHQUAKE DATA AND CORE DATA TO DECIDE WHERE TO SEND ALVIN. CONFIRM WITH VICKI.

2. Introduce PETM with some background science, story about how the PETM was discovered from core data...

3. Introduce a core that shows PETM - this is an example of where a core provided us with "wow" what happened here? Also show a an age map of this core.

4. User then queries other cores (~340) that have the same data (forams, carbonate). Users pick one (guided by us) to reconstruct an age map and "discover" the PETM indicator.

5. Users invited to look at additional core data (Going further)

PART TWO

ODP southern ocean, three locations in NW Pacific, Equatorial Pacific (Poor photos of cores), SE Atlantic. Images of drilling happening today in the equatorial pacific (IDs 1220b, 1221c???)

Find 208-1262a in SE Atlantic

launch geomapapp
portals - add ODP data (appears to be no way to guide the inquiry to core 113-690B) Scientists went there to look at position of the polar boundaries - transitional area of silicious-carbonate changes.
Zoom to Southern Atlantic, north of Antarctica THIS IS AN AREA THAT WAS TECTONICALLY QUITE FOR THE PAST 60 MY. SEA MOUNTS IN THE AREA OF THIS CORE...
Pick 113-690B core off the table
highlights in red - topo rise of Antarctica
click on the down core measurements button in the table
choose carbon and carbonate by %wt as the subclass
ANOTHER OPTION IS MAGNETIC SUSCEPTABILITY INSTEAD OF CARBONATE BY %WT
Looking for the first real decreasing %wt spike in the eocene
turn on photos
click on a photo - see a drammatic change in color in the core photo - looking for very dark brown bands. Why brown? Organic matter....
AT 113-690B core; did the carbonate,
open sonic; and AVS - automated vane shear - a measure of shear strength as a measure of change in carbon content?; pull up the core descriptions...use the AGE depth model to get the TIME and how we figured out how the depth in that core matched the age in earth's history.

Now what...what can cause a sudden drop in carbon in the sediments? Conditions that allow the shells to stay preserved - rose the carbonate % so that this depth didn't receive the carbon (in the shells, in other words), the ocean profile of temp changed. Metaphor: snow line, boundary betweens now and no more snow. Your location that used to have snow doesn't have any more. So the "line" of carbonate went up. Driven by a large release of methane, that changed the acidity of deep ocean. release of methane changing the acidity of the deep ocean.

(From Thursday)

1. - find location,

2. construct age model using ODP and carbonate data (ADP),

3. then discuss the what each individual point represents in terms of...an abrupt change

4. then figure out how long a "change" took place with the underlying concept "time rate of change"determining rates of change by looking at plots.

5. perform a "global query" on a particular piece of information, i.e. a foram or isotope data (% carbonate at...) Show me where else this phenomenom occurs.

(end of Thursday scenario)

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:

The core B19H is between core 2 and 3 where you see the white to dark brown change

NEED TO DEFINE "LEG" FOR THE DATASET ID

198-1209B-Core Section 22H

Any cool nannoforams that explode that leads to carbonate reduction at the top? GOOD PLACE FOR AN ANIMATION OF THESE PROCESSES
Can search neptune for core 113-690B (portal.chronos.org)
searches to "by keywords" to advanced searches
time range not necessary
input above core hole information; check planktonic formainifera
(Goal is to create an age range chart unders tools, leg 113, then pick your species "across the boundary" (tell people what to pick), then can click on all the species in the age-range chart fields to creat the age range chart

AVS, age model, picture, chemical, we see the "boundary."

