Integrated Ocean Drilling Project

Team Members: Nicole LaDue, Eric Pyle, Daniel Quoidbach, Josh Reed, Jill Weinberger, Mary Whaley
Meeting Room: C115

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Pre-meeting Sharing Space

Please introduce yourself here. You can also post files and links to relevant data, tools, or projects that you want to share.

Pre-meeting notes:


My name is Eric Pyle, and I am an Associate Professor in the Department of Geology & Environmental Science at James Madison University. My primary job here at JMU is working in the Geoscience Education realm, working with preservice and inservice geoscience teachers, state organizations, and Virginia Department of Education and other policy makers. You can access my online (though a little dated, I confess) vita at

I provide teacher workshops, but also teach introductory and planetary geology courses, and in each of these settings, I seek to incorporate authentic scientific information, to the extent that even if the students I serve cannot actually participate in the science, they develop a vicarious sense of how scientific data is derived relative to the phenomenon of interest.

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Session 1—Meet your team members, Learn about the data, tools, and expertise represented on your team

Team members meet each other and share their experiences and viewpoints on using data in education. Data representatives and software tool specialists introduce one or more datasets and tools and the group explores various aspects of them. If the team's DataSheet is not yet posted, the data representative should attach it and add a reference to it in the text box below.

Session 1 Notes:

Possible ideas:

  • Climate change looking at long term scales.
  • Powers of 10
  • Ice story
  • Ocean circulation patterns

Sedimentation rate could be used as the hook that allows us to discuss all of these. We could show that the same amount of time could be represented by a small thickness of sediment or a greater thickness, depending upon the environment. This could be shown using logging data, core photos, core description, smear slide analyses, and other related data sets. Focus could be narrow (just the idea of calculating sedimentation rates) or broader (developing full age models).

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Session 2—Review DataSheet and Brainstorm data-use storylines

Review and discuss the DataSheet that was begun by the data representative(s) for your team. Decide which team members will contribute to completing various fields.

Brainstorm a set of possible storylines for valid investigations of the dataset. The goal is to come up with at least one compelling scenario that will give users a reason to work through the technological steps necessary to perform some analysis of the data.

Session 2 Notes:

Possible storylines described scenarios that would relate to descriptions of materals, spatial locations, and time indicators for various ODP sites, to provide information on incorporating themes. Several factors were considered relative to the data:

  1. it must be explicitly understood that modeling relative to themes is only possible when comparing multiple cores, rather than individual cores alone;
  2. within individual cores, information is relevant only with respect to a constant location.

For materials, we considered as data sources: Core photos downhole logs paleontology lithology chemistry visual core descriptions biostratigraphy

For location, we considered proximity to ice sheets and proximity to land masses

For time, we considered biostratigraphy, sedimentation rates, and paleomagnetic data.

Possible storylines with existing data included climate change models, differential sedimentation rates by location (proximity, latitude), and ocean circulation patterns.

To filter which storyline would be the most compelling, we considered quality and resolution of available data by ODP sites/legs/expeditions.

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Session 3—Select the data-use scenario for your educational activity 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 something 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 main goal of these activities is to develop user familiarity with the data and tools.

Session 3 Notes:

Relevant National Science Education Standards for Grades 9-12, Content Standard D:


-Global climate is determined by energy transfer from the sun at and near the earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth's rotation, and static conditions such as the position of mountain ranges and oceans.


-Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.

-Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.

Learning Support through Quantitative Modeling

This project will integrate appropriate mathematics skills, particularly in Algebra and pre-Algebra. Research (NCTM, 2000) shows that algebraic thinking is fundamental to the basic education of all students, beginning in the earliest years. The development of algebraic thinking allows the learner to move from a static representation of phenomena to understanding dynamic, changing situations. A fundamental element of algebraic thinking is how things change in relation to one another, in particular: understanding patterns, relations and functions; using appropriate symbols to represent and analyze algebraic situations; using mathematical models to represent and understand quantitative relationships; and analyzing change in various contexts.

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Session 4—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.

Data Access and Analysis Procedures
Record the name(s) and URL(s) of dataset(s) and access/analysis software tool(s) 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.

NOTE: Teams can capture notes directly in the wiki pages or choose to work in a Word document. This activity outline guide (Microsoft Word 35kB Feb1 13) will clarify the scope of the activity outline and the minimum information required.

Session 4 Notes:

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Session 5—Flesh out procedures with "About" sections to build users' knowledge about the data and tools, List several "Going Further" ideas

Fill in any gaps in your activity outline and add sections that will help users utilize the data in different ways or for other investigations. Suggest several ideas for going further to challenge users to use the data and/or tools in other investigations.

Session 5 Notes:

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Session 6—Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Attach all resources to this wiki 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
Name your powerpoint file with this exact name: IODPIntegratedOceanDrillingProject.ppt
Attach the file to this page.
Once your file is posted, we'll use this link to access it during the report out session: IODPIntegratedOceanDrillingProject.ppt (PowerPoint 849kB Feb1 13)

Attach any other documents produced by the team as well as finalized versions of the team's DataSheet and add a reference to them in the text box.

Session 6 Notes:

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