Earth Systems Science: An Analytic Framework

ERIC Educational Resources Information Center

Finley, Fred N.; Nam, Younkeyong; Oughton, John

2011-01-01

Earth Systems Science (ESS) is emerging rapidly as a discipline and is being used to replace the older earth science education that has been taught as unrelated disciplines--geology, meteorology, astronomy, and oceanography. ESS is complex and is based on the idea that the earth can be understood as a set of interacting natural and social systems.…

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

NASA Astrophysics Data System (ADS)

Cothron, J.

2007-12-01

A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

Earth Science Education in Zimbabwe

NASA Astrophysics Data System (ADS)

Walsh, Kevin L.

1999-05-01

Zimbabwe is a mineral-rich country with a long history of Earth Science Education. The establishment of a University Geology Department in 1960 allowed the country to produce its own earth science graduates. These graduates are readily absorbed by the mining industry and few are without work. Demand for places at the University is high and entry standards reflect this. Students enter the University after GCE A levels in three science subjects and most go on to graduate. Degree programmes include B.Sc. General in Geology (plus another science), B.Sc. Honours in Geology and M.Sc. in Exploration Geology and in Geophysics. The undergraduate curriculum is broad-based and increasingly vocationally orientated. A well-equipped building caters for relatively large student numbers and also houses analytical facilities used for research and teaching. Computers are used in teaching from the first year onwards. Staff are on average poorly qualified compared to other universities, but there is an impressive research element. The Department has good links with many overseas universities and external funding agencies play a strong supporting role. That said, financial constraints remain the greatest barrier to future development, although increasing links with the mining industry may cushion this.

Critical Zone Science as a Multidisciplinary Framework for Teaching Earth Science and Sustainability

NASA Astrophysics Data System (ADS)

Wymore, A.; White, T. S.; Dere, A. L. D.; Hoffman, A.; Washburne, J. C.; Conklin, M. H.

2016-12-01

The Earth's Critical Zone (CZ) is the terrestrial portion of the continents ranging from the top of the vegetative canopy down through soil and bedrock to the lowest extent of freely circulating groundwater. The primary objective of CZ science is to characterize and understand how the reciprocal interactions among rock, soil, water, air and terrestrial organisms influence the Earth as a habitable environment. Thus it is a highly multidisciplinary science that incorporates the biological, hydrological, geological and atmospheric sciences and provides a holistic approach to teaching Earth system science. Here we share highlights from a full-semester university curriculum that introduces upper-division Environmental Science, Geology, Hydrology and Earth Science students to CZ science. We emphasize how a CZ framework is appropriate to teach concepts across the scientific disciplines, concepts of sustainability, and how CZ science serves as a useful approach to solving humanities' grand challenges.

A Directory of Societies in Earth Science.

ERIC Educational Resources Information Center

Geotimes, 1981

1981-01-01

Lists the titles and addresses of approximately 450 domestic and foreign organizations which deal with earth science fields, including geology, paleontology, mining, and geophysics. Also listed are U.S. state geological surveys. (WB)

Be a Citizen Scientist!: Celebrate Earth Science Week 2006

ERIC Educational Resources Information Center

Benbow, Ann E.; Camphire, Geoff

2006-01-01

During Earth Science Week (October 8-14, 2006), millions of citizen scientists worldwide will be sampling groundwater, monitoring weather, touring quarries, exploring caves, preparing competition projects, and visiting museums and science centers to learn about Earth science. The American Geological Institute organizes this annual event to…

Soil science and geology: Connects, disconnects and new opportunities in geoscience education

USGS Publications Warehouse

Landa, E.R.

2004-01-01

Despite historical linkages, the fields of geology and soil science have developed along largely divergent paths in the United States during much of the mid- to late- twentieth century. The shift in recent decades within both disciplines to greater emphasis on environmental quality issues and a systems approach has created new opportunities for collaboration and cross-training. Because of the importance of the soil as a dynamic interface between the hydrosphere, biosphere, atmosphere, and lithosphere, introductory and advanced soil science classes are now being taught in a number of earth and environmental science departments. The National Research Council's recent report, Basic Research Opportunities in Earth Science, highlights the soil zone as part of the land surface-to-groundwater "critical zone" requiring additional investigation. To better prepare geology undergraduates to deal with complex environmental problems, their training should include a fundamental understanding of the nature and properties of soils. Those undergraduate geology students with an interest in this area should be encouraged to view soil science as a viable earth science specialty area for graduate study. Summer internships such as those offered by the National Science Foundation-funded Integrative Graduate Education, Research, and Training (IGERT) programs offer geology undergraduates the opportunity to explore research and career opportunities in soil science.

Earth & Space Science PhDs, Class of 2001.

ERIC Educational Resources Information Center

Claudy, Nicholas; Henly, Megan; Migdalski, Chet

This study documents the employment patterns and demographic characteristics of recent PhDs in earth and space science. It summarizes the latest annual survey of recent earth and space science PhDs conducted by the American Geological Institute, the American Geophysical Union, and the Statistical Research Center of the American Institute of…

Project CUES: A New Middle-School Earth System Science Curriculum Being Developed by the American Geological Institute

NASA Astrophysics Data System (ADS)

Smith, M. C.; Smith, M. J.; Lederman, N.; Southard, J. B.; Rogers, E. A.; Callahan, C. N.

2002-12-01

Project CUES is a middle-school earth systems science curriculum project under development by the American Geological Institute (AGI) and funded by the National Science Foundation (ESI-0095938). CUES features a student-centered, inquiry pedagogy and approaches earth science from a systems perspective. CUES will use the expanded learning cycle approach of Trowbridge and Bybee (1996), known as the 5E model (engage-explore-explain-elaborate-evaluate). Unlike AGI's Investigating Earth Systems (IES) curriculum modules, CUES will include a single hard-bound textbook, and will take one school-year to complete. The textbook includes a prologue that addresses systems concepts and four main units: Geosphere, Hydrosphere, Atmosphere, and Biosphere. Each eight-week unit takes students through a progression from guided inquiry to open-ended, student-driven inquiry. During first 4 to 5 weeks of each unit, students explore important earth science phenomena and concepts through scripted investigations and narrative reading passages written by scientists as "inquiry narratives". The narratives address the development of scientific ideas and relay the personal experiences of a scientist during their scientific exploration. Aspects of the nature of science will be explicitly addressed in investigations and inquiry narratives. After the guided inquiry, students will develop a research proposal and conduct their own inquiry into local or regional scientific problems. Each unit culminates with a science conference at which students present their research. CUES will be the first NSF-funded, comprehensive earth systems textbook for middle school that is based on national standards. CUES will be pilot tested in 12 classrooms in January 2003, with a national field test of the program in 50 classrooms during the 2003-2004 school year.

Teaching earth science

USGS Publications Warehouse

Alpha, Tau Rho; Diggles, Michael F.

1998-01-01

This CD-ROM contains 17 teaching tools: 16 interactive HyperCard 'stacks' and a printable model. They are separated into the following categories: Geologic Processes, Earthquakes and Faulting, and Map Projections and Globes. A 'navigation' stack, Earth Science, is provided as a 'launching' place from which to access all of the other stacks. You can also open the HyperCard Stacks folder and launch any of the 16 stacks yourself. In addition, a 17th tool, Earth and Tectonic Globes, is provided as a printable document. Each of the tools can be copied onto a 1.4-MB floppy disk and distributed freely.

A short course in lunar geology for earth science instructors

NASA Technical Reports Server (NTRS)

Greeley, R.; Shultz, P.

1975-01-01

A four-day short course in lunar geology was developed, leading to the publication of a primer in lunar geology. The course was offered to 22 sponsored participants (community college teachers) and to representatives from the Lunar Science Institute, Houston, Texas, and from the Educational Program Office of NASA-Ames, on April 25-28, 1974. A follow-up survey of the course participants was made in two steps: on the last day of the course, and one year later. In general, the participants felt that the course was well organized and that the speakers were effective. Most of the participants introduced some aspects of what they learned into their own teaching material. Finally, a well-panel display about 7 1/2 feet high and 16 feet long designed to acquaint the viewer with elementary facts of lunar geology was constructed and permanently installed at the Space Science Center of Foothill College.

EarthCache as a Tool to Promote Earth-Science in Public School Classrooms

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Rose, W. I.; Klawiter, M.; Vye, E. C.; Engelmann, C. A.

2011-12-01

Geoscientists often find it difficult to bridge the gap in communication between university research and what is learned in the public schools. Today's schools operate in a high stakes environment that only allow instruction based on State and National Earth Science curriculum standards. These standards are often unknown by academics or are written in a style that obfuscates the transfer of emerging scientific research to students in the classroom. Earth Science teachers are in an ideal position to make this link because they have a background in science as well as a solid understanding of the required curriculum standards for their grade and the pedagogical expertise to pass on new information to their students. As part of the Michigan Teacher Excellence Program (MiTEP), teachers from Grand Rapids, Kalamazoo, and Jackson school districts participate in 2 week field courses with Michigan Tech University to learn from earth science experts about how the earth works. This course connects Earth Science Literacy Principles' Big Ideas and common student misconceptions with standards-based education. During the 2011 field course, we developed and began to implement a three-phase EarthCache model that will provide a geospatial interactive medium for teachers to translate the material they learn in the field to the students in their standards based classrooms. MiTEP participants use GPS and Google Earth to navigate to Michigan sites of geo-significance. At each location academic experts aide participants in making scientific observations about the locations' geologic features, and "reading the rocks" methodology to interpret the area's geologic history. The participants are then expected to develop their own EarthCache site to be used as pedagogical tool bridging the gap between standards-based classroom learning, contemporary research and unique outdoor field experiences. The final phase supports teachers in integrating inquiry based, higher-level learning student

UNESCO’s New Earth Science Education Initiative for Africa

NASA Astrophysics Data System (ADS)

Missotten, R.; Gaines, S. M.; de Mulder, E. F.

2009-12-01

The United Nations Education Science Culture and Communication Organization (UNESCO) has recently launched a new Earth Science Education Initiative in Africa. The overall intention of this Initiative is to support the development of the next generation of earth scientists in Africa who are equipped with the necessary tools, networks and perspectives to apply sound science to solving and benefiting from the challenges and opportunities of sustainable development. The opportunities in the earth sciences are great, starting with traditional mineral extraction and extending into environmental management such as climate change adaptation, prevention of natural hazards, and ensuring access to drinking water. The Earth Science Education Initiative has received strong support from many different types of partners. Potential partners have indicated an interest to participate as organizational partners, content providers, relevant academic institutes, and funders. Organizational partners now include the Geological Society of Africa (GSAf), International Center for Training and Exchanges in the Geosciences (CIFEG), Association of African Women Geoscientists (AAWG), International Year of Planet Earth (IYPE), and International Union of Geological Sciences (IUGS). The activities and focus of the Initiative within the overall intention is being developed in a participatory manner through a series of five regional workshops in Africa. The objective of these workshops is to assess regional capacities and needs in earth science education, research and industry underlining existing centers of excellence through conversation with relevant regional and international experts and plotting the way ahead for earth science education. This talk will provide an update on the outcomes of the first three workshops which have taken place in Luanda, Angola; Assiut, Egypt; and Cape Town; South Africa.

Geology and Earth Sciences Sourcebook for Elementary and Secondary Schools, Second Edition.

ERIC Educational Resources Information Center

Heller, Robert L.

This earth science resource book, designed for use by elementary and secondary school teachers, presents aspects of earth science which illustrate the significance of matter, energy, forces, motion, time, and space in the dynamics and history of the earth. The major content of this resource manual consists of authoritative information about earth…

Geology for a changing world 2010-2020-Implementing the U.S. Geological Survey science strategy

USGS Publications Warehouse

Gundersen, Linda C.S.; Belnap, Jayne; Goldhaber, Martin; Goldstein, Arthur; Haeussler, Peter J.; Ingebritsen, S.E.; Jones, John W.; Plumlee, Geoffrey S.; Thieler, E. Robert; Thompson, Robert S.; Back, Judith M.

2011-01-01

This report describes a science strategy for the geologic activities of the U.S. Geological Survey (USGS) for the years 2010-2020. It presents six goals with accompanying strategic actions and products that implement the science directions of USGS Circular 1309, 'Facing Tomorrow's Challenges-U.S. Geological Survey Science in the Decade 2007-2017.' These six goals focus on providing the geologic underpinning needed to wisely use our natural resources, understand and mitigate hazards and environmental change, and understand the relationship between humans and the environment. The goals emphasize the critical role of the USGS in providing long-term research, monitoring, and assessments for the Nation and the world. Further, they describe measures that must be undertaken to ensure geologic expertise and knowledge for the future. The natural science issues facing today's world are complex and cut across many scientific disciplines. The Earth is a system in which atmosphere, oceans, land, and life are all connected. Rocks and soils contain the answers to important questions about the origin of energy and mineral resources, the evolution of life, climate change, natural hazards, ecosystem structures and functions, and the movements of nutrients and toxicants. The science of geology has the power to help us understand the processes that link the physical and biological world so that we can model and forecast changes in the system. Ensuring the success of this strategy will require integration of geological knowledge with the other natural sciences and extensive collaboration across USGS science centers and with partners in Federal, State, and local agencies, academia, industry, nongovernmental organizations and, most importantly, the American public. The first four goals of this report describe the scientific issues facing society in the next 10 years and the actions and products needed to respond to these issues. The final two goals focus on the expertise and

Geology at Our Doorstep: Building a Partnership for Standards-Based Curriculum and Professional Development in Middle School Earth Science

NASA Astrophysics Data System (ADS)

Laursen, S.; Lester, A.; Cannon, E.; Forrest, A.; Bencivengo, B.; Hunter, K.

2003-12-01

Geology at Our Doorstep is a collaboration between a science outreach program (CIRES Outreach), students and faculty in a university geology department (U. Colorado at Boulder), and a local school district (St. Vrain Valley) to develop locally relevant geology classroom resources for use by the district's middle-school teachers. The project grew out of direct conversations with teachers about their ideas and needs and was explicitly based on district and state standards in Earth science and scientific thinking, drawing on close work with the district on standards implementation and assessment over the past two years. We intended to draw on existing curriculum resources and substitute local geologic examples to construct a "place-based" teaching resource. However, we found that generic, national-level curricula did not effectively match the rich geologic resources of our area, and instead developed a rather more substantial set of original materials, including classroom collections of regional rocks, reference materials on local geology, classroom activities, and media resources, all shared with teachers at a series of professional development workshops. While the original project was small in scale, a number of spin-off projects have evolved. This project models several important features in the development of university-K12 partnerships: consultation with districts, piloting of small projects, and the role of outreach programs in facilitating participation of university faculty and students.

Earth Sciences Division

NASA Astrophysics Data System (ADS)

1991-06-01

This Annual Report presents summaries of selected representative research activities grouped according to the principal disciplines of the Earth Sciences Division: Reservoir Engineering and Hydrogeology, Geology and Geochemistry, and Geophysics and Geomechanics. Much of the Division's research deals with the physical and chemical properties and processes in the earth's crust, from the partially saturated, low-temperature near-surface environment to the high-temperature environments characteristic of regions where magmatic-hydrothermal processes are active. Strengths in laboratory and field instrumentation, numerical modeling, and in situ measurement allow study of the transport of mass and heat through geologic media -- studies that now include the appropriate chemical reactions and the hydraulic-mechanical complexities of fractured rock systems. Of particular note are three major Division efforts addressing problems in the discovery and recovery of petroleum, the application of isotope geochemistry to the study of geodynamic processes and earth history, and the development of borehole methods for high-resolution imaging of the subsurface using seismic and electromagnetic waves. In 1989, a major DOE-wide effort was launched in the areas of Environmental Restoration and Waste Management. Many of the methods previously developed for and applied to deeper regions of the earth will, in the coming years, be turned toward process definition and characterization of the very shallow subsurface, where man-induced contaminants now intrude and where remedial action is required.

The Earth's Gravity and Its Geological Significance.

ERIC Educational Resources Information Center

Cook, A. H.

1980-01-01

Discussed is the earth's gravity and its geological significance. Variations of gravity around the earth can be produced by a great variety of possible distributions of density within the earth. Topics discussed include isostasy, local structures, geological exploration, change of gravity in time, and gravity on the moon and planets. (DS)

Cascadia GeoSciences: Community-Based Earth Science Research Focused on Geologic Hazard Assessment and Environmental Restoration.

NASA Astrophysics Data System (ADS)

Williams, T. B.; Patton, J. R.; Leroy, T. H.

2007-12-01

Cascadia GeoSciences (CG) is a new non-profit membership governed corporation whose main objectives are to conduct and promote interdisciplinary community based earth science research. The primary focus of CG is on geologic hazard assessment and environmental restoration in the Western U.S. The primary geographic region of interest is Humboldt Bay, NW California, within the southern Cascadia subduction zone (SCSZ). This region is the on-land portion of the accretionary prism to the SCSZ, a unique and exciting setting with numerous hazards in an active, dynamic geologic environment. Humboldt Bay is also a region rich in history. Timber harvesting has been occurring in California's coastal forestlands for approximately 150 years. Timber products transported with ships and railroads from Mendocino and Humboldt Counties helped rebuild San Francisco after the 1906 earthquake. Historic land-use of this type now commonly requires the services of geologists, engineers, and biologists to restore road networks as well as provide safe fish passage. While Humboldt Bay is a focus of some of our individual research goals, we welcome regional scientists to utilize CG to support its mission while achieving their goals. An important function of CG is to provide student opportunities in field research. One of the primary charitable contributions of the organization is a student grant competition. Funds for the student grant will come from member fees and contributions, as well as a percent of all grants awarded to CG. A panel will review and select the student research proposal annually. In addition to supporting student research financially, professional members of CG will donate their time as mentors to the student researchers, promoting a student mentor program. The Humboldt Bay region is well suited to support annual student research. Thorough research like this will help unravel some of the mysteries of regional earthquake-induced land-level changes, as well as possible fault

Advancing the fundamental sciences: proceedings of the Forest Service National Earth Sciences Conference, San Diego, CA, 18-22 October 2004.

Treesearch

Michael J. Furniss; Catherine F. Clifton; Kathryn L. Ronnenberg

2007-01-01

This conference was attended by nearly 450 Forest Service earth scientists representing hydrology, soil science, geology, and air. In addition to active members of the earth science professions, many retired scientists also attended and participated. These 60 peer-reviewed papers represent a wide spectrum of earth science investigation, experience, research, and...

Earth Sciences annual report, 1987

DOE Office of Scientific and Technical Information (OSTI.GOV)

Younker, L.W.; Donohue, M.L.; Peterson, S.J.

1988-12-01

The Earth Sciences Department at Lawrence Livermore National Laboratory conducts work in support of the Laboratory's energy, defense, and research programs. The Department is organized into ten groups. Five of these -- Nuclear Waste Management, Fossil Energy, Containment, Verification, and Research -- represent major programmatic activities within the Department. Five others -- Experimental Geophysics, Geomechanics, Geology/Geological Engineering, Geochemistry, and Seismology/Applied Geophysics -- are major disciplinary areas that support these and other laboratory programs. This report summarizes work carried out in 1987 by each group and contains a bibliography of their 1987 publications.

U.S. Geological Survey (USGS) Earth Resources Observation and Science (EROS) Center-fiscal year 2010 annual report

USGS Publications Warehouse

Nelson, Janice S.

2011-01-01

The Earth Resources Observation and Science (EROS) Center is a U.S. Geological Survey (USGS) facility focused on providing science and imagery to better understand our Earth. The work of the Center is shaped by the earth sciences, the missions of our stakeholders, and implemented through strong program and project management, and application of state-of-the-art information technologies. Fundamentally, EROS contributes to the understanding of a changing Earth through 'research to operations' activities that include developing, implementing, and operating remote-sensing-based terrestrial monitoring capabilities needed to address interdisciplinary science and applications objectives at all levels-both nationally and internationally. The Center's programs and projects continually strive to meet, and where possible exceed, the changing needs of the USGS, the Department of the Interior, our Nation, and international constituents. The Center's multidisciplinary staff uses their unique expertise in remote sensing science and technologies to conduct basic and applied research, data acquisition, systems engineering, information access and management, and archive preservation to address the Nation's most critical needs. Of particular note is the role of EROS as the primary provider of Landsat data, the longest comprehensive global land Earth observation record ever collected. This report is intended to provide an overview of the scientific and engineering achievements and illustrate the range and scope of the activities and accomplishments at EROS throughout fiscal year (FY) 2010. Additional information concerning the scientific, engineering, and operational achievements can be obtained from the scientific papers and other documents published by EROS staff or by visiting our web site at http://eros.usgs.gov. We welcome comments and follow-up questions on any aspect of this Annual Report and invite any of our customers or partners to contact us at their convenience. To

Geology for youth in Lithuania: International Year of Planet Earth-related and other activities

NASA Astrophysics Data System (ADS)

Skridlaite, Grazina; Guobyte, Rimante; Skrinskas, Skirmantas; Nemaniene, Jurgita

2010-05-01

A great number of Lithuanian secondary and high schools devoted a range of activities to Earth sciences on September 22 (autumn equinox), 2008 proclaimed by the Lithuanian National Committee for IYPE and Ministry of Education and Science of Lithuania as "Earth's day". Beforehand, the 11 IYPE brochures were translated, supplemented with relevant Lithuanian data and placed on the website www.zemesmetai.lt. The activities comprised lessons, competitions, performances, field trips, seminars, excursions to museums and nature sites, meetings with geologists and naturalists etc. In many schools the 10 scientific themes were expanded, transformed and included into different school programmes such as geography, chemistry, physics, biology, Lithuanian language etc. The other schools preferred to organise discussions, performances and concerts where children expressed their concern about future of the Earth and suggested ways to save it. Several schools invited geologists, ecologists or other representatives of Earth sciences or local authorities to provide with information on environmental and geological issues in Lithuania and their own surroundings. Several museums and nature sites were visited. The "Earth's day" was advertised and broadcasted on TV and radio, reflected in the press. The reports from schools were placed on the Lithuanian IYPE website. The Board acknowledged the best participants with special letter of thanks. It turned out that despite the provided information on different subjects of geology only few of them were chosen. School teachers encountered some problems relating the Earth's interior with its surface, recognising modern geological processes etc. They found some brochures to be too complicated for non-specialists. Biodiversity was much easier to explain and present as geodiversity. Nevertheless, everybody admitted the great importance of geosciences in society and insufficient knowledge, and greatly acknowledged the initiative of the IYPE. The

Using Food to Demonstrate Earth Science Concepts

NASA Astrophysics Data System (ADS)

Walter, J.; Francek, M.

2001-12-01

One way to better engage K-16 students with the earth sciences is through classroom demonstrations with food. We summarize references from journals and the world wide web that use food to illustrate earth science concepts. Examples of how edible substances have been used include using candy bars to demonstrate weathering concepts, ice cream to mimic glaciers, and grapes to demonstrate evaporation. We also categorize these demonstrations into geology, weather, space science, and oceanography categories. We further categorize the topics by grade level, web versus traditional print format, amount of time necessary to prepare a lesson plan, and whether the activity is better used as a demonstration or hands on activity.

Theories of the Earth and the Nature of Science.

ERIC Educational Resources Information Center

Williams, James

1991-01-01

Describes the history of the science of geology. The author expounds upon the discovery of deep time and plate tectonics, explaining how the theory of deep time influenced the development of Darwin and Wallace's theory of evolution. Describes how the history of earth science helps students understand the nature of science. (PR)

How do we know about Earth's history? Constructing the story of Earth's geologic history by collecting and interpreting evidence based scenarios.

NASA Astrophysics Data System (ADS)

Ruthford, Steven; DeBari, Susan; Linneman, Scott; Boriss, Miguel; Chesbrough, John; Holmes, Randall; Thibault, Allison

2013-04-01

Beginning in 2003, faculty from Western Washington University, Skagit Valley Community College, local public school teachers, and area tribal college members created an innovative, inquiry based undergraduate geology curriculum. The curriculum, titled "Energy and Matter in Earth's Systems," was supported through various grants and partnerships, including Math and Science Partnership and Noyce Teacher Scholarship grants from the National Science Foundation. During 2011, the authors wrote a geologic time unit for the curriculum. The unit is titled, "How Do We Know About Earth's History?" and has students actively investigate the concepts related to geologic time and methods for determining age. Starting with reflection and assessment of personal misconceptions called "Initial Ideas," students organize a series of events into a timeline. The unit then focuses on the concepts of relative dating, biostratigraphy, and historical attempts at absolute dating, including uniformitarianism, catastrophism, Halley and Joly's Salinity hypothesis, and Kelvin's Heat Loss model. With limited lecture and text, students then dive into current understandings of the age of the Earth, which include radioactive decay rates and radiometric dating. Finally, using their newfound understanding, students investigate a number of real world scenarios and create a timeline of events related to the geologic history of the Earth. The unit concludes with activities that reinforce the Earth's absolute age and direct students to summarize what they have learned by reorganizing the timeline from the "Initial Ideas" and sharing with the class. This presentation will include the lesson materials and findings from one activity titled, "The Earth's Story." The activity is located midway through the unit and begins with reflection on the question, "What are the major events in the Earth's history and when did they happen?" Students are directed to revisit the timeline of events from the "Initial Ideas

Land Use Planning Experiment for Introductory Earth Science Courses

ERIC Educational Resources Information Center

Fetter, C. W., Jr.; Hoffman, James I.

1975-01-01

Describes an activity which incorporates topographic map interpretation, soils analysis, hydrogeology, and local geology in a five-week series of exercises for an introductory college earth science class. (CP)

U.S. Geological Survey (USGS) Earth Resources Observation and Science (EROS) Center-Fiscal Year 2009 Annual Report

USGS Publications Warehouse

Nelson, Janice S.

2010-01-01

The Earth Resources Observation and Science (EROS) Center is a U.S. Geological Survey (USGS) facility focused on providing science and imagery to better understand our Earth. As part of the USGS Geography Discipline, EROS contributes to the Land Remote Sensing (LRS) Program, the Geographic Analysis and Monitoring (GAM) Program, and the National Geospatial Program (NGP), as well as our Federal partners and cooperators. The work of the Center is shaped by the Earth sciences, the missions of our stakeholders, and implemented through strong program and project management and application of state-of-the-art information technologies. Fundamentally, EROS contributes to the understanding of a changing Earth through 'research to operations' activities that include developing, implementing, and operating remote sensing based terrestrial monitoring capabilities needed to address interdisciplinary science and applications objectives at all levels-both nationally and internationally. The Center's programs and projects continually strive to meet and/or exceed the changing needs of the USGS, the Department of the Interior, our Nation, and international constituents. The Center's multidisciplinary staff uses their unique expertise in remote sensing science and technologies to conduct basic and applied research, data acquisition, systems engineering, information access and management, and archive preservation to address the Nation's most critical needs. Of particular note is the role of EROS as the primary provider of Landsat data, the longest comprehensive global land Earth observation record ever collected. This report is intended to provide an overview of the scientific and engineering achievements and illustrate the range and scope of the activities and accomplishments at EROS throughout fiscal year (FY) 2009. Additional information concerning the scientific, engineering, and operational achievements can be obtained from the scientific papers and other documents published by

Evaluating the impact of geologic heritage on Earth science literacy: Adapting best practices from pedagogy and interpretation (Invited)

NASA Astrophysics Data System (ADS)

Semken, S. C.

2013-12-01

How might we authentically and practically evaluate the effects of a geologic heritage place or program on public Earth science literacy? This pedagogical form of evaluation is distinct from the evaluation of a place for its geological importance, heritage value, economic or cultural impact, and so on. Best evaluation practices from the realms of formal education, informal education, and interpretation start with a coherent set of evaluable learning outcomes, ideally recapitulated in one or more 'big ideas' that capture the essential attributes of the place or program. Learning outcomes may be classified as cognitive, affective, or psychomotor. Cognitive learning outcomes in a geoheritage context are the Earth-science concepts a visitor or student would be expected to uncover through on-site or virtual exploration of the stratigraphy, structure, landforms, and processes in a place. The Earth Science Literacy Principles (ESLP), and similar literacy documents relating to atmosphere, oceans, and climate; offer a template for mapping localized concepts onto more global ones. Quantitative instruments to evaluate understanding of the ESLP are in development, and the ESLP also map directly onto measures used in formal educational assessment, notably the Next Generation Science Standards in the USA. Nongeological place meanings (a component of sense of place) may suggest other cognitive outcomes. Affective learning outcomes for visitors and students in geoheritage sites are less readily defined, but may include place attachment (also a component of sense of place), attitudes, and interest. Multiple quantitative and qualitative methods of evaluating these outcomes exist. Psychomotor learning outcomes are even muddier, but accessibility (defined by statutes) offers a potential starting point. In practice, evaluation may be conducted synchronously or asynchronously with visitors' or students' interaction with the geoheritage place or program. Evaluation programs are typically

Studies from the history of soil science and geology

USGS Publications Warehouse

Landa, Edward R.; Cohen, Benjamin R.

2010-01-01

The United Nations proclaimed the year 2008 as the official International Year of Planet Earth (IYPE), with science and outreach activities spanning 2007–2009. IYPE-sponsored outreach helped focus the attention of the general public on topics such as human health and the environment; ocean and natural resources sustainability; mitigating natural hazards and community resilience; and the effects of climate change. Within the earth science community, the IYPE was a stimulus for retrospection, and for efforts aimed at bridging divides within the community. One such effort was the first joint meeting of the Geological Society of America (GSA) and the Soil Science Society of America (SSSA), held in Houston, Texas, 5–9 October 2008.

Dartmouth College Earth Sciences Mobile Field Program

NASA Astrophysics Data System (ADS)

Meyer, E. E.; Osterberg, E. C.; Dade, W. B.; Sonder, L. J.; Renshaw, C. E.; Kelly, M. A.; Hawley, R. L.; Chipman, J. W.; Mikucki, J.; Posmentier, E. S.; Moore, J. R.

2011-12-01

For the last 50 years the Department of Earth Sciences at Dartmouth College has offered a term-long, undergraduate field program, informally called "the Stretch". A student typically enrolls during fall quarter of his or her junior year soon after choosing a major or minor. The program thus provides valuable field context for courses that a student will take during the remainder of his or her undergraduate career. Unlike many traditional field camps that focus on one particular region, the Stretch is a mobile program that currently travels through Western North America, from the Canadian Rockies to the Grand Canyon. The program spans two and a half months, during which time undergraduates, graduate TAs, and faculty live, work, and learn collaboratively. Dartmouth College faculty members sequentially teach individual 1- to 2-week segments that focus on their interests and expertise; currently, there are a total of eight segments led by eleven faculty members. Consequently, topics are diverse and include economic geology, geobiology, geomorphology, glaciology, glacial geology, geophysics, hydrogeology, paleontology, stratigraphy, structure and tectonics, and volcanology. The field localities are equally varied, including the alpine glaciers of western Alberta, the national parks of Montana, Wyoming and Utah, the eastern Sierra Nevada, the southern Great Basin, and highlight such classic geological field locales as Sheep Mountain in Wyoming's Bighorn Basin, Death Valley, and the Grand Canyon. Overall, the program aims to: 1) give students a broad perspective on the timing and nature of the processes that resulted in the landscape and underlying geology of western North America; and 2) introduce students to a wide variety of geological environments, field techniques, and research equipment. Students emerge from the program with wide-ranging exposure to active research questions as well as a working knowledge of core field skills in the earth sciences. Stretch students

Earth Sciences' Capacity Building In Developing Countries through International Programmes

NASA Astrophysics Data System (ADS)

Eder, W.

2007-12-01

Within the framework of "traditional" programmes, like the joint UNESCO-IUGS "International Geoscience Programme" (IGCP), the "International Continental Scientific Drilling Program" (ICDP), the "Integrated Ocean Drilling Program" (IODP) or the "International Lithosphere Programme" (ILP) numerous opportunities are provided to strengthen postgraduate geo-scientific education of representatives from developing countries. Recently established new initiatives, such as the "International Year of Planet Earth" (IYPE) or UNESCO's Global Network of Geoparks complement these in addition as important components to UNESCO's 'Education for All' programme, notably the youth, as well as to the United Nations Decade of Education for Sustainable Development (2005 - 2014). The "International Year of Planet Earth" is a joint initiative of the International Union of Geological Sciences (IUGS) and UNESCO. The central aims and ambitions of the Year, proclaimed for 2008 by the UN General Assembly, are to demonstrate the great potential of the Earth sciences in building a safer, healthier and wealthier society, and to encourage more widespread and effective application of this potential by targeting politicians and other decision-makers, educational systems, and the general public. Promotion of international collaboration, as well as capacity building and training of students of developing countries in all fields of Earth Sciences seem to be the most appropriate way to meet also the challenges of the IYPE. Another opportunity to improve the international recognition of Earth Scinces, also in developing countries, is the use of Geoparks as a promotional tool for education and popularization of Earth Sciences. Geoparks, notably those included in the European and/or Global Geoparks Networks, provide an international platform of cooperation and exchange between experts and practitioners in geological heritage matters, and are as such excellent instruments in highlighting Earth sciences. The

Geological science needs studied

NASA Astrophysics Data System (ADS)

The Geological Sciences Board of the National Academy of Science is conducting a study of the trends, needs, and priorities of the geological sciences for the 1980s. Many organizations and individuals already have been contacted regarding this task; however, in order to ensure that the forthcoming report is based broadly on ideas from the scientific community, the Geological Sciences Board solicits the thoughts of AGU members about the substance of the study. Please send your questions and comments by early this fall to William Dickinson, chairman of the Geological Sciences Board, National Academy of Sciences, Room 69, 2101 Constitution Ave., N.W., Washington, D.C. 20418. A draft report is expected in January 1983.

Networking Technologies Enable Advances in Earth Science

NASA Technical Reports Server (NTRS)

Johnson, Marjory; Freeman, Kenneth; Gilstrap, Raymond; Beck, Richard

2004-01-01

This paper describes an experiment to prototype a new way of conducting science by applying networking and distributed computing technologies to an Earth Science application. A combination of satellite, wireless, and terrestrial networking provided geologists at a remote field site with interactive access to supercomputer facilities at two NASA centers, thus enabling them to validate and calibrate remotely sensed geological data in near-real time. This represents a fundamental shift in the way that Earth scientists analyze remotely sensed data. In this paper we describe the experiment and the network infrastructure that enabled it, analyze the data flow during the experiment, and discuss the scientific impact of the results.

Appraising U.S. Geological Survey science records

USGS Publications Warehouse

Faundeen, John L.

2010-01-01

The U.S. Geological Survey (USGS) Earth Resources Observation and Science (EROS) Center has legislative charters to preserve and make accessible land remote sensing records important to the United States. This essay explains the appraisal process developed by EROS to ensure the science records it holds and those offered to it align with those charters. The justifications behind the questions employed to weed and to complement the EROS archive are explained along with the literature reviewed supporting their inclusion. Appraisal results are listed by individual collection and include the recommendations accepted by EROS management.

Digging into Inquiry-Based Earth Science Research

ERIC Educational Resources Information Center

Schultz, Bryan; Yates, Crystal; Schultz, Jayne M.

2008-01-01

To help eighth-grade students experience the excitement of Earth science research, the authors developed an inquiry-based project in which students evaluated and cataloged their campus geology and soils. Following class discussions of rock-weathering and soil-forming processes, students worked in groups to excavate multiple soil pits in the school…

Earth Science Pipeline: Enhancing Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

McGill, S.; Smith, A.; Fryxell, J.; Leatham, W.; Brunkhorst, B. J.

2002-12-01

Our initial efforts to recruit and retain students from under-represented ethnic groups were guided by results from a survey of students in our introductory geology courses. Among students from under-represented ethnic groups, the most common reasons for NOT majoring in geology were (1) lack of exposure to geosciences, (2) lack of knowledge about careers in geology, (3) a student's perception that he or she is not a "science-type" of person, (4) the difficulty of science, (5) the fact that the student had no friends or family members that had majored in geology, (6) the lack of role models from their ethnicity in geology, (7) boredom with science. The first reasons listed above were rated as "very important" to the greatest number of students [45%], and the following reasons were considered "very important" to decreasing numbers of students [down to 20%]. Issues related to prestige, religion and gender role models were considered "very important" to <10% of the students. To address the two most common reasons for not majoring in geology, we made presentations about the geosciences and careers in geosciences at local schools. We have presented in science classes, to students in Project UPBEAT, as well as to students in the Advancement Via Independent Determination (AVID) program at local high schools. We also participated in the Earth Science portion of a Science Olympiad for high-achieving middle and high school students, offered consulting for science fair projects and led students on field trips to the San Andreas fault and Pisgah Crater. We hired CSUSB students from both our introductory and upper-division geology courses to help with these outreach activities. Several of these students were from under-represented ethnic groups, and they thus served as role models for the pre-college students from those ethnic groups. These outreach assistants have also continued taking geology courses, and some have become geology majors or minors. A total of 44 presentations

ESSEA as an Enhancement to K-12 Earth Systems Science Efforts at San José State University

NASA Astrophysics Data System (ADS)

Messina, P.; Metzger, E. P.; Sedlock, R. L.

2002-12-01

San José State University's Geology Department has implemented and maintained a two-fold approach to teacher education efforts. Both pre-service and in-service populations have been participants in a wide variety of content-area enrichment, training, and professional development endeavors. Spearheading these initiatives is the Bay Area Earth Science Institute (BAESI); organized in 1990, this program has served more than 1,000 teachers in weekend- and summer-workshops, and field trips. It sustains a network of Bay Area teachers via its Website (http://www.baesi.org), newsletter, and allows teachers to borrow classroom-pertinent materials through the Earth Science Resource Center. The Department has developed a course offering in Earth Systems Science (Geology 103), which targets pre-service teachers within SJSU's multiple-subject credential program. The curriculum satisfies California subject matter competency requirements in the geosciences, and infuses pedagogy into the syllabus. Course activities are intended for pre-service and in-service teachers' adaptation in their own classrooms. The course has been enhanced by two SJSU-NASA collaborations (Project ALERT and the Sun-Earth Connection Education Forum), which have facilitated incorporation of NASA data, imagery, and curricular materials. SJSU's M.A. in Natural Science, a combined effort of the Departments of Geology, Biology, and Program in Science Education, is designed to meet the multi-disciplinary needs of single-subject credential science teachers by providing a flexible, individually-tailored curriculum that combines science course work with a science education project. Several BAESI teachers have extended their Earth science knowledge and teaching skills through such projects as field guides to local sites of geological interest; lab-based modules for teaching about earthquakes, rocks and minerals, water quality, and weather; and interactive online materials for students and teachers of science. In

U.S. Geological Survey (USGS) Western Region: Alaska Coastal and Ocean Science

USGS Publications Warehouse

Holland-Bartels, Leslie

2009-01-01

The U.S. Geological Survey (USGS), a bureau of the Department of the Interior (DOI), is the Nation's largest water, earth, and biological science and mapping agency. The bureau's science strategy 'Facing Tomorrow's Challenges - U.S. Geological Survey Science in the Decade 2007-2017' describes the USGS vision for its science in six integrated areas of societal concern: Understanding Ecosystems and Predicting Ecosystem Change; Climate Variability and Change; Energy and Minerals; Hazards, Risk, and Resilience; Environment and Wildlife in Human Health; and Water Census of the United States. USGS has three Regions that encompass nine geographic Areas. This fact sheet describes examples of USGS science conducted in coastal, nearshore terrestrial, and ocean environments in the Alaska Area.

Geologic time

USGS Publications Warehouse

Newman, William L.

2000-01-01

The Earth is very old 4 1/2 billion years or more according to recent estimates. This vast span of time, called geologic time by earth scientists, is difficult to comprehend in the familiar time units of months and years, or even centuries. How then do scientists reckon geologic time, and why do they believe the Earth is so old? A great part of the secret of the Earth's age is locked up in its rocks, and our centuries-old search for the key led to the beginning and nourished the growth of geologic science.

The 2009 Earth Science Literacy Principles

NASA Astrophysics Data System (ADS)

Wysession, M. E.; Budd, D. A.; Campbell, K. M.; Conklin, M. H.; Kappel, E. S.; Ladue, N.; Lewis, G.; Raynolds, R.; Ridky, R. W.; Ross, R. M.; Taber, J.; Tewksbury, B. J.; Tuddenham, P.

2009-12-01

In 2009, the NSF-funded Earth Science Literacy Initiative (ESLI) completed and published a document representing a community consensus about what all Americans should understand about Earth sciences. These Earth Science Literacy Principles, presented as a printed brochure and on the Internet at www.earthscienceliteracy.org, were created through the work of nearly 1000 geoscientists and geoeducators who helped identify nine “big ideas” and seventy-five “supporting concepts” fundamental to terrestrial geosciences. The content scope involved the geosphere and land-based hydrosphere as addressed by the NSF-EAR program, including the fields of geobiology and low-temperature geochemistry, geomorphology and land-use dynamics, geophysics, hydrologic sciences, petrology and geochemistry, sedimentary geology and paleobiology, and tectonics. The ESLI Principles were designed to complement similar documents from the ocean, atmosphere, and climate research communities, with the long-term goal of combining these separate literacy documents into a single Earth System Science literacy framework. The aim of these principles is to educate the public, shape the future of geoscience education, and help guide the development of government policy related to Earth science. For example, K-12 textbooks are currently being written and museum exhibits constructed with these Principles in hand. NPR-funded educational videos are in the process of being made in alignment with the ESLP Principles. US House and Senate representatives on science and education committees have been made aware that the major geoscience organizations have endorsed such a document generated and supported by the community. Given the importance of Earth science in so many societally relevant topics such as climate change, energy and mineral resources, water availability, natural hazards, agriculture, and human impacts on the biosphere, efforts should be taken to ensure that this document is in a position to

A Canadian Approach to Training Technicians and Technologists In the Earth Sciences.

ERIC Educational Resources Information Center

Watts, Stephen H.

1983-01-01

Describes two- and three-year undergraduate curricula for training earth science technicians at Sir Sanford Fleming College (Canada), emphasizing practical aspects and close student-faculty interaction. List of employment opportunities for geology graduates based on past placement data and geology curriculum outline are provided in tables. (JN)

Canadian Geoscience Education Network (CGEN): Fostering Excellence in Earth Science Education and Outreach

NASA Astrophysics Data System (ADS)

Haidl, F. M.; Vodden, C.; Bates, J. L.; Morgan, A. V.

2009-05-01

CGEN, the outreach arm of the Canadian Federation of Earth Sciences, is a network of more than 270 individuals from all over Canada who work to promote geoscience education and public awareness of science. CGEN's priorities are threefold: to improve the quality of Earth science education delivered in our primary and secondary schools; to raise public awareness about the Earth sciences and their impact on everyday life; and to encourage student interest in the Earth sciences as a career option. These priorities are supported by CGEN's six core programs: 1) The national EdGEO program (www.edgeo.org), initiated in the 1970s, supports Earth science workshops for teachers. These workshops, organized by teams of local educators and geoscientists, provide teachers with "enhanced knowledge, classroom resources and increased confidence" to more effectively teach Earth science. In 2008, a record 521 teachers attended 14 EdGEO workshops. 2) EarthNet (www.earthnet-geonet.ca) is a virtual resource centre that provides support for teachers and for geoscientists involved in education and outreach. In 2008, EarthNet received a $11,500 grant from Encana Corporation to develop energy-related content. 3) The new Careers in Earth Science website (www.earthsciencescanada.com/careers), launched in October 2008, enhances CGEN's capacity to encourage students to pursue a career in the Earth sciences. This project exemplifies the value of collaboration with other organizations. Seven groups provided financial support for the project and many other organizations and individuals contributed in-kind support. 4) Geoscape Canada and Waterscape Canada, programs led by the Geological Survey of Canada, communicate practical Earth science information to teachers, students, and other members of communities across Canada through a series of electronic and hard-copy posters and other resources. Many of the resources created from 1998 to 2007 are available online (www.geoscape.nrcan.gc.ca). A northern

Interactive Online Modules and Videos for Learning Geological Concepts at the University of Toronto Department of Earth Sciences

NASA Astrophysics Data System (ADS)

Veglio, E.; Graves, L. W.; Bank, C. G.

2014-12-01

We designed various computer-based applications and videos as educational resources for undergraduate courses at the University of Toronto in the Earth Science Department. These resources were developed in effort to enhance students' self-learning of key concepts as identified by educators at the department. The interactive learning modules and videos were created using the programs MATLAB and Adobe Creative Suite 5 (Photoshop and Premiere) and range from optical mineralogy (extinction and Becke line), petrology (equilibrium melting in 2-phase systems), crystallography (crystal systems), geophysics (gravity anomaly), and geologic history (evolution of Canada). These resources will be made available for students on internal course websites as well as through the University of Toronto Earth Science's website (www.es.utoronto.ca) where appropriate; the video platform YouTube.com may be used to reach a wide audience and promote the material. Usage of the material will be monitored and feedback will be collected over the next academic year in order to gage the use of these interactive learning tools and to assess if these computer-based applications and videos foster student engagement and active learning, and thus offer an enriched learning experience.

Science strategy for Core Science Systems in the U.S. Geological Survey, 2013-2023

USGS Publications Warehouse

Bristol, R. Sky; Euliss, Ned H.; Booth, Nathaniel L.; Burkardt, Nina; Diffendorfer, Jay E.; Gesch, Dean B.; McCallum, Brian E.; Miller, David M.; Morman, Suzette A.; Poore, Barbara S.; Signell, Richard P.; Viger, Roland J.

2012-01-01

Core Science Systems is a new mission of the U.S. Geological Survey (USGS) that grew out of the 2007 Science Strategy, “Facing Tomorrow’s Challenges: U.S. Geological Survey Science in the Decade 2007–2017.” This report describes the vision for this USGS mission and outlines a strategy for Core Science Systems to facilitate integrated characterization and understanding of the complex earth system. The vision and suggested actions are bold and far-reaching, describing a conceptual model and framework to enhance the ability of USGS to bring its core strengths to bear on pressing societal problems through data integration and scientific synthesis across the breadth of science.The context of this report is inspired by a direction set forth in the 2007 Science Strategy. Specifically, ecosystem-based approaches provide the underpinnings for essentially all science themes that define the USGS. Every point on earth falls within a specific ecosystem where data, other information assets, and the expertise of USGS and its many partners can be employed to quantitatively understand how that ecosystem functions and how it responds to natural and anthropogenic disturbances. Every benefit society obtains from the planet—food, water, raw materials to build infrastructure, homes and automobiles, fuel to heat homes and cities, and many others, are derived from or effect ecosystems.The vision for Core Science Systems builds on core strengths of the USGS in characterizing and understanding complex earth and biological systems through research, modeling, mapping, and the production of high quality data on the nation’s natural resource infrastructure. Together, these research activities provide a foundation for ecosystem-based approaches through geologic mapping, topographic mapping, and biodiversity mapping. The vision describes a framework founded on these core mapping strengths that makes it easier for USGS scientists to discover critical information, share and publish

Geology: The Active Earth.

ERIC Educational Resources Information Center

Braus, Judy, Ed.

1987-01-01

Ranger Rick's NatureScope is a creative education series dedicated to inspiring in children an understanding and appreciation of the natural world while developing the skills they will need to make responsible decisions about the environment. The topic of this issue is "Geology: The Active Earth." Contents are organized into the…

Incorporating Geoethics in Introductory Earth System Science Courses

NASA Astrophysics Data System (ADS)

Schmitt, J.

2014-12-01

The integrative nature of Earth System Science courses provides extensive opportunities to introduce students to geoethical inquiry focused on globally significant societal issues. Geoscience education has traditionally lagged in its efforts to increase student awareness of the significance of geologic knowledge to understanding and responsibly confronting causes and possible solutions for emergent, newly emerging, and future problems of anthropogenic cause and consequence. Developing an understanding of the human impact on the earth system requires early (lower division) and for geoscience majors, repeated (upper division) curricular emphasis on the interactions of the lithosphere, hydrosphere, atmosphere, biosphere, and pedosphere across space and through time. Capturing the interest of university students in globally relevant earth system issues and their ethical dimensions while first learning about the earth system is an important initial step in bringing geoethical deliberation and awareness to the next generation of geoscientists. Development of a new introductory Earth System Science course replacing a traditional introductory Physical Geology course at Montana State University has involved abandonment of concept-based content organization in favor of a place-based approach incorporating examination of the complex interactions of earth system components and emergent issues and dilemmas deriving from the unique component interactions that characterize each locale. Thirteen different place-based week-long modules (using web- and classroom-based instruction) were developed to ensure cumulative broad coverage across the earth geographically and earth system components conceptually. Each place-based instructional module contains content of societal relevance requiring synthesis, critical evaluation, and reflection by students. Examples include making linkages between deforestation driven by economics and increased seismicity in Haiti, agriculture and development

Earth Science Outreach: A Move in the Right Direction

NASA Astrophysics Data System (ADS)

McLarty Halfkenny, B.; Schröder Adams, C.

2009-05-01

There is concern within the Geoscience Community about the public's limited understanding of Earth Science and its fundamental contribution to society. Earth Science plays only a minor role in public school education in Ontario leaving many students to stumble upon this field of study in post-secondary institutions. As the Earth Sciences offer relevant advice for political decisions and provide excellent career opportunities, outreach is an increasingly important component of our work. Recruitment of post-secondary students after they have chosen their discipline cannot remain the sole opportunity. Outreach must be directed to potential students at an early stage of their education. High school teachers are influential, directing students towards professional careers. Therefore we are first committed to reach these teachers. We provide professional development, resources and continued support, building an enthusiastic community of educators. Specific initiatives include: a three day workshop supported by a grant from EdGEO introducing earth science exercises and local field destinations; a resource kit with minerals, rocks, fossils, mineral identification tools and manuals; a CD with prepared classroom exercises; and in-class demonstrations and field trip guiding on request. Maintaining a growing network with teachers has proven highly effective. Direct public school student engagement is also given priority. We inspire students through interaction with researchers and graduate students, hand-on exercises, and by providing opportunities to visit our department and work with our collections. Successful projects include our week-long course "School of Rock" for the Enrichment Mini-Course Program, classroom visits and presentations on the exciting and rewarding career paths in geology during Carleton University open houses. Outreach to the general public allows us to educate the wider community about the Geoheritage of our region, and initiate discussions about

Increasing Participation in the Earth Sciences A 35 year Journey

NASA Astrophysics Data System (ADS)

Blueford, J. R.

2006-12-01

In the 1970's the fact that woman and ethnic minorities men made up approximately10% of the workforce in the geosciences created concern. Determining ways to increase the participation became a topic of discussion amongst many of the geosciences agencies in the United States. Many created scholarships and work opportunities for students. One of the most successful projects was the MPES (Minority Participation in the Earth Science) Program implemented by the U.S. Geological Survey. A key factor in its success was its outreach programs which used employees to work in elementary schools to get children excited about earth sciences. Successive years added teacher workshops and developing career day presentations to help school districts increase the awareness of the earth sciences. However, cutbacks prevented the continuation of these programs, but from the ashes a new non-profit organization of scientists, the Math Science Nucleus, developed curriculum and implementation strategies that used Earth Sciences as a core content area. Using the power of the internet, it provided teachers and parents around the world content driven curriculum. The Integrating Science, Math, and Technology Reference Curriculum is used around the world to help teachers understand how children learn science content.

The Treatment of Geological Time & the History of Life on Earth in High School Biology Textbooks

ERIC Educational Resources Information Center

Summers, Gerald; Decker, Todd; Barrow, Lloyd

2007-01-01

In spite of the importance of geological time in evolutionary biology, misconceptions about historical events in the history of life on Earth are common. Glenn (1990) has documented a decline from 1960 to 1989 in the amount of space devoted to the history of life in high school earth science textbooks, but we are aware of no similar study in…

Earth Science Research as IPY Priority

NASA Astrophysics Data System (ADS)

Kotlyakov, V.; Leonov, Y.; Coakley, B.; Grikurov, G.; Johnson, L.; Kaminsky, V.; Kristoffersen, Y.; Leitchenkov, G.; Pavlenko, V.

2004-05-01

The preparations for IPY 2007/2008 are evolving from conceptual to implementation planning. Many earth scientists are concerned that the emerging plans for IPY are too narrowly focused on environmental processes and therefore appear discriminatory with respect to other fundamental sciences. National/international efforts such as USGCRP (U.S. Global Change Research program) and IPCC (Intergovernmental Panel on Climate Change) are also involved in the multitude of climate change issues, and just how the proposed IPY program could augment and complement these ongoing activities without reproducing them requires careful analysis and coordination. In particular, the polar research is unthinkable without study of the geological history of the Arctic and the Southern Oceans as a clue to tectonic evolution of the entire planet and test of the current geodynamic paradigm. In addition to these fundamental objectives, the circum-polar continental margins of the Arctic and Antarctica are likely to become the scenes of geopolitical intrigue provoked by implementation of the provisions of the Law of the Sea that require acquisition of specific earth science knowledge at internationally recognized levels of credibility. Interdisciplinary international programs (e. g. JEODI), based on geophysical data acquisition and analysis that would lead, where appropriate, to scientific drilling, had independently been proposed for studying the coupled tectonic and oceanographic history of the polar regions. Admitting the importance of identifying fundamental constraints for paleooceanography and climatic history of the high latitudes, and acknowledging the progress achieved so far in promoting IPY activities, the international earth science community has suggested developing the proposed approach into a major IPY endeavor - to examine the Polar Ocean Gateway Evolution (POGE). Such study would enable linking the geological history of the Polar Regions during the last 100 Ma and related

Earth Sciences Division annual report 1990

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1991-06-01

This Annual Report presents summaries of selected representative research activities grouped according to the principal disciplines of the Earth Sciences Division: Reservoir Engineering and Hydrogeology, Geology and Geochemistry, and Geophysics and Geomechanics. Much of the Division`s research deals with the physical and chemical properties and processes in the earth`s crust, from the partially saturated, low-temperature near-surface environment to the high-temperature environments characteristic of regions where magmatic-hydrothermal processes are active. Strengths in laboratory and field instrumentation, numerical modeling, and in situ measurement allow study of the transport of mass and heat through geologic media -- studies that now include the appropriatemore » chemical reactions and the hydraulic-mechanical complexities of fractured rock systems. Of particular note are three major Division efforts addressing problems in the discovery and recovery of petroleum, the application of isotope geochemistry to the study of geodynamic processes and earth history, and the development of borehole methods for high-resolution imaging of the subsurface using seismic and electromagnetic waves. In 1989 a major DOE-wide effort was launched in the areas of Environmental Restoration and Waste Management. Many of the methods previously developed for and applied to deeper regions of the earth will in the coming years be turned toward process definition and characterization of the very shallow subsurface, where man-induced contaminants now intrude and where remedial action is required.« less

Exploratory visualization of earth science data in a Semantic Web context

NASA Astrophysics Data System (ADS)

Ma, X.; Fox, P. A.

2012-12-01

Earth science data are increasingly unlocked from their local 'safes' and shared online with the global science community as well as the average citizen. The European Union (EU)-funded project OneGeology-Europe (1G-E, www.onegeology-europe.eu) is a typical project that promotes works in that direction. The 1G-E web portal provides easy access to distributed geological data resources across participating EU member states. Similar projects can also be found in other countries or regions, such as the geoscience information network USGIN (www.usgin.org) in United States, the groundwater information network GIN-RIES (www.gw-info.net) in Canada and the earth science infrastructure AuScope (www.auscope.org.au) in Australia. While data are increasingly made available online, we currently face a shortage of tools and services that support information and knowledge discovery with such data. One reason is that earth science data are recorded in professional language and terms, and people without background knowledge cannot understand their meanings well. The Semantic Web provides a new context to help computers as well as users to better understand meanings of data and conduct applications. In this study we aim to chain up Semantic Web technologies (e.g., vocabularies/ontologies and reasoning), data visualization (e.g., an animation underpinned by an ontology) and online earth science data (e.g., available as Web Map Service) to develop functions for information and knowledge discovery. We carried out a case study with data of the 1G-E project. We set up an ontology of geological time scale using the encoding languages of SKOS (Simple Knowledge Organization System) and OWL (Web Ontology Language) from W3C (World Wide Web Consortium, www.w3.org). Then we developed a Flash animation of geological time scale by using the ActionScript language. The animation is underpinned by the ontology and the interrelationships between concepts of geological time scale are visualized in the

A multidisciplinary Earth science research program in China

NASA Astrophysics Data System (ADS)

Dong, Shuwen; Li, Tingdong; Gao, Rui; Hou, Hesheng; Li, Yingkang; Zhang, Shihong; Keller, G. Randy; Liu, Mian

2011-09-01

Because China occupies a large and geologically complex region of central and eastern Asia, the country may hold the keys to resolving many basic problems in the Earth sciences, such as how continental collision with India produced China's interconnected array of large intraplate structures, and what links exist between these structures and natural resources. To learn more, the Chinese government has launched SinoProbe, a major research initiative focusing on multidisciplinary imaging of the three-dimensional (3-D) structure and composition of the Chinese continental lithosphere and its evolution through geologic history. This effort is also motivated by China's need for a comprehensive and systematic evaluation of its natural resources and a better understanding of potential geohazards. SinoProbe is funded by the Chinese Ministry of Finance, managed by the Chinese Ministry of Land and Resources, and organized by the Chinese Academy of Geological Sciences. More than 960 investigators and engineers are currently involved with the program, not counting international collaborators. Most of them are affiliated with the Chinese Academy of Geological Sciences, the Chinese Academy of Sciences, the Ministry of Education (i.e., universities), and the China Earthquake Administration. The initial phase of the program (2008-2012), with funding equivalent to about US$164 million, is testing the feasibility of new technologies in geophysical and geochemical exploration and deep continental drilling by focusing on a series of profiles (Figure 1).

Self-Guided Field Explorations: Integrating Earth Science into Students' Lives

NASA Astrophysics Data System (ADS)

Kirkby, K. C.; Kirkby, S.

2013-12-01

Self-guided field explorations are a simple way to transform an earth science class into a more pedagogically effective experience. Previous experience demonstrated that self-guided student explorations of museum and aquarium exhibits were both extremely popular and remarkably effective. That success led our program to test an expansion of the concept to include self-guided student explorations in outdoor field settings. Preliminary assessment indicates these self-guided field explorations are nearly as popular with students as the museum and aquarium explorations and are as pedagogically effective. Student gains on post-instruction assessment match or exceed those seen in instructor-assisted, hands-on, small group laboratory activities and completely eclipse gains achieved by traditional lecture instruction. As importantly, self-guided field explorations provide a way to integrate field experiences into large enrollment courses where the sheer scale of class trips makes them logistically impossible. This expands course breadth, integrating new topics that could not be as effectively covered by the original class structure. Our introductory program assessed two models of self-guided field explorations. A walking/cycling exploration of the Saint Anthony Falls area, a mile from campus, focuses on the intersections of geological processes with human history. Students explore the geology behind the waterfalls' evolution as well as its subsequent social and economic impacts on human history. A second exploration focuses on the campus area geology, including its building stones as well as its landscape evolution. In both explorations, the goal was to integrate geology with the students' broader understanding of the world they live in. Although the explorations' creation requires a significant commitment, once developed, self-guided explorations are surprisingly low maintenance. These explorations provide a model of a simple, highly effective pedagogical tool that is

Earth-Space Science Activity Syllabus for Elementary and Junior High School Teachers of Science.

ERIC Educational Resources Information Center

Maier, Jack; And Others

This syllabus is a collection of earth-space science laboratory activities and demonstrations intended for use at the elementary and junior high school levels. The activities are grouped into eight subject sections: Astronomy, Light, Magnetism, Electricity, Geology, Weather, Sound, and Space. Each section begins with brief background information,…

Why Earth Science?

ERIC Educational Resources Information Center

Smith, Michael J.

2004-01-01

This article briefly describes Earth science. The study of Earth science provides the foundation for an understanding of the Earth, its processes, its resources, and its environment. Earth science is the study of the planet in its entirety, how its lithosphere, atmosphere, hydrosphere, and biosphere work together as systems and how they affect…

The EarthServer Geology Service: web coverage services for geosciences

NASA Astrophysics Data System (ADS)

Laxton, John; Sen, Marcus; Passmore, James

2014-05-01

The EarthServer FP7 project is implementing web coverage services using the OGC WCS and WCPS standards for a range of earth science domains: cryospheric; atmospheric; oceanographic; planetary; and geological. BGS is providing the geological service (http://earthserver.bgs.ac.uk/). Geoscience has used remote sensed data from satellites and planes for some considerable time, but other areas of geosciences are less familiar with the use of coverage data. This is rapidly changing with the development of new sensor networks and the move from geological maps to geological spatial models. The BGS geology service is designed initially to address two coverage data use cases and three levels of data access restriction. Databases of remote sensed data are typically very large and commonly held offline, making it time-consuming for users to assess and then download data. The service is designed to allow the spatial selection, editing and display of Landsat and aerial photographic imagery, including band selection and contrast stretching. This enables users to rapidly view data, assess is usefulness for their purposes, and then enhance and download it if it is suitable. At present the service contains six band Landsat 7 (Blue, Green, Red, NIR 1, NIR 2, MIR) and three band false colour aerial photography (NIR, green, blue), totalling around 1Tb. Increasingly 3D spatial models are being produced in place of traditional geological maps. Models make explicit spatial information implicit on maps and thus are seen as a better way of delivering geosciences information to non-geoscientists. However web delivery of models, including the provision of suitable visualisation clients, has proved more challenging than delivering maps. The EarthServer geology service is delivering 35 surfaces as coverages, comprising the modelled superficial deposits of the Glasgow area. These can be viewed using a 3D web client developed in the EarthServer project by Fraunhofer. As well as remote sensed

Applications of surface analytical techniques in Earth Sciences

NASA Astrophysics Data System (ADS)

Qian, Gujie; Li, Yubiao; Gerson, Andrea R.

2015-03-01

This review covers a wide range of surface analytical techniques: X-ray photoelectron spectroscopy (XPS), scanning photoelectron microscopy (SPEM), photoemission electron microscopy (PEEM), dynamic and static secondary ion mass spectroscopy (SIMS), electron backscatter diffraction (EBSD), atomic force microscopy (AFM). Others that are relatively less widely used but are also important to the Earth Sciences are also included: Auger electron spectroscopy (AES), low energy electron diffraction (LEED) and scanning tunnelling microscopy (STM). All these techniques probe only the very top sample surface layers (sub-nm to several tens of nm). In addition, we also present several other techniques i.e. Raman microspectroscopy, reflection infrared (IR) microspectroscopy and quantitative evaluation of minerals by scanning electron microscopy (QEMSCAN) that penetrate deeper into the sample, up to several μm, as all of them are fundamental analytical tools for the Earth Sciences. Grazing incidence synchrotron techniques, sensitive to surface measurements, are also briefly introduced at the end of this review. (Scanning) transmission electron microscopy (TEM/STEM) is a special case that can be applied to characterisation of mineralogical and geological sample surfaces. Since TEM/STEM is such an important technique for Earth Scientists, we have also included it to draw attention to the capability of TEM/STEM applied as a surface-equivalent tool. While this review presents most of the important techniques for the Earth Sciences, it is not an all-inclusive bibliography of those analytical techniques. Instead, for each technique that is discussed, we first give a very brief introduction about its principle and background, followed by a short section on approaches to sample preparation that are important for researchers to appreciate prior to the actual sample analysis. We then use examples from publications (and also some of our known unpublished results) within the Earth Sciences

Creative Building Design for Innovative Earth Science Teaching and Outreach (Invited)

NASA Astrophysics Data System (ADS)

Chan, M. A.

2009-12-01

Earth Science departments can blend the physical “bricks and mortar” facility with programs and educational displays to create a facility that is a permanent outreach tool and a welcoming home for teaching and research. The new Frederick Albert Sutton building at the University of Utah is one of the first LEED (Leadership in Energy and Environmental Design) certified Earth Science buildings in the country. Throughout the structure, creative architectural designs are combined with sustainability, artful geologic displays, and community partnerships. Distinctive features of the building include: 1) Unique, inviting geologic designs such as cross bedding pattern in the concrete foundation; “a river runs through it” (a pebble tile “stream” inside the entrance); “confluence” lobby with spectacular Eocene Green River fossil fish and plant walls; polished rock slabs; and many natural stone elements. All displays are also designed as teaching tools. 2) Student-generated, energy efficient, sustainable projects such as: solar tube lights, xeriscape & rock monoliths, rainwater collection, roof garden, pervious cement, and energy monitoring. 3) Reinforced concrete foundation for vibration-free analytical measurements, and exposed lab ceilings for duct work and infrastructure adaptability. The spectacular displays for this special project were made possible by new partnerships within the community. Companies participated with generous, in-kind donations (e.g., services, stone flooring and slabs, and landscape rocks). They received recognition in the building and in literature acknowledging donors. A beautiful built environment creates space that students, faculty, and staff are proud of. People feel good about coming to work, and they are happy about their surroundings. This makes a strong recruiting tool, with more productive and satisfied employees. Buildings with architectural interest and displays can showcase geology as art and science, while highlighting

Thematic Mapper research in the earth sciences

NASA Technical Reports Server (NTRS)

Salomonson, Vincent V.; Stuart, Locke

1989-01-01

This paper's studies were initiated under the NASA program for the purpose of conducting the earth sciences research using the Landsat Thematic Mapper. The goals of the program include studies of the factors influencing the growth, health, condition, and distribution of vegetation on the earth; the processes controlling the evolution of the earth's crust; the earth's water budget and the hydrologic processes that operate at local, regional, and global scales; the physical and chemical interaction between different types of surficial materials; and the interaction between the earth's surface and its atmosphere. Twenty-seven domestic and five foreign investigations were initiated in 1985, with the results from most of them already published (one study was terminated due to the delay in the TDRSS). Twelve of the studies addressed hydrology, snow and ice, coastal processes, and near-shore oceanographic phenomena; seven addressed vegetation, soils, or animal habitat; and twelve addressed geologic subjects.

Innovations in making EarthScope science and data accessible (Invited)

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Butler, R. F.; Whitman, J. M.; Granshaw, F. D.; Lillie, R. J.; Hunter, N.; Cronin, V. S.; Resor, P. G.; Olds, S. E.; Miller, M. S.; Walker, R.; Douglas, B. B.

2013-12-01

EarthScope is a highly complex technical and scientific endeavor. Making results from EarthScope accessible to the general public, educators, all levels of students, and even geoscience professionals from other disciplines is a very real challenge that must be overcome to realize EarthScope's intended broader impacts of contributing 'to the mitigation of risks from geological hazards ... and the public's understanding of the dynamic Earth.' Here we provided several case examples of how EarthScope science can be effectively communicated and then scaled to reach different or larger audiences. One approach features providing professional development regarding EarthScope and geohazard science to non-university educators who then scale up the impact by communicating to hundreds or even thousands of students and general public members each. EarthScope-funded Teachers on the Leading Edge (TOTLE) ran workshops 2008-2010 for 120 Pacific Northwest teachers and community college educators who subsequently communicated EarthScope and geohazards science to >30,000 students and >1500 other adults. Simultaneously EarthScope's National Office at Oregon State University was running workshops for park interpreters who have since reached >>100,000 park visitors. These earlier projects have served as the foundation for the new Cascadia EarthScope Earthquake and Tsunami Education Program (CEETEP), which is currently running joint workshops for coastal Oregon and Washington teachers, interpreters, and emergency management educators. The other approach featured here is UNAVCO's scaled efforts to make Plate Boundary Observatory (PBO) and other geodetic data more accessible to introductory and majors-level geoscience students and faculty. Initial projects included development of a Teaching Geodesy website on the Science Education Research Center (SERC) and development of teaching modules and activities that use PBO data. Infinitesimal strain analysis using GPS data is a 1-2 week module for

The Geophysical Revolution in Geology.

ERIC Educational Resources Information Center

Smith, Peter J.

1980-01-01

Discussed is the physicists' impact on the revolution in the earth sciences particularly involving the overthrow of the fixist notions in geology. Topics discussed include the mobile earth, the route to plate tectonics, radiometric dating, the earth's magnetic field, ocean floor spreading plate boundaries, infiltration of physics into geology and…

Using Earth System Science as Basis for Sustainability Education in an Undergraduate Environmental Science Program

NASA Astrophysics Data System (ADS)

Sinton, C. W.

2012-12-01

Undergraduate programs in Environmental Science (ES) have progressively grown over the past decades. One of the many challenges of providing an effective curriculum is deciding what content and which skills are included in such a wide ranging field. Certainly geoscience needs to be included as part of the content but how is this best executed? More precisely, what should ES majors know about how the earth, oceans, and atmosphere work? One possible approach is to include existing undergraduate geology or atmospheric science courses as part of the required core, but this has potential pitfalls. For example, courses may be geared toward general education requirements or may be designed more for geology majors. A better solution is to offer a course or set of courses that are specifically tailored for ES majors. I propose that Earth System Science (ESS) is an excellent approach as it incorporates the earth as a whole system and can be taught within the context of environmental sustainability. My approach to ESS is to focus on the movement/cycles of matter (e.g., carbon, calcium, nitrogen) and energy. By referring back to this focus throughout the semester, students are provided with a structure to begin to make sense of a complex problem. In support of this, lab exercises provide practice in collecting and analyzing data using a variety resources.

Educator Perspectives on Earth System Science Literacy: Challenges and Priorities

ERIC Educational Resources Information Center

LaDue, Nicole; Clark, Scott K.

2012-01-01

The challenges and priorities of defining and achieving Earth System Science (ESS) literacy are examined through surveys of geoscience educators attending a professional geological meeting. Two surveys with Likert-style and free-response questions were distributed to geoscientists and K-12 teachers to elicit what instructors think are important…

Strategy for earth explorers in global earth sciences

NASA Technical Reports Server (NTRS)

1988-01-01

The goal of the current NASA Earth System Science initiative is to obtain a comprehensive scientific understanding of the Earth as an integrated, dynamic system. The centerpiece of the Earth System Science initiative will be a set of instruments carried on polar orbiting platforms under the Earth Observing System program. An Earth Explorer program can open new vistas in the earth sciences, encourage innovation, and solve critical scientific problems. Specific missions must be rigorously shaped by the demands and opportunities of high quality science and must complement the Earth Observing System and the Mission to Planet Earth. The committee believes that the proposed Earth Explorer program provides a substantial opportunity for progress in the earth sciences, both through independent missions and through missions designed to complement the large scale platforms and international research programs that represent important national commitments. The strategy presented is intended to help ensure the success of the Earth Explorer program as a vital stimulant to the study of the planet.

Exploring uncertainty in the Earth Sciences - the potential field perspective

NASA Astrophysics Data System (ADS)

Saltus, R. W.; Blakely, R. J.

2013-12-01

Interpretation of gravity and magnetic anomalies is mathematically non-unique because multiple theoretical solutions are possible. The mathematical label of 'non-uniqueness' can lead to the erroneous impression that no single interpretation is better in a geologic sense than any other. The purpose of this talk is to present a practical perspective on the theoretical non-uniqueness of potential field interpretation in geology. There are multiple ways to approach and constrain potential field studies to produce significant, robust, and definitive results. For example, a smooth, bell-shaped gravity profile, in theory, could be caused by an infinite set of physical density bodies, ranging from a deep, compact, circular source to a shallow, smoothly varying, inverted bell-shaped source. In practice, however, we can use independent geologic or geophysical information to limit the range of possible source densities and rule out many of the theoretical solutions. We can further reduce the theoretical uncertainty by careful attention to subtle anomaly details. For example, short-wavelength anomalies are a well-known and theoretically established characteristic of shallow geologic sources. The 'non-uniqueness' of potential field studies is closely related to the more general topic of scientific uncertainty in the Earth sciences and beyond. Nearly all results in the Earth sciences are subject to significant uncertainty because problems are generally addressed with incomplete and imprecise data. The increasing need to combine results from multiple disciplines into integrated solutions in order to address complex global issues requires special attention to the appreciation and communication of uncertainty in geologic interpretation.

Integrating the Earth, Atmospheric, and Ocean Sciences at Millersville University

NASA Astrophysics Data System (ADS)

Clark, R. D.

2005-12-01

For nearly 40 years, the Department of Earth Sciences at Millersville University (MU-DES) of Pennsylvania has been preparing students for careers in the earth, atmospheric, and ocean sciences by providing a rigorous and comprehensive curricula leading to B.S. degrees in geology, meteorology, and oceanography. Undergraduate research is a hallmark of these earth sciences programs with over 30 students participating in some form of meritorious research each year. These programs are rich in applied physics, couched in mathematics, and steeped in technical computing and computer languages. Our success is measured by the number of students that find meaningful careers or go on to earn graduate degrees in their respective fields, as well as the high quality of faculty that the department has retained over the years. Student retention rates in the major have steadily increased with the introduction of a formal learning community and peer mentoring initiatives, and the number of new incoming freshmen and transfer students stands at an all-time high. Yet until recently, the disciplines have remained largely disparate with only minor inroads made into integrating courses that seek to address the Earth as a system. This is soon to change as the MU-DES unveils a new program leading to a B.S. in Integrated Earth Systems. The B.S. in Integrated Earth Systems (ISS) is not a reorganization of existing courses to form a marketable program. Instead, it is a fully integrated program two years in development that borrows from the multi-disciplinary backgrounds and experiences of faculty, while bringing in resources that are tailored to visualizing and modeling the Earth system. The result is the creation of a cross-cutting curriculum designed to prepare the 21st century student for the challenges and opportunities attending the holistic study of the Earth as a system. MU-DES will continue to offer programs leading to degrees in geology, meteorology, and ocean science, but in addition

Supplementary Activities for Enriching the Teaching of Earth Science: Astronomy, Geology, Meteorology, Oceanography.

ERIC Educational Resources Information Center

Exline, Joseph D., Ed.

This publication is intended to be an aid for secondary school science teachers in providing some additional student-oriented activities to enrich the earth science program. These activities have been classroom tested by teachers and have been considered by these teachers to be educationally successful. This publication is a product of the Earth…

Earth: Earth Science and Health

NASA Technical Reports Server (NTRS)

Maynard, Nancy G.

2001-01-01

A major new NASA initiative on environmental change and health has been established to promote the application of Earth science remote sensing data, information, observations, and technologies to issues of human health. NASA's Earth Sciences suite of Earth observing instruments are now providing improved observations science, data, and advanced technologies about the Earth's land, atmosphere, and oceans. These new space-based resources are being combined with other agency and university resources, data integration and fusion technologies, geographic information systems (GIS), and the spectrum of tools available from the public health community, making it possible to better understand how the environment and climate are linked to specific diseases, to improve outbreak prediction, and to minimize disease risk. This presentation is an overview of NASA's tools, capabilities, and research advances in this initiative.

The Effects of Earth Science Programs on Student Knowledge and Interest in Earth Science

NASA Astrophysics Data System (ADS)

Wilson, A.

2016-12-01

Ariana Wilson, Chris Skinner, Chris Poulsen Abstract For many years, academic programs have been in place for the instruction of young students in the earth sciences before they undergo formal training in high school or college. However, there has been little formal assessment of the impacts of these programs on student knowledge of the earth sciences and their interest in continuing with earth science. On August 6th-12th 2016 I will attend the University of Michigan's annual Earth Camp, where I will 1) ascertain high school students' knowledge of earth science-specifically atmospheric structure and wind patterns- before and after Earth Camp, 2) record their opinions about earth science before and after Earth Camp, and 3) record how the students feel about how the camp was run and what could be improved. I will accomplish these things through the use of surveys asking the students questions about these subjects. I expect my results will show that earth science programs like Earth Camp deepen students' knowledge of and interest in earth science and encourage them to continue their study of earth science in the future. I hope these results will give guidance on how to conduct future learning programs and how to recruit more students to become earth scientists in the future.

Earth Science Informatics - Overview

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2015-01-01

Over the last 10-15 years, significant advances have been made in information management, there are an increasing number of individuals entering the field of information management as it applies to Geoscience and Remote Sensing data, and the field of informatics has come to its own. Informatics is the science and technology of applying computers and computational methods to the systematic analysis, management, interchange, and representation of science data, information, and knowledge. Informatics also includes the use of computers and computational methods to support decision making and applications. Earth Science Informatics (ESI, a.k.a. geoinformatics) is the application of informatics in the Earth science domain. ESI is a rapidly developing discipline integrating computer science, information science, and Earth science. Major national and international research and infrastructure projects in ESI have been carried out or are on-going. Notable among these are: the Global Earth Observation System of Systems (GEOSS), the European Commissions INSPIRE, the U.S. NSDI and Geospatial One-Stop, the NASA EOSDIS, and the NSF DataONE, EarthCube and Cyberinfrastructure for Geoinformatics. More than 18 departments and agencies in the U.S. federal government have been active in Earth science informatics. All major space agencies in the world, have been involved in ESI research and application activities. In the United States, the Federation of Earth Science Information Partners (ESIP), whose membership includes nearly 150 organizations (government, academic and commercial) dedicated to managing, delivering and applying Earth science data, has been working on many ESI topics since 1998. The Committee on Earth Observation Satellites (CEOS)s Working Group on Information Systems and Services (WGISS) has been actively coordinating the ESI activities among the space agencies. Remote Sensing; Earth Science Informatics, Data Systems; Data Services; Metadata

The Denali Earth Science Education Project

NASA Astrophysics Data System (ADS)

Hansen, R. A.; Stachnik, J. C.; Roush, J. J.; Siemann, K.; Nixon, I.

2004-12-01

In partnership with Denali National Park and Preserve and the Denali Institute, the Alaska Earthquake Information Center (AEIC) will capitalize upon an extraordinary opportunity to raise public interest in the earth sciences. A coincidence of events has made this an ideal time for outreach to raise awareness of the solid earth processes that affect all of our lives. On November 3, 2002, a M 7.9 earthquake occurred on the Denali Fault in central Alaska, raising public consciousness of seismic activity in this state to a level unmatched since the M 9.2 "Good Friday" earthquake of 1964. Shortly after the M 7.9 event, a new public facility for scientific research and education in Alaska's national parks, the Murie Science and Learning Center, was constructed at the entrance to Denali National Park and Preserve only 43 miles from the epicenter of the Denali Fault Earthquake. The AEIC and its partners believe that these events can be combined to form a synergy for the creation of unprecedented opportunities for learning about solid earth geophysics among all segments of the public. This cooperative project will undertake the planning and development of education outreach mechanisms and products for the Murie Science and Learning Center that will serve to educate Alaska's residents and visitors about seismology, tectonics, crustal deformation, and volcanism. Through partnerships with Denali National Park and Preserve, this cooperative project will include the Denali Institute (a non-profit organization that assists the National Park Service in operating the Murie Science and Learning Center) and Alaska's Denali Borough Public School District. The AEIC will also draw upon the resources of long standing state partners; the Alaska Division of Geological & Geophysical Surveys and the Alaska Division of Homeland Security and Emergency Services. The objectives of this project are to increase public awareness and understanding of the solid earth processes that affect life in

In Brief: Revitalizing Earth science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-12-01

A 5-year, $3.9-million U.S. National Science Foundation Math Science Partnership grant to Michigan Technological University (MTU), in Houghton, aims to improve instruction in middle-school Earth and space science courses. The program will enable geoscience and education researchers to work with middle-school science teachers to test strategies designed to reform science, technology, engineering, and math (STEM) education. Project lead researcher Bill Rose said the project could be a template for improvement in STEM throughout the United States. Rose, one of seven MTU faculty members involved with the Michigan Institute for Teaching Excellence Program (MITEP), said the project is ``trying to do something constructive to attract more talented young people to advanced science, math, and technology.'' The project includes data collection and analysis overseen by an evaluation team from the Colorado School of Mines. Also participating in the project are scientists from Grand Valley State University, Allendale, Mich.; the Grand Rapids (Mich.) Area Pre-College Engineering Program; the American Geological Institute; and the U.S. National Park Service.

The Geology of Haiti: An Annotated Bibliography of Haiti’s Geology, Geography and Earth Science

DTIC Science & Technology

2010-07-01

Yucatan Peninsula. Abstract: The stratigraphy and age of breccia containing Chicxulub impact glass spherules is documented in late Maastrichtian-early...Tertiary; tsunamis; turbidite; turbidity current structures; Upper Cretaceous; West Indies; Yucatan Peninsula. Notes: SP: USGSOP, Non-USGS...Chichancanab, and Coba, Yucatan Peninsula, Bibliography of Haitian Earth Science Army Geospatial Center June 2010 70 Mexico; Lake Peten-Itza, Peten

U.S. Geological Survey Library classification system

USGS Publications Warehouse

Sasscer, R. Scott

1992-01-01

The U.S. Geological Survey library classification system has been designed for an earth science library. It is a tool for assigning classification numbers to earth science and allied pure science library materials in order to collect these materials into related subject groups on the library shelves and arrange them alphabetically by author and title. It can also be used as a retrieval system to access these materials through the subject and visible geographic classification numbers.The classification scheme has been developed over the years since 1904 to meet the ever-changing needs of increased specialization and new areas of study in the earth sciences.This system contains seven schedules:Subject scheduleGeological survey scheduleEarth science periodical scheduleGovernment documents periodical scheduleGeneral science periodical scheduleEarth science maps scheduleGeographic scheduleA geographic number, from the geographic schedule, is distinguished from other numbers in the system in that it is always enclosed in parentheses; for example, (200) is the geographic number for the United States.The geographic number is used in conjunction with the six other previously listed schedules, and it represents slightly different nuances of meanings, in respect to geographic locale, for each schedule.When used with a subject number, the geographic number indicates the country, state, province, or region in which the research was made. The subject number, 203, geology, when combined with the geographic number, (200), for example 203(200), is the classification number for library materials on the geology of the United States.The geographic number, combined with the capital letter G, for example, G(211), is the classification number for an earth science periodical issued by a geological association or university geology department in the State of Maine.When the letter S is combined with a geographic number, for example, S(276), it represents a general science periodical for a

Advance the Earth Science Education in China by Using New Technology

NASA Astrophysics Data System (ADS)

Qian, R.; Wang, X.; Sun, L.

2013-12-01

With the development of Chinese economy, science and technology, as well as the increasing demand of the persons with knowledge and experience in earth science and geological exploration, the higher education of earth science has been boosted in recent years. There are 2,000 to 3,000 students studying earth science every year and many of them will take part in scientific research and engineering technology work around the world after graduation, which increased the demand of educators, both in quantity and quality. However, the fact is that there is a huge gap between the demand and the current number of educators due to the explosion of students, which makes the reform of traditional education methods inevitable. There is great significance in doing research on the teaching methods catering to a large number of students. Some research contents and result based on the reform of education methods has been conducted. We integrate the teaching contents with the cutting-edge research projects and stress significance of earth science, which will greatly enhance the student's enthusiasm of it. Moreover. New technology will be applied to solve the problem that every teacher are responsible for 100~150 students in one courses. For instance, building the Internet platform where teachers and the students can discuss the courses contents, read the latest scientific articles. With the numerical simulation technology, the internal structure of the Earth, geological phenomena, characteristics of ore body, geophysical and hydrological fields, etc. can be simulated and the experiments and teaching practice can be demonstrated via video technology. It can also be used to design algorithm statistics and assessment and monitor teaching effect. Students are separated into small groups to take research training with their personal tutor at the beginning of the first semester, which will increase the opportunities for students to communicate with educators and solve the problem that the

Earth Science Informatics - Overview

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2017-01-01

Over the last 10-15 years, significant advances have been made in information management, there are an increasing number of individuals entering the field of information management as it applies to Geoscience and Remote Sensing data, and the field of informatics has come to its own. Informatics is the science and technology of applying computers and computational methods to the systematic analysis, management, interchange, and representation of science data, information, and knowledge. Informatics also includes the use of computers and computational methods to support decision making and applications. Earth Science Informatics (ESI, a.k.a. geoinformatics) is the application of informatics in the Earth science domain. ESI is a rapidly developing discipline integrating computer science, information science, and Earth science. Major national and international research and infrastructure projects in ESI have been carried out or are on-going. Notable among these are: the Global Earth Observation System of Systems (GEOSS), the European Commissions INSPIRE, the U.S. NSDI and Geospatial One-Stop, the NASA EOSDIS, and the NSF DataONE, EarthCube and Cyberinfrastructure for Geoinformatics. More than 18 departments and agencies in the U.S. federal government have been active in Earth science informatics. All major space agencies in the world, have been involved in ESI research and application activities. In the United States, the Federation of Earth Science Information Partners (ESIP), whose membership includes over 180 organizations (government, academic and commercial) dedicated to managing, delivering and applying Earth science data, has been working on many ESI topics since 1998. The Committee on Earth Observation Satellites (CEOS)s Working Group on Information Systems and Services (WGISS) has been actively coordinating the ESI activities among the space agencies.

Issue-centered Earth Science undergraduate instruction in U.S. colleges and universities

NASA Astrophysics Data System (ADS)

Liddicoat, J. C.

2011-12-01

Semester-long introductory courses in Earth Science at U.S. colleges and universities often contain astronomy, meteorology, oceanography, and geology taught as single entities. My experience teaching Earth Science that way and using a trade Earth Science textbook results in cursory knowledge and poor retention of each topic area. This seems to be especially true for liberal arts students who take Earth Science to satisfy a distribution requirement in the sciences. Instead, my method of teaching Earth Science at the State University of New York is to use two books that together explore consequences of global warming caused by the combustion of fossil fuels by humans. In this way, students who do not intend to major in science are given in-depth information about how and why this challenge to the well-being of life on Earth in the present century and beyond must be addressed in a thoughtful way. The books, Tyler Volk's CO2 Rising - The World's Greatest Environmental Challenge and James Edinger's Watching for the Wind, are inexpensive paperbacks that the students read in their entirety. Besides supplemental information I provide in the lectures, students have weekly examinations that are narrative in form, and there are written assignments for exhibits at science and other museums in NYC that complement some of the topics. The benefit of teaching Earth Science in this non-traditional way is that students seem more interested in the subject because it is relevant to everyday experience and news accounts about a serious global science problem for which an informed public must take a positive role to solve.

Welcome to NASA's Earth Science Enterprise: Educational CD-ROM Activity Supplement

NASA Technical Reports Server (NTRS)

1999-01-01

Since its inception in 1958, NASA has been studying the Earth and its changing environment by observing the atmosphere, oceans, land, ice, and snow, and their influence on weather and climate. We now understand that the key to gaining a better understanding of the global environment is exploring how the Earth's systems of air, land, water, and life interact with each other. This approach-called Earth Systems Science-blends together fields like meteorology, oceanography, geology, and biology. In 1991, NASA launched a more comprehensive program to study the Earth as an integrated environmental system. They call it NASA's Earth Science Enterprise. A major component of the Earth Science Enterprise is the Earth Observing System (EOS). EOS is series of satellites to be launched over the next two decades that will be used to intensively study the Earth, with the hopes of expanding our under- standing of how natural processes affect us, and how we might be affecting them. Such studies will yield improved weather forecasts, tools for managing agriculture and forests, information for fishermen and local planners, and, eventually, the ability to predict how the climate will change in the future. Today's program is laying the foundation for long-term environmental and climate monitoring and prediction. Potentially, this will provide the understanding needed in the future to support difficult decisions regarding the Earth's environment.

Big Outcrops and Big Ideas in Earth Science K-8 Professional Development

NASA Astrophysics Data System (ADS)

Baldwin, K. A.; Cooper, C. M.; Cavagnetto, A.; Morrison, J.; Adesope, O.

2014-12-01

Washington State has recently adopted the Next Generation Science Standards (NGSS) and state leaders are now working toward supporting teachers' implementation of the new standards and the pedagogical practices that support them. This poster encompasses one of one such professional development (PD) effort. The Enhancing Understanding of Concepts and Processes of Science (EUCAPS) project serves 31 K-8 in-service teachers in two southeast Washington school districts. In year two of this three year PD project, in-service teachers explored the Earth sciences and pedagogical approaches such as the Science Writing Heuristic, concept mapping, and activities which emphasized the epistemic nature of science. The goals of the EUCAPS PD project are to increase in-service teachers' big ideas in science and to provide support to in-service teachers as they transition to the NGSS. Teachers used concepts maps to document their knowledge of Earth science processes before and after visiting a local field site in Lewiston, Idaho. In the context of immersive inquiries, teachers collected field-based evidence to support their claims about the geological history of the field site. Teachers presented their claims and evidence to their peers in the form a story about the local geologic history. This poster will present an overview of the PD as well as provide examples of teacher's work and alignment with the NGSS.

Modern Publishing Approach of Journal of Astronomy & Earth Sciences Education

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2015-01-01

Filling a needed scholarly publishing avenue for astronomy education researchers and earth science education researchers, the Journal of Astronomy & Earth Sciences Education - JAESE published its first volume and issue in 2014. The Journal of Astronomy & Earth Sciences Education - JAESE is a scholarly, peer-reviewed scientific journal publishing original discipline-based education research and evaluation, with an emphasis of significant scientific results derived from ethical observations and systematic experimentation in science education and evaluation. International in scope, JAESE aims to publish the highest quality and timely articles from discipline-based education research that advance understanding of astronomy and earth sciences education and are likely to have a significant impact on the discipline or on policy. Articles are solicited describing both (i) systematic science education research and (ii) evaluated teaching innovations across the broadly defined Earth & space sciences education, including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. The publishing model adopted for this new journal is open-access and articles appear online in GoogleScholar, ERIC, and are searchable in catalogs of 440,000 libraries that index online journals of its type. Rather than paid for by library subscriptions or by society membership dues, the annual budget is covered by page-charges paid by individual authors, their institutions, grants or donors: This approach is common in scientific journals, but is relatively uncommon in education journals. Authors retain their own copyright. The journal is owned by the Clute Institute of Denver, which owns and operates 17 scholarly journals and currently edited by former American Astronomical Society Education Officer Tim Slater, who is an endowed professor at the University of Wyoming and

Reference Data Layers for Earth and Environmental Science: History, Frameworks, Science Needs, Approaches, and New Technologies

NASA Astrophysics Data System (ADS)

Lenhardt, W. C.

2015-12-01

Global Mapping Project, Web-enabled Landsat Data (WELD), International Satellite Land Surface Climatology Project (ISLSCP), hydrology, solid earth dynamics, sedimentary geology, climate modeling, integrated assessments and so on all have needs for or have worked to develop consistently integrated data layers for Earth and environmental science. This paper will present an overview of an abstract notion of data layers of this types, what we are referring to as reference data layers for Earth and environmental science, highlight some historical examples, and delve into new approaches. The concept of reference data layers in this context combines data availability, cyberinfrastructure and data science, as well as domain science drivers. We argue that current advances in cyberinfrastructure such as iPython notebooks and integrated science processing environments such as iPlant's Discovery Environment coupled with vast arrays of new data sources warrant another look at the how to create, maintain, and provide reference data layers. The goal is to provide a context for understanding science needs for reference data layers to conduct their research. In addition, to the topics described above this presentation will also outline some of the challenges to and present some ideas for new approaches to addressing these needs. Promoting the idea of reference data layers is relevant to a number of existing related activities such as EarthCube, RDA, ESIP, the nascent NSF Regional Big Data Innovation Hubs and others.

The EarthServer project: Exploiting Identity Federations, Science Gateways and Social and Mobile Clients for Big Earth Data Analysis

NASA Astrophysics Data System (ADS)

Barbera, Roberto; Bruno, Riccardo; Calanducci, Antonio; Messina, Antonio; Pappalardo, Marco; Passaro, Gianluca

2013-04-01

The EarthServer project (www.earthserver.eu), funded by the European Commission under its Seventh Framework Program, aims at establishing open access and ad-hoc analytics on extreme-size Earth Science data, based on and extending leading-edge Array Database technology. The core idea is to use database query languages as client/server interface to achieve barrier-free "mix & match" access to multi-source, any-size, multi-dimensional space-time data -- in short: "Big Earth Data Analytics" - based on the open standards of the Open Geospatial Consortium Web Coverage Processing Service (OGC WCPS) and the W3C XQuery. EarthServer combines both, thereby achieving a tight data/metadata integration. Further, the rasdaman Array Database System (www.rasdaman.com) is extended with further space-time coverage data types. On server side, highly effective optimizations - such as parallel and distributed query processing - ensure scalability to Exabyte volumes. Six Lighthouse Applications are being established in EarthServer, each of which poses distinct challenges on Earth Data Analytics: Cryospheric Science, Airborne Science, Atmospheric Science, Geology, Oceanography, and Planetary Science. Altogether, they cover all Earth Science domains; the Planetary Science use case has been added to challenge concepts and standards in non-standard environments. In addition, EarthLook (maintained by Jacobs University) showcases use of OGC standards in 1D through 5D use cases. In this contribution we will report on the first applications integrated in the EarthServer Science Gateway and on the clients for mobile appliances developed to access them. We will also show how federated and social identity services can allow Big Earth Data Providers to expose their data in a distributed environment keeping a strict and fine-grained control on user authentication and authorisation. The degree of fulfilment of the EarthServer implementation with the recommendations made in the recent TERENA Study on

Earth Science Informatics - Overview

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2017-01-01

Over the last 10-15 years, significant advances have been made in information management, there are an increasing number of individuals entering the field of information management as it applies to Geoscience and Remote Sensing data, and the field of informatics has come to its own. Informatics is the science and technology of applying computers and computational methods to the systematic analysis, management, interchange, and representation of science data, information, and knowledge. Informatics also includes the use of computers and computational methods to support decision making and applications. Earth Science Informatics (ESI, a.k.a. geoinformatics) is the application of informatics in the Earth science domain. ESI is a rapidly developing discipline integrating computer science, information science, and Earth science. Major national and international research and infrastructure projects in ESI have been carried out or are on-going. Notable among these are: the Global Earth Observation System of Systems (GEOSS), the European Commissions INSPIRE, the U.S. NSDI and Geospatial One-Stop, the NASA EOSDIS, and the NSF DataONE, EarthCube and Cyberinfrastructure for Geoinformatics. More than 18 departments and agencies in the U.S. federal government have been active in Earth science informatics. All major space agencies in the world, have been involved in ESI research and application activities. In the United States, the Federation of Earth Science Information Partners (ESIP), whose membership includes over 180 organizations (government, academic and commercial) dedicated to managing, delivering and applying Earth science data, has been working on many ESI topics since 1998. The Committee on Earth Observation Satellites (CEOS)s Working Group on Information Systems and Services (WGISS) has been actively coordinating the ESI activities among the space agencies.The talk will present an overview of current efforts in ESI, the role members of IEEE GRSS play, and discuss

Mass spectrometry in Earth sciences: the precise and accurate measurement of time.

PubMed

Schaltegger, Urs; Wotzlaw, Jörn-Frederik; Ovtcharova, Maria; Chiaradia, Massimo; Spikings, Richard

2014-01-01

Precise determinations of the isotopic compositions of a variety of elements is a widely applied tool in Earth sciences. Isotope ratios are used to quantify rates of geological processes that occurred during the previous 4.5 billion years, and also at the present time. An outstanding application is geochronology, which utilizes the production of radiogenic daughter isotopes by the radioactive decay of parent isotopes. Geochronological tools, involving isotopic analysis of selected elements from smallest volumes of minerals by thermal ionization mass spectrometry, provide precise and accurate measurements of time throughout the geological history of our planet over nine orders of magnitude, from the accretion of the proto-planetary disk, to the timing of the last glaciation. This article summarizes the recent efforts of the Isotope Geochemistry, Geochronology and Thermochronology research group at the University of Geneva to advance the U-Pb geochronological tool to achieve unprecedented precision and accuracy, and presents two examples of its application to two significant open questions in Earth sciences: what are the triggers and timescales of volcanic supereruptions, and what were the causes of mass extinctions in the geological past, driven by global climatic and environmental deterioration?

Common Earth Science Misconceptions in Science Teaching

ERIC Educational Resources Information Center

King, Chris

2012-01-01

A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics"…

Earth Sciences Division Research Summaries 2006-2007

DOE Office of Scientific and Technical Information (OSTI.GOV)

DePaolo, Donald; DePaolo, Donald

2008-07-21

ecology, climate systems, and environmental engineering. Building on this scientific foundation, we also perform applied earth science research and technology development to support DOE in a number of its program areas. We currently organize our efforts in the following Division Programs: Fundamental and Exploratory Research--fundamental research in geochemistry, geophysics, and hydrology to provide a basis for new and improved energy and environmental technologies; Climate and Carbon Sciences--carbon cycling in the terrestrial biosphere and oceans, and global and regional climate modeling, are the cornerstones of a major developing divisional research thrust related to understanding and mitigating the effects of increased greenhouse gas concentrations in the atmosphere; Energy Resources--collaborative projects with industry to develop or improve technologies for the exploration and production of oil, gas, and geothermal reservoirs, and for the development of bioenergy; Environmental Remediation and Water Resources--innovative technologies for locating, containing, and remediating metals, radionuclides, chlorinated solvents, and energy-related contaminants in soils and groundwaters; Geologic Carbon Sequestration--development and testing of methods for introducing carbon dioxide to subsurface geologic reservoirs, and predicting and monitoring its subsequent migration; and Nuclear Waste and Energy--theoretical, experimental, and simulation studies of the unsaturated zone at Yucca Mountain, Nevada. These programs draw from each of ESD's disciplinary departments: Climate Science, Ecology, Geochemistry, Geophysics, and Hydrogeology. Short descriptions of these departments are provided as introductory material. In this document, we present summaries of selected current research projects. While it is not a complete accounting, the projects described here are representative of the nature and breadth of the ESD research effort. We are proud of our scientific accomplishments and we

USGS science in Menlo Park -- a science strategy for the U.S. Geological Survey Menlo Park Science Center, 2005-2015

USGS Publications Warehouse

Brocher, Thomas M.; Carr, Michael D.; Halsing, David L.; John, David A.; Langenheim, V.E.; Mangan, Margaret T.; Marvin-DiPasquale, Mark C.; Takekawa, John Y.; Tiedeman, Claire

2006-01-01

In the spring of 2004, the U.S. Geological Survey (USGS) Menlo Park Center Council commissioned an interdisciplinary working group to develop a forward-looking science strategy for the USGS Menlo Park Science Center in California (hereafter also referred to as "the Center"). The Center has been the flagship research center for the USGS in the western United States for more than 50 years, and the Council recognizes that science priorities must be the primary consideration guiding critical decisions made about the future evolution of the Center. In developing this strategy, the working group consulted widely within the USGS and with external clients and collaborators, so that most stakeholders had an opportunity to influence the science goals and operational objectives.The Science Goals are to: Natural Hazards: Conduct natural-hazard research and assessments critical to effective mitigation planning, short-term forecasting, and event response. Ecosystem Change: Develop a predictive understanding of ecosystem change that advances ecosystem restoration and adaptive management. Natural Resources: Advance the understanding of natural resources in a geologic, hydrologic, economic, environmental, and global context. Modeling Earth System Processes: Increase and improve capabilities for quantitative simulation, prediction, and assessment of Earth system processes.The strategy presents seven key Operational Objectives with specific actions to achieve the scientific goals. These Operational Objectives are to:Provide a hub for technology, laboratories, and library services to support science in the Western Region. Increase advanced computing capabilities and promote sharing of these resources. Enhance the intellectual diversity, vibrancy, and capacity of the work force through improved recruitment and retention. Strengthen client and collaborative relationships in the community at an institutional level.Expand monitoring capability by increasing density, sensitivity, and

Assessing rare earth elements in quartz rich geological samples.

PubMed

Santoro, A; Thoss, V; Ribeiro Guevara, S; Urgast, D; Raab, A; Mastrolitti, S; Feldmann, J

2016-01-01

Sodium peroxide (Na2O2) fusion coupled to Inductively Coupled Plasma Tandem Mass Spectrometry (ICP-MS/MS) measurements was used to rapidly screen quartz-rich geological samples for rare earth element (REE) content. The method accuracy was checked with a geological reference material and Instrumental Neutron Activation Analysis (INAA) measurements. The used mass-mode combinations presented accurate results (only exception being (157)Gd in He gas mode) with recovery of the geological reference material QLO-1 between 80% and 98% (lower values for Lu, Nd and Sm) and in general comparable to INAA measurements. Low limits of detection for all elements were achieved, generally below 10 pg g(-1), as well as measurement repeatability below 15%. Overall, the Na2O2/ICP-MS/MS method proved to be a suitable lab-based method to quickly and accurately screen rock samples originating from quartz-rich geological areas for rare earth element content; particularly useful if checking commercial viability. Copyright © 2015 Elsevier Ltd. All rights reserved.

Availability of Earth observations data from the U.S. Geological Survey's EROS data center

USGS Publications Warehouse

Holm, Thomas M.; Draeger, William C.; Risty, Ronald R.

1993-01-01

For decades federal and state agencies have been collecting regional, continental, and global Earth observations data acquired by satellites, aircraft, and other information-gathering systems. These data include photographic and digital remotely sensed images of the Earth's surface, as well as earth science, cartographic, and geographic data. Since 1973, the U.S. Geological Survey's Earth Resources Observation Systems (EROS) Data Center (EDC) in Sioux Falls, South Dakota, has been a data management, production, dissemination, and research center for these data. Currently, the Data Center holds over 10 million satellite images and aerial photographs, in photographic and digital formats. Users are able to place inquiries and orders for these holdings via a nationwide computer network. In addition to cataloging the data stored in its archives, the Data Center provides users with rapid access to information on many data collections held by other facilities.

Earth Science Curriculum Enrichment Through Matlab!

NASA Astrophysics Data System (ADS)

Salmun, H.; Buonaiuto, F. S.

2016-12-01

The use of Matlab in Earth Science undergraduate courses in the Department of Geography at Hunter College began as a pilot project in Fall 2008 and has evolved and advanced to being a significant component of an Advanced Oceanography course, the selected tool for data analysis in other courses and the main focus of a graduate course for doctoral students at The city University of New York (CUNY) working on research related to geophysical, oceanic and atmospheric dynamics. The primary objectives of these efforts were to enhance the Earth Science curriculum through course specific applications, to increase undergraduate programming and data analysis skills, and to develop a Matlab users network within the Department and the broader Hunter College and CUNY community. Students have had the opportunity to learn Matlab as a stand-alone course, within an independent study group, or as a laboratory component within related STEM classes. All of these instructional efforts incorporated the use of prepackaged Matlab exercises and a research project. Initial exercises were designed to cover basic scripting and data visualization techniques. Students were provided data and a skeleton script to modify and improve upon based on the laboratory instructions. As student's programming skills increased throughout the semester more advanced scripting, data mining and data analysis were assigned. In order to illustrate the range of applications within the Earth Sciences, laboratory exercises were constructed around topics selected from the disciplines of Geology, Physics, Oceanography, Meteorology and Climatology. In addition the structure of the research component of the courses included both individual and team projects.

Geology, Geochronology, and EarthScope: The EarthScope AGeS Program and a new idea for a 4D Earth Initiative

NASA Astrophysics Data System (ADS)

Flowers, R. M.; Arrowsmith, R.; Metcalf, J. R.; Rittenour, T. M.; Schoene, B.; Hole, J. A.; Pavlis, T. L.; Wagner, L. S.; Whitmeyer, S. J.; Williams, M. L.

2015-12-01

The EarthScope AGeS (Awards for Geochronology Student Research) program is a multi-year educational initiative aimed at enhancing interdisciplinary, innovative, and high-impact science by promoting training and new interactions between students, scientists, and geochronology labs at different institutions. The program offers support of up to $10,000 for graduate students to collect and interpret geochronology data that contribute to EarthScope science targets through visits to participating geochronology labs (www.earthscope.org/geochronology). The program was launched by a 2-day short course held before the 2014 National GSA meeting in Vancouver, at which 16 geochronology experts introduced 43 participants to the basic theory and applications of geochronology methods. By the first proposal submission deadline in spring 2015, 33 labs representing a broad range of techniques had joined the program by submitting lab plans that were posted on the EarthScope website. The lab plans provide information about preparation, realistic time frames for visits, and analytical costs. In the first year of the program, students submitted 47 proposals from 32 different institutions. Proposals were ranked by an independent panel, 10 were funded, and research associated with these projects is currently underway. The next proposal deadline will be held in spring 2016. The 4D-Earth initiative is an idea for a natural successor to the EarthScope program aimed at expanding the primarily 3D geophysical focus that captured a snapshot of present day North America into the 4th dimension of time (hence the connection to the prototypical AGeS program), and illuminating the crustal component that was below the resolution of much of the USArray image. Like EarthScope, the notion is that this initiative would integrate new infrastructure and usher in a new way of doing science. The overarching scientific motivation is to develop a Community Geologic Model for the 4-D Evolution of the North

Board on Earth Sciences and Resources and Its Activities -- Final Technical Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anthony R. de Souza, Ph.D. Director, Board on Earth Sciences and Resources

2003-09-26

The Board on Earth Sciences and Resources (BESR) provided oversight of the earth sciences and resources activities with the National Research Council (NRC). The Board reviewed research and public activities in the earth sciences; undertook analyses relevant to the discovery, supply, delivery, waste disposal and associated impacts and issues related to hydrocarbon, metallic, and nonmetallic mineral resources; and monitored the status of the earth sciences, assessed the health of the disciplines, identified research opportunities, and responded to specific agency requests for advice. These tasks were conducted by distinguished volunteers and NRC staff members that are representative of the breadth andmore » depth of the earth sciences and resources disciplines (e.g., ecology, geophysics, geochemistry, geobiology, hydrology, geography, geographic information science, materials science, mineral resources and mining, energy resources, paleontology, visualization, remote sensing, geophysical data and information). Each year the Board held two meetings. Most recently at the May 2003 Board meeting, the main topic of discussion was Coordination of Geospatial Data in the Era of the Department of Homeland Security. Speakers were Steven Cooper, DHS; Barry Napier, FEMA; Bill Shinar, VGIN; Barbara Ryan, USGS; and Hank Garie, DOI. Other topics were Circum-Pacific Council for Energy and Mineral Resources and New Opportunities in the Geology Discipline (Pat Leahy, USGS); Challenges to Understanding Biological Change in a Fluid Landscape (Sue Haseltine, USGS); and GIS and Remote Sensing at the USDA (Rodney Brown, USDA). The Board and the AGI also held a Leadership Forum. At the October 2003 Board meeting in Irvine, California, the Board plans to discuss earth resource issues, develop a white paper on the future directions of the Board, and review two of its standing committees--Committee on Seismology and Geodynamics, and the Committee on Geological and Geotechnical Engineering

Beautiful Earth: Inspiring Native American students in Earth Science through Music, Art and Science

NASA Astrophysics Data System (ADS)

Casasanto, V.; Rock, J.; Hallowell, R.; Williams, K.; Angell, D.; Beautiful Earth

2011-12-01

The Beautiful Earth program, awarded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science (EPOESS), is a live multi-media performance at partner science centers linked with hands-on workshops featuring Earth scientists and Native American experts. It aims to inspire, engage and educate diverse students in Earth science through an experience of viewing the Earth from space as one interconnected whole, as seen through the eyes of astronauts. The informal education program is an outgrowth of Kenji Williams' BELLA GAIA Living Atlas Experience (www.bellagaia.com) performed across the globe since 2008 and following the successful Earth Day education events in 2009 and 2010 with NASA's DLN (Digital Learning Network) http://tinyurl.com/2ckg2rh. Beautiful Earth takes a new approach to teaching, by combining live music and data visualizations, Earth Science with indigenous perspectives of the Earth, and hands-on interactive workshops. The program will utilize the emotionally inspiring multi-media show as a springboard to inspire participants to learn more about Earth systems and science. Native Earth Ways (NEW) will be the first module in a series of three "Beautiful Earth" experiences, that will launch the national tour at a presentation in October 2011 at the MOST science museum in collaboration with the Onandaga Nation School in Syracuse, New York. The NEW Module will include Native American experts to explain how they study and conserve the Earth in their own unique ways along with hands-on activities to convey the science which was seen in the show. In this first pilot run of the module, 110 K-12 students with faculty and family members of the Onandaga Nations School will take part. The goal of the program is to introduce Native American students to Earth Sciences and STEM careers, and encourage them to study these sciences and become responsible stewards of the Earth. The second workshop presented to participants will be the

Education and Outreach Programs Offered by the Center for High Pressure Research and the Consortium for Materials Properties Research in Earth Sciences

NASA Astrophysics Data System (ADS)

Richard, G. A.

2003-12-01

Major research facilities and organizations provide an effective venue for developing partnerships with educational organizations in order to offer a wide variety of educational programs, because they constitute a base where the culture of scientific investigation can flourish. The Consortium for Materials Properties Research in Earth Sciences (COMPRES) conducts education and outreach programs through the Earth Science Educational Resource Center (ESERC), in partnership with other groups that offer research and education programs. ESERC initiated its development of education programs in 1994 under the administration of the Center for High Pressure Research (CHiPR), which was funded as a National Science Foundation Science and Technology Center from 1991 to 2002. Programs developed during ESERC's association with CHiPR and COMPRES have targeted a wide range of audiences, including pre-K, K-12 students and teachers, undergraduates, and graduate students. Since 1995, ESERC has offered inquiry-based programs to Project WISE (Women in Science and Engineering) students at a high school and undergraduate level. Activities have included projects that investigated earthquakes, high pressure mineral physics, and local geology. Through a practicum known as Project Java, undergraduate computer science students have developed interactive instructional tools for several of these activities. For K-12 teachers, a course on Long Island geology is offered each fall, which includes an examination of the role that processes in the Earth's interior have played in the geologic history of the region. ESERC has worked with Stony Brook's Department of Geosciences faculty to offer courses on natural hazards, computer modeling, and field geology to undergraduate students, and on computer programming for graduate students. Each summer, a four-week residential college-level environmental geology course is offered to rising tenth graders from the Brentwood, New York schools in partnership with

EarthTrek - helping scientists to get citizens involved in real science. (Invited)

NASA Astrophysics Data System (ADS)

Lewis, G.

2010-12-01

Citizen science programs are not new and many scientists can report good success at engaging the public in their research. However, many scientists who could really benefit from the collective pool of eager volunteers do not have the time or patience to develop system to track and manage the collective “enthusiasm”. EarthTrek takes on that role and provides scientists with the support for their venture into a citizen science program. EarthTrek manages the people, rewards them for their involvement and provides avenues for scientists to communicate with the participants. Scientists concentrate on developing sounds collection protocols (with EarthTrek’s help if needed) and then provide feedback once the data stars to come in. EarthTrek is about linking people with real research. EarthTrek will work with scientists from every field as long as projects are collecting data for research, are time constrained and the lead scientists agree to a communication schedule for results back to participants. Examples of active science projects include weathering rates on gravestones, invasive plant species and phenology. EarthTrek is a project of the Geological Society of America and partners around the globe. EarthTrekker collecting data for the Gravestone Project

Spectra of Earth-like Planets through Geological Evolution around FGKM Stars

NASA Astrophysics Data System (ADS)

Rugheimer, S.; Kaltenegger, L.

2018-02-01

Future observations of terrestrial exoplanet atmospheres will occur for planets at different stages of geological evolution. We expect to observe a wide variety of atmospheres and planets with alternative evolutionary paths, with some planets resembling Earth at different epochs. For an Earth-like atmospheric time trajectory, we simulate planets from the prebiotic to the current atmosphere based on geological data. We use a stellar grid F0V to M8V ({T}{eff}=7000–2400 K) to model four geological epochs of Earth's history corresponding to a prebiotic world (3.9 Ga), the rise of oxygen at 2.0 Ga and at 0.8 Ga, and the modern Earth. We show the VIS–IR spectral features, with a focus on biosignatures through geological time for this grid of Sun-like host stars and the effect of clouds on their spectra. We find that the observability of biosignature gases reduces with increasing cloud cover and increases with planetary age. The observability of the visible O2 feature for lower concentrations will partly depend on clouds, which, while slightly reducing the feature, increase the overall reflectivity, and thus the detectable flux of a planet. The depth of the IR ozone feature contributes substantially to the opacity at lower oxygen concentrations, especially for the high near-UV stellar environments around F stars. Our results are a grid of model spectra for atmospheres representative of Earth's geological history to inform future observations and instrument design and are available online at http://carlsaganinstitute.org/data/.

Tools and Techniques to Teach Earth Sciences to Young People

NASA Astrophysics Data System (ADS)

Constantino, R.; Dicelis, G.; Molina, E. C.

2010-12-01

This study aims to identify the tools available to disseminate the Earth sciences to young people in Brazil and to propose new techniques that may help in the teaching of such subjects. The use of scientific dissemination can be a great tool for the consolidation of a scientific culture, especially for a public of young students. The starting point of this study is an important characteristic that is present in virtually all the children: curiosity. The young public tries to understand how the world is and how it works. The use of scientific dissemination and some educational experiences have shown that these students have a great ability to learn and deal with various topics within the Earth Sciences. Another relevant point is the possibility to show that the Earth sciences, e.g., geophysics, oceanography, meteorology, geology and geography, can be an educational attractive option. Several ways of disseminating Earth sciences are commonly used with the purpose of attracting and mainly teaching these subjects, such as websites, interactive museums and cultural and educational spaces. The objectives of this work are: i) Investigate the role of science centers as motivators in disseminating the scientific knowledge by examining the communication resources that are being employed, the acceptance, reaction, and interest of children to these means, and ii) From this analysis, to list suggestions of contents and new tools that could be used for obtaining better results.

Teaching Geologic/Earth Science Remote Sensing at the Collegiate and the Secondary School Level

ERIC Educational Resources Information Center

Fisher, John J.

1977-01-01

Describes util satellite photography, satellite remote sensing, and high altitude aircraft photography for teaching environmental and ecological aspects of earth science at the secondary or college levels. (SL)

Using the Critical Zone Observatory Network to Put Geology into Environmental Science

NASA Astrophysics Data System (ADS)

Brantley, S. L.

2017-12-01

The use of observatories to study the environment in the U.S.A. arguably began in 1910. Since then, many environmental observatories were set up to study impacts of land use change. At that time, observatories did not emphasize geological structure. Around 2004, scientists in the U.S.A. began to emphasize the need to study the Earth's surface as one integrated system that includes the geological underpinnings. In 2007, the Geosciences Directorate within the U.S. National Science Foundation established the Critical Zone Observatory (CZO) program. Today the CZO network has grown to 9 observatories, and 45 countries now host such observatories. A CZO is an observatory that promotes the study of the entire layer of Earth's surface from vegetation canopy to groundwater as one entity. The observatories are somewhat similar to other NSF-funded observatories such as Long Term Ecological Research (LTER) sites but they differ in that they emphasize the history of the landscape and how it mediates today's fluxes. LTERs largely focus on ecological science. The concepts of CZ science and CZOs - developed by the Geosciences Directorate - have been extraordinarily impactful: we now have deeper understanding of how surficial processes respond to tectonic, climatic, and anthropogenic drivers. One reason CZOs succeed is that they host scientists who make measurements in one place that cross timescales from that of the meteorologist to the geologist. The NSF Geosciences Directorate has thus promoted insights showing that many of the unexplained mysteries of "catchment science" or "ecosystem science" can be explained by the underlying geological story of a site. The scientific challenges of this endeavor are dwarfed, however, by cultural challenges. Specifically, while both CZOs and observatories such as LTERs struggle to publish many types of data from different disciplines in a continually changing cyber-world, only CZO scientists find they must repeatedly explain why such

Geologic Time.

ERIC Educational Resources Information Center

Newman, William L.

One of a series of general interest publications on science topics, the booklet provides those interested in geologic time with an introduction to the subject. Separate sections discuss the relative time scale, major divisions in geologic time, index fossils used as guides for telling the age of rocks, the atomic scale, and the age of the earth.…

U.S. Geological Survey core science systems strategy: characterizing, synthesizing, and understanding the critical zone through a modular science framework

USGS Publications Warehouse

Bristol, R. Sky; Euliss, Ned H.; Booth, Nathaniel L.; Burkardt, Nina; Diffendorfer, Jay E.; Gesch, Dean B.; McCallum, Brian E.; Miller, David M.; Morman, Suzette A.; Poore, Barbara S.; Signell, Richard P.; Viger, Roland J.

2013-01-01

Core Science Systems is a new mission of the U.S. Geological Survey (USGS) that resulted from the 2007 Science Strategy, "Facing Tomorrow's Challenges: U.S. Geological Survey Science in the Decade 2007-2017." This report describes the Core Science Systems vision and outlines a strategy to facilitate integrated characterization and understanding of the complex Earth system. The vision and suggested actions are bold and far-reaching, describing a conceptual model and framework to enhance the ability of the USGS to bring its core strengths to bear on pressing societal problems through data integration and scientific synthesis across the breadth of science. The context of this report is inspired by a direction set forth in the 2007 Science Strategy. Specifically, ecosystem-based approaches provide the underpinnings for essentially all science themes that define the USGS. Every point on Earth falls within a specific ecosystem where data, other information assets, and the expertise of USGS and its many partners can be employed to quantitatively understand how that ecosystem functions and how it responds to natural and anthropogenic disturbances. Every benefit society obtains from the planet-food, water, raw materials to build infrastructure, homes and automobiles, fuel to heat homes and cities, and many others, are derived from or affect ecosystems. The vision for Core Science Systems builds on core strengths of the USGS in characterizing and understanding complex Earth and biological systems through research, modeling, mapping, and the production of high quality data on the Nation's natural resource infrastructure. Together, these research activities provide a foundation for ecosystem-based approaches through geologic mapping, topographic mapping, and biodiversity mapping. The vision describes a framework founded on these core mapping strengths that makes it easier for USGS scientists to discover critical information, share and publish results, and identify potential

Alignment of Learning Goals, Assessments and Curricula in an Earth Sciences Program to Prepare the Geoscience Workforce for the 21st Century

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Schmitt, J.

2013-12-01

The Dept. of Earth Sciences, Montana State University, recently completed a comprehensive revision of its undergraduate curriculum to meet challenges and opportunities in training the next generation geoscience workforce. The department has 280 undergraduate majors in degree options that include: geology, geography (physical and human), snow science, paleontology and GIS/planning. We used a 'backward design' approach by first considering the profile of a student leaving our program: what should they know and be able to do, in anticipation of professional development for traditional (exploration, environmental, regulatory agencies) and non-traditional (planning, policy, law, business, teaching) jobs or for further training in graduate school. We adopted an Earth system approach to be better aligned with contemporary approaches to Earth science and to demonstrate the connections between sub-disciplines across the curriculum. Learning sequences were designed according to Bloom's Taxonomy to develop higher level thinking skills (starting from observations and progressing to descriptions, interpretations, applications, integration of multiple lines of evidence, synthetic and analytical thinking and evaluation). Central themes are reinforced in multiple classes: history and evolution of the Earth system, composition and architecture of Earth, surface of Earth and the 'critical zone' and human dimensions. The cornerstones of the curriculum are strong background in cognate sciences, geologic 'habits of mind', an emphasis on geologic processes and field instruction. Ancillary learning goals include development of quantitative, communication, and interpersonal skills; use of Earth data and modeling; systems thinking; research and research-like experiences; and applications to societal issues. The first year course of study includes a slate of courses to explore the Earth system, primarily to engage and recruit students to the major. Second year studies are foundational for

Joint Interdisciplinary Earth Science Information Center

NASA Technical Reports Server (NTRS)

Kafatos, Menas

2004-01-01

The report spans the three year period beginning in June of 2001 and ending June of 2004. Joint Interdisciplinary Earth Science Information Center's (JIESIC) primary purpose has been to carry out research in support of the Global Change Data Center and other Earth science laboratories at Goddard involved in Earth science, remote sensing and applications data and information services. The purpose is to extend the usage of NASA Earth Observing System data, microwave data and other Earth observing data. JIESIC projects fall within the following categories: research and development; STW and WW prototyping; science data, information products and services; and science algorithm support. JIESIC facilitates extending the utility of NASA's Earth System Enterprise (ESE) data, information products and services to better meet the science data and information needs of a number of science and applications user communities, including domain users such as discipline Earth scientists, interdisciplinary Earth scientists, Earth science applications users and educators.

Preparing new Earth Science teachers via a collaborative program between Research Scientists and Educators

NASA Astrophysics Data System (ADS)

Grcevich, Jana; Pagnotta, Ashley; Mac Low, Mordecai-Mark; Shara, Michael; Flores, Kennet; Nadeau, Patricia A.; Sessa, Jocelyn; Ustunisik, Gokce; Zirakparvar, Nasser; Ebel, Denton; Harlow, George; Webster, James D.; Kinzler, Rosamond; MacDonald, Maritza B.; Contino, Julie; Cooke-Nieves, Natasha; Howes, Elaine; Zachowski, Marion

2015-01-01

The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a innovative program designed to prepare participants to be world-class Earth Science teachers. New York State is experiencing a lack of qualified Earth Science teachers, leading in the short term to a reduction in students who successfully complete the Earth Science Regents examination, and in the long term potential reductions in the number of students who go on to pursue college degrees in Earth Science related disciplines. The MAT program addresses this problem via a collaboration between practicing research scientists and education faculty. The faculty consists of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level education experts. During the 15-month, full-time program, students participate in a residency program at local urban classrooms as well as taking courses and completing field work in astrophysics, geology, earth science, and paleontology. The program targets high-needs schools with diverse populations. We seek to encourage, stimulate interest, and inform the students impacted by our program, most of whom are from traditionally underrepresented backgrounds, about the rich possibilities for careers in Earth Science related disciplines and the intrinsic value of the subject. We report on the experience of the first and second cohorts, all of whom are now employed in full time teaching positions, and the majority in high needs schools in New York State.

Collaboration between research scientists and educators to prepare new Earth Science teachers

NASA Astrophysics Data System (ADS)

Pagnotta, Ashley; Grcevich, J.; Shara, M.; Mac Low, M.; Flores, K.; Nadeau, P. A.; Sessa, J.; Ustunisik, G.; Zirakparvar, N.; Ebel, D.; Harlow, G.; Webster, J. D.; Kinzler, R.; MacDonald, M. B.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Zachowski, M.

2014-01-01

The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a first-of-its-kind program designed to prepare participants to be world-class Earth Science teachers. The lack of Earth Science teachers in New York State has resulted in fewer students taking the statewide Earth Science Regents Exam, which negatively affects graduation rates and reduces the number of students who pursue related college degrees. The MAT program was designed to address this problem, and is the result of a collaboration between research scientists and educators at the Museum, with faculty comprised of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level Education faculty. The full-time, 15-month program combines courses and field work in astrophysics, geology, earth science, and paleontology at the Museum with pedagogical coursework and a teaching residency in local urban classrooms. The MAT program targets high-needs schools with diverse student populations and therefore has the potential to stimulate interest and achievement in a variety of STEM fields among thousands of students from traditionally underrepresented backgrounds. The first cohort of candidates entered the MAT program in June of 2012 and finished in August of 2013. Nineteen new Regents-qualified Earth Science teachers are now in full-time teaching positions at high-needs schools in New York State. We report on the experience of the first cohort as well as the continuation of the program for current and future cohorts of teacher candidates.

Earth Sciences Division Research Summaries 2002-2003

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bodvarsson, G.S.

2003-11-01

Research in earth and atmospheric sciences is becoming increasingly important in light of the energy, climate change, and environmental issues facing the United States and the world. The development of new energy resources other than hydrocarbons and the safe disposal of nuclear waste and greenhouse gases (such as carbon dioxide and methane) are critical to the future energy needs and environmental safety of this planet. In addition, the cleanup of many contaminated sites in the U.S., along with the preservation and management of our water supply, remain key challenges for us as well as future generations. Addressing these energy, climatemore » change, and environmental issues requires the timely integration of earth sciences' disciplines (such as geology, hydrology, oceanography, climatology, geophysics, geochemistry, geomechanics, ecology, and environmental sciences). This integration will involve focusing on fundamental crosscutting concerns that are common to many of these issues. A primary focus will be the characterization, imaging, and manipulation of fluids in the earth. Such capabilities are critical to many DOE applications, from environmental restoration to energy extraction and optimization. The Earth Sciences Division (ESD) of the Ernest Orlando Lawrence Berkeley National Laboratory (Berkeley Lab) is currently addressing many of the key technical issues described above. In this document, we present summaries of many of our current research projects. While it is not a complete accounting, it is representative of the nature and breadth of our research effort. We are proud of our scientific efforts, and we hope that you will find our research useful and exciting. Any comments on our research are appreciated and can be sent to me personally. This report is divided into five sections that correspond to the major research programs in the Earth Sciences Division: (1) Fundamental and Exploratory Research; (2) Nuclear Waste; (3) Energy Resources; (4

Successful Strategies for Earth Science Research in Native Communities

NASA Astrophysics Data System (ADS)

Redsteer, M. H.; Anderson, D.; Ben, N.; Bitsuie, R.; Blackhorse, A.; Breit, G.; Clifford, A.; Salabye, J.; Semken, S.; Weaver, K.; Yazzie, N.

2004-12-01

A small U.S. Geological Survey pilot project utilizes strategies that are successful at involving the Native community in earth science research. This work has ignited the interest of Native students in interdisciplinary geoscience studies, and gained the recognition of tribal community leaders from the conterminous United States, Alaska, and Canada. This study seeks to examine land use, climatic variability, and their related impacts on land-surface conditions in the ecologically sensitive Tsezhin Bii' region of the Navajo Nation. Work conducted by predominantly Native American researchers, includes studies of bedrock geology, surficial processes, soil and water quality, and plant ecology, as well as the history of human habitation. Community involvement that began during the proposal process, has helped to guide research, and has provided tribal members with information that they can use for land use planning and natural resource management. Work by Navajo tribal members who have become involved in research as it has progressed, includes K-12 science curriculum development, community outreach and education on environmental and geologic hazards, drought mitigation, grazing management, and impacts of climate change and land use on medicinal plants.

The Lifecycle of NASA's Earth Science Enterprise Data Resources

NASA Technical Reports Server (NTRS)

McDonald, Kenneth R.; McKinney, Richard A.; Smith, Timothy B.; Rank, Robert

2004-01-01

A major endeavor of NASA's Earth Science Enterprise (ESE) is to acquire, process, archive and distribute data from Earth observing satellites in support of a broad set of science research and applications in the U. S. and abroad. NASA policy directives specifically call for the agency to collect, announce, disseminate and archive all scientific and technical data resulting from NASA and NASA-funded research. During the active life of the satellite missions, while the data products are being created, validated and refined, a number of NASA organizations have the responsibility for data and information system functions. Following the completion of the missions, the responsibility for the long-term stewardship of the ocean and atmospheric, and land process data products transitions to the National Oceanic and Atmospheric Administration (NOAA) and the U.S. Geological Survey (USGS), respectively. Ensuring that long-term satellite data be preserved to support global climate change studies and other research topics and applications presents some major challenges to NASA and its partners. Over the last several years, with the launch and operation of the EOS satellites and the acquisition and production of an unprecedented volume of Earth science data, the importance of addressing these challenges has been elevated. The lifecycle of NASA's Earth science data has been the subject of several agency and interagency studies and reports and has implications and effects on agency charters, policies and budgets and on their data system's requirements, implementation plans and schedules. While much remains to be done, considerable progress has been made in understanding and addressing the data lifecycle issues.

U.S. Geological Survey Library classification system

USGS Publications Warehouse

Sasscer, R. Scott

2000-01-01

The U.S. Geological Survey Library classification system has been designed for earth science libraries. It is a tool for assigning call numbers to earth science and allied pure science materials in order to collect these materials into related subject groups on the library shelves and arrange them alphabetically by author and title. The classification can be used as a retrieval system to access materials through the subject and geographic numbers.The classification scheme has been developed over the years since 1904 to meet the ever-changing needs of increased specialization and the development of new areas of research in the earth sciences. The system contains seven schedules: Subject scheduleGeological survey schedule Earth science periodical scheduleGovernment document periodical scheduleGeneral science periodical schedule Earth science map schedule Geographic schedule Introduction provides detailed instructions on the construction of call numbers for works falling into the framework of the classification schedules.The tables following the introduction can be quickly accessed through the use of the newly expanded subject index.The purpose of this publication is to provide the earth science community with a classification and retrieval system for earth science materials, to offer sufficient explanation of its structure and use, and to enable library staff and clientele to classify or access research materials in a library collection.

Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History

ERIC Educational Resources Information Center

Nam, Younkyeong; Karahan, Engin; Roehrig, Gillian

2016-01-01

Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also…

SCIDIP-ES - A science data e-infrastructure for preservation of earth science data

NASA Astrophysics Data System (ADS)

Riddick, Andrew; Glaves, Helen; Marelli, Fulvio; Albani, Mirko; Tona, Calogera; Marketakis, Yannis; Tzitzikas, Yannis; Guarino, Raffaele; Giaretta, David; Di Giammatteo, Ugo

2013-04-01

The capability for long term preservation of earth science data is a key requirement to support on-going research and collaboration within and between many earth science disciplines. A number of critically important current research directions (e.g. understanding climate change, and ensuring sustainability of natural resources) rely on the preservation of data often collected over several decades in a form in which it can be accessed and used easily. In many branches of the earth sciences the capture of key observational data may be difficult or impossible to repeat. For example, a specific geological exposure or subsurface borehole may be only temporarily available, and deriving earth observation data from a particular satellite mission is clearly often a unique opportunity. At the same time such unrepeatable observations may be a critical input to environmental, economic and political decision making. Another key driver for strategic long term data preservation is that key research challenges (such as those described above) frequently require cross disciplinary research utilising raw and interpreted data from a number of earth science disciplines. Effective data preservation strategies can support this requirement for interoperability, and thereby stimulate scientific innovation. The SCIDIP-ES project (EC FP7 grant agreement no. 283401) seeks to address these and other data preservation challenges by developing a Europe wide e-infrastructure for long term data preservation comprising appropriate software tools and infrastructure services to enable and promote long term preservation of earth science data. Because we define preservation in terms of continued usability of the digitally encoded information, the generic infrastructure services will allow a wide variety of data to be made usable by researchers from many different domains. This approach will enable the cost for long-term usability across disciplines to be shared supporting the creation of strong

PHOTOMICROPHOTOGRAPHY- GEOLOGY ( SEM)

NASA Image and Video Library

1972-10-13

PHOTOMICROPHOTOGRAPHY -GEOLOGY (SEM) High magnification and resolution views of lunar, meteorite and terrestrial materials using the Scanning Electron MIcroscope (SEM), Bldg. 31 Planetary and Earth Science Laboratory.

Earth and Space Science Ph.D. Class of 2003 Report released

NASA Astrophysics Data System (ADS)

Keelor, Brad

AGU and the American Geological Institute (AGI) released on 26 July an employment study of 180 Earth and space science Ph.D. recipients who received degrees from U.S. universities in 2003. The AGU/AGI survey asked graduates about their education and employment, efforts to find their first job after graduation, and experiences in graduate school. Key results from the study include: The vast majority (87%) of 2003 graduates found work in the Earth and space sciences, earning salaries commensurate with or slightly higher than 2001 and 2002 salary averages. Most (64%) graduates were employed within academia (including postdoctoral appointments), with the remainder in government (19%), industry (10%), and other (7%) sectors. Most graduates were positive about their employment situation and found that their work was challenging, relevant, and appropriate for someone with a Ph.D. The percentage of Ph.D. recipients accepting postdoctoral positions (58%) increased slightly from 2002. In contrast, the fields of physics and chemistry showed significant increases in postdoctoral appointments for Ph.D.s during the same time period. As in previous years, recipients of Ph.D.s in the Earth, atmospheric, and ocean sciences (median age of 32.7 years) are slightly older than Ph.D. recipients in most other natural sciences (except computer sciences), which is attributed to time taken off between undergraduate and graduate studies. Women in the Earth, atmospheric,and ocean sciences earned 33% of Ph.D.s in the class of 2003, surpassing the percentage of Ph.D.s earned by women in chemistry (32%) and well ahead of the percentage in computer sciences (20%), physics (19%), and engineering (17%). Participation of other underrepresented groups in the Earth, atmospheric, and ocean sciences remained extremely low.

U.S. Geological Survey Virginia and West Virginia Water Science Center

USGS Publications Warehouse

Jastram, John D.

2017-08-22

The U.S. Geological Survey (USGS) serves the Nation by providing reliable scientific information to describe and understand the Earth; minimize loss of life and property from natural disasters; manage water, biological, energy, and mineral resources; and enhance and protect our quality of life. In support of this mission, the USGS Virginia and West Virginia Water Science Center works in cooperation with many entities to provide reliable, impartial scientific information to resource managers, planners, and the public.

USGS Coastal and Marine Geology Survey Data in Google Earth

NASA Astrophysics Data System (ADS)

Reiss, C.; Steele, C.; Ma, A.; Chin, J.

2006-12-01

The U.S. Geological Survey (USGS) Coastal and Marine Geology (CMG) program has a rich data catalog of geologic field activities and metadata called InfoBank, which has been a standard tool for researchers within and outside of the agency. Along with traditional web maps, the data are now accessible in Google Earth, which greatly expands the possible user audience. The Google Earth interface provides geographic orientation and panning/zooming capabilities to locate data relative to topography, bathymetry, and coastal areas. Viewing navigation with Google Earth's background imagery allows queries such as, why areas were not surveyed (answer presence of islands, shorelines, cliffs, etc.). Detailed box core subsample photos from selected sampling activities, published geotechnical data, and sample descriptions are now viewable on Google Earth, (for example, M-1-95-MB, P-2-95-MB, and P-1-97- MB box core samples). One example of the use of Google Earth is CMG's surveys of San Francisco's Ocean Beach since 2004. The surveys are conducted with an all-terrain vehicle (ATV) and shallow-water personal watercraft (PWC) equipped with Global Positioning System (GPS), and elevation and echo sounder data collectors. 3D topographic models with centimeter accuracy have been produced from these surveys to monitor beach and nearshore processes, including sand transport, sedimentation patterns, and seasonal trends. Using Google Earth, multiple track line data (examples: OB-1-05-CA and OB-2-05-CA) can be overlaid on beach imagery. The images also help explain the shape of track lines as objects are encountered.

Digital Earth for Earth Sciences and Public Education

NASA Astrophysics Data System (ADS)

Foresman, T. W.

2006-12-01

Buckminster Fuller was an early advocate for better comprehension of the planet and its resources related to human affairs. A comprehensive vision was articulated by a US Vice President and quickly adopted by the world's oldest country China.. Digital Earth brings fresh perspective on the current state of affairs and connects citizens with scientists through the applications of 3D visualization, spinning globes, virtual Earths, and the current collaboration with Virtual Globes. The prowess of Digital Earth technology has been so successful in both understanding and communicating the more challenging topics for global change and climate change phenomena that China has assigned it priority status with the Ministry of Science and Technology and the Chinese Academy of Sciences. New Zealand has recently begun to adjust its national strategies for sustainability with the technologies of Digital Earth. A comprehensive coverage of the results compiled over the past seven years is presented to place a foundation for the science and engineering community to prepare to align with this compelling science enterprise as a fundamental new paradigm for the registration, storage, and access of science data and information through the emerging Digital Earth Exchange under protocols developed for the Digital Earth Reference Model.

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

Michael Gao presents his project on Southeast Asian disasters during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Graduate Student and High School Teacher Partnerships Implementing Inquiry-Based Lessons in Earth Science

NASA Astrophysics Data System (ADS)

Smith, M. A.; Preston, L.; Graham, K.

2007-12-01

Partnering science graduate students with high school teachers in their classroom is a mutually beneficial relationship. Graduate students who may become future university level faculty are exposed to teaching, classroom management, outreach scholarship, and managing time between teaching and research. Teachers benefit by having ready access to knowledgeable scientists, a link to university resources, and an additional adult in the classroom. Partnerships in Research Opportunities to Benefit Education (PROBE), a recent NSF funded GK-12 initiative, formed partnerships between science and math graduate students from the University of New Hampshire (UNH) and local high school science teachers. A primary goal of this program was to promote inquiry-based science lessons. The teacher-graduate student teams worked together approximately twenty hours per week on researching, preparing, and implementing new lessons and supervising student-led projects. Several new inquiry-based activities in Geology and Astronomy were developed as a result of collaboration between an Earth Science graduate student and high school teacher. For example, a "fishbowl" activity was very successful in sparking a classroom discussion about how minerals are used in industrial materials. The class then went on to research how to make their own paint using minerals. This activity provided a capstone project at the end of the unit about minerals, and made real world connections to the subject. A more involved geology lesson was developed focusing on the currently popular interest in forensics. Students were assigned with researching how geology can play an important part in solving a crime. When they understood the role of geologic concepts within the scope of the forensic world, they used techniques to solve their own "crime". Astronomy students were responsible for hosting and teaching middle school students about constellations, using a star- finder, and operating an interactive planetarium

Earth System Science Project

ERIC Educational Resources Information Center

Rutherford, Sandra; Coffman, Margaret

2004-01-01

For several decades, science teachers have used bottles for classroom projects designed to teach students about biology. Bottle projects do not have to just focus on biology, however. These projects can also be used to engage students in Earth science topics. This article describes the Earth System Science Project, which was adapted and developed…

Metaheuristic Optimization and its Applications in Earth Sciences

NASA Astrophysics Data System (ADS)

Yang, Xin-She

2010-05-01

A common but challenging task in modelling geophysical and geological processes is to handle massive data and to minimize certain objectives. This can essentially be considered as an optimization problem, and thus many new efficient metaheuristic optimization algorithms can be used. In this paper, we will introduce some modern metaheuristic optimization algorithms such as genetic algorithms, harmony search, firefly algorithm, particle swarm optimization and simulated annealing. We will also discuss how these algorithms can be applied to various applications in earth sciences, including nonlinear least-squares, support vector machine, Kriging, inverse finite element analysis, and data-mining. We will present a few examples to show how different problems can be reformulated as optimization. Finally, we will make some recommendations for choosing various algorithms to suit various problems. References 1) D. H. Wolpert and W. G. Macready, No free lunch theorems for optimization, IEEE Trans. Evolutionary Computation, Vol. 1, 67-82 (1997). 2) X. S. Yang, Nature-Inspired Metaheuristic Algorithms, Luniver Press, (2008). 3) X. S. Yang, Mathematical Modelling for Earth Sciences, Dunedin Academic Press, (2008).

Comparison of Earth Science Achievement between Animation-Based and Graphic-Based Testing Designs

ERIC Educational Resources Information Center

Wu, Huang-Ching; Chang, Chun-Yen; Chen, Chia-Li D.; Yeh, Ting-Kuang; Liu, Cheng-Chueh

2010-01-01

This study developed two testing devices, namely the animation-based test (ABT) and the graphic-based test (GBT) in the area of earth sciences covering four domains that ranged from astronomy, meteorology, oceanography to geology. Both the students' achievements of and their attitudes toward ABT compared to GBT were investigated. The purposes of…

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden speaks with young professionals about their project during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden poses for a selfie after a quick rap performance by some young professionals during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden speaks with young professionals about their project on New England water resources during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

Lisa Waldron and Justin Roberts-Pierel present their project on Texas health and air quality during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden asks young professionals about their projects after posing for a group photo during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth System Science at NASA: Teleconnections Between Sea Surface Temperature and Epidemics in Africa

NASA Technical Reports Server (NTRS)

Meeson, Blanche W.

2000-01-01

The research carried out in the Earth Sciences in NASA and at NASA's Goddard Space Flight