HERE ARE THE STEPS FOR GETTING INFORMATION ABOUT LEG 113 CORE 690B

RATIONALE: we want to look at a "undisturbed," fairly shallow ocean to see changes in ocean chemistry and an indication of change in ocean temperature.

launch geomapapp
portals - add ODP data (appears to be no way to guide the inquiry to core 113-690B) Scientists went there to look at position of the polar boundaries - transitional area of silicious-carbonate changes.
Zoom to Southern Atlantic, north of Antarctica THIS IS AN AREA THAT WAS TECTONICALLY QUITE FOR THE PAST 60 MY. SEA MOUNTS IN THE AREA OF THIS CORE...
Pick 113-690B core off the table
highlights in red - topo rise of Antarctica
click on the down core measurements button in the table
choose carbon and carbonate by %wt as the subclass
ANOTHER OPTION IS MAGNETIC SUSCEPTABILITY INSTEAD OF CARBONATE BY %WT
Looking for the first real decreasing %wt spike in the eocene
turn on photos
click on a photo - see a drammatic change in color in the core photo - looking for very dark brown bands. Why brown? Organic matter....
AT 113-690B core; did the carbonate,
open sonic; and AVS - automated vane shear - a measure of shear strength as a measure of change in carbon content?; pull up the core descriptions...use the AGE depth model to get the TIME and how we figured out how the depth in that core matched the age in earth's history.
THIS GETS US 56.XXMY AGO....

LAUNCH CHRONOS - looking for the abundance changes of species as indicators for ocean geochem change (see taxa below)

resources to micropaleo
choose planktonic forams - default
min age 50, max age 60
1 sample, 1 bin size
submit
wait, wait
loads graphs that show "diversity" curves on the histograms
Look for certain fossils that change (A. praepentacemerata; A. praetophilensis are two good examples)
Would be nice to be able to see photos of the forams from the diversity curves. These species are like keystone species that are indicative of climate conditions?
If we search on the carbonaceous forams, a lot are missing between 57 and 54 ma.

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:

Can turn on and off age basalt layers when looking for 50-60 ma. Age at the basalt once it is hit after drilling through the sediments.

Consider the home school learner.

Science...(Cinzia)

PETM is a past analog for future climate change vary rapid increase in atmospheric CO2, CH4, probably related to the melting of methane hydrates, large scale ocean acidification. The key is how rapid this was - about 1K years in the spike. An analog because we are seeing a comparable rate in the anthropogenic CO2 rise over the past 100 years. Looking at the PETM might help us predict the future. How long to recover? 250K. To ge the CO2 back into the deep ocean, as shown by increase carbonates (white sediments in the core). We have planktonic organisms with calcarious shell that....carbonate compensation depth (CCD)rises by about 2K..analog of the snow line...widespread dissolution of carbonate in the lower part below 2k depth, 35-50% of the benthinc foram species become extinct bec ause they cannont calcify at that depth. We see benthic organisms dissapear. The planktonic ones can calcify, so they are still present. A land connection is a major turnover of land mammals. See literature for information.

Teacher...(Victor)

First tip would be to unlease students on geomapapp - small, easy to find, quick, using the existing data. Can you find me this graph - analog is a treasure hunt. find drill hole off Australia. This might take about 20 minutes. This will give the student knowledge about menus and buttons.

Step by step instructions; provide open ended question to answer. Why do we drill in certain locations? Another teaching tip might be to have the novice user to a previous EET chapter on ocean floor morphology.

Set into the right curricular time-line. Good for geologic time unit or a global warming unit; good for a final activity at the end of a unit on geologic time.

Student...

excited about using a research tool - sense of richness of the data and connections. Not a canned software.

might have heard about ice cores, but not marine cores providing a deeper history of earth's climate. Changes in the ocean chemistry, history of evolution of marine organisms; seeing the little bugs is kinda cool. Need a picture of a A. prepapaptisioiecionoiseuseus

amount of stuff you can do. population overlays and things like that. alvin photos, eq animations are real - flashy is cool.

lots of questions about "what does IDOP mean?" you may not be able to speak the language, but you can still buy a chicken. Might be good to have a glossary on some of the terminology in the chapter.

(Bob Arko - send me a picture of the drill ship, looking at cores, and using geomapapp.)

Same tool scientists are using - hopefully bob will send me a short video clip to use...

Keep going, just do it. Kids want to know why they are doing activities before they start.

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:

Team CHRONOS Report Slides TeamCHRONOSReport (PowerPoint 2007 (.pptx) 8.3MB Jun6 09)

USE THE LEARNING FOR USE AS A DESIGN MODEL FOR THE CHAPTER

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CHRONOS

Add Session 3 and 4 Notes here: