Team Members: Bojan Bojkov, Brooke Carter, Deb Dogançay Eric Fermann, Michael Urban
Meeting Room: C108

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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:

Hi all, Brooke here. I've begun some of the work on the DataSheet, but I definitely need everyone's input!

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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 .

Session 1 Notes:

NO2 (possible product) - tropospheric concentrations

Debbie - high school teacher, GIS, chemistry Bojan - AURA data to scientists, data pusher Mike - former teacher, earth sciences, instructional design Eric - geochemistry, undergraduate geology, 9th grade students, Google Earth in classroom Brooke - education/outreach specialist AURA, working on LRO (lunar), geology, science education

Earth Observatory article on the relationship between NO2 and ground level O3:

Here's a link to a .kml file which displays population density in GoogleEarth

Pick two locations as examples for comparison. Coal-fired power plant in NM (36 41.3' N 108 28.95' W)and Phoenix, AZ.

Aerosol index = a bit of everything, shows transport, forest fires; natural/man-made, could ground-truth by collecting samples of aerosols/particulates (Vaseline on slide),

- a lot of options (SO2, etc.) - How soon for aerosol data availability? - Future?

NO2 = data available now

- chemistry involved may be much for lower grade levels - limited application? - Localized (monitor changes over time) - Related to population density (anthropogenic) - Could layer population and NO2 data

Part I: population/pollution, satellite image Part II: seasonal variation for a city (Denver, Minneapolis, Phoenix)

Other: New Mexico = low population, nothing there, so why? = Power Plants - could zoom in on to illustrate (by Shiprock), West of Farmington NM - Lat/long: 36 41.39N 108 28.954W

Extensions: Geography, topography,

Hey guys. I'm trying to attach the data sheet (that I've updated), but I can't get it to attach. We may need to share the file electronically some other way.

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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:

Relationship between NO2 and health issues: have uploaded 3 screen-captured images to go into the Earth Exploration Toolbook teacher notes: NASAAura_GE_four corners power plantNASAAura_June06_NO2 NASAAura_popdensity

"Case Study" Background information: Mention where NO2 comes from (result of combustion); It is a major ingredient in air pollution (that can lead to smog); NO2 facilitates the production of other hazardous pollutants (including O3, PANs, nitric acid in the human body).

Here's the link to the power company and their outputs:

Part I: Data and tool familiarity

  • Download and install Google Earth
  • include link to Google Earth manual (Steve Kluge & Eric Fermann)
  • Download NO2 and Population Density kml files
  • Practice using Google Earth tools (slider, turning off and on layers, zoom, navigation)

Part II: Examine trends in population density and NO2 data for the US

  • Is there a relationship between population density and NO2 concentrations?
  • What trends in the datasets are there across the US?

Part III: Look specifically at Phoenix

  • Does Phoenix fit the same trends in data?
  • Do the NO2 emissions change according to seasons?

Part IV: Look at the Four Corners Power Plant

  • Does the FCPP fit the previous trends? Why or why not?

Part V: Discussion

  • Statement: The technology is available to clean up emissions
  • What actions can society make to mitigate emissions?
  • What are the cost benefits to making changes in energy consumption?
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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:

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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:

a picture of smog for the case study:

Sources of NOx from the EPA:

Storyline (Case Study) outline

Background on NO2: What it is, how it's formed, & how it relates to pollution

Relationship between NO2 and human health: Hazards & Donora, PA air quality story

New Ways of Looking at NO2 data: EOS Aura data on google earth (screenshot of data)

Overarching questions for the lesson: Is there a relationship between NO2 and population density? Other than population density, are there any other factors that can contribute to high concentrations of NO2?

Part II: What trends are there across the US?

Step 1. Turn on both the NO2 file from February, 2006 and the Population Density file.

Step 2. Use the slider tool to change the transparency of the Population Density data set.

Step 3. Make observations about the relationship between Population Density and the NO2 concentrations.

-Is there an obvious relationship between the two data sets?

-Are there differences in the NO2 data according to geographic region (for example, east coast versus west coast)?

Part III. NO2 in Phoenix, Arizona

Step 1. In the search box, type in the location "Phoenix, AZ" and hit enter. You will now be looking specifically at the area surrounding Phoenix, AZ.

Step 2. Examine the same two data sets for Phoenix Arizona.

-Do the NO2 data for Phoenix fit your previous observations about the relationship between population density and NO2 concentrations?

Part IV. Data anomalies

Step 1. Turn off the NO2 and Population Density layers.

Step 2. In the search box, go to the Four Corners Power Plant location by typing in the following latitude and longitude: 36 41' 22"N 108 28' 20"W and hit enter.

-Make predictions about the following:

A. NO2 concentration

B. Population Density

Step 3. Turn the NO2 and Population Density layers back on.

Step 4. Compare the NO2 data and Population density data for this area.

-What do the NO2 concentrations look like for this area?

-What does the population density look like for this area?

-How do the data compare to your predictions?

-Does this location fit the same pattern as have been previously recognized? Why or why not?

Questions for further exploration (discussion):

-What recommendations could you make to help reduce NO2 pollution from emissions?

-Given that the technology exists to reduce NO2 emissions from fuel combustion, why do you think more isn't being done to mitigate this problem?

-Given that fuel combustion leads to NO2 pollution, what are some alternative clean air energy sources that can be used instead?

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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:

Part V: Seasonal Variation in the Ohio Valley

Step 1. Turn off all data layers (NO2 and population density).

Step 2. Go to Ohio by tying in "Ohio" in the search bar and hitting enter.

Step 3. Turn on the Population density and January 2006 NO2 layers.

-What pattern do you recognize between the population density and the NO2 layers?

-Does this pattern resemble Phoenix or the Four Corners Power Plant?

Step 4. Turn off the Population density layer and turn on the January 2006 layer.

Step 5. Use the scroll bar to switch between the January 2006 and the May 2006 layers.

-What changes do you observe between the NO2 concentrations in January and May?

-In this region, when is the highest NO2 output from the power plants?

-What is the Northeastern weather like in January?

-Why do you think the changes are what they are?

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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: NASAAura.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: NASAAura.ppt (PowerPoint 418kB 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:

A couple notes about the tool: Google Earth Produced by: Google Cost: Free

More Notes: GoogleEarth provides an uncomplicated means of combining satellite imagery with geological and geographic information in dramatic fashion. The tool provides user numerous ways to manipulate the view of the Earth such as zooming in and out, rotating, and tilting.

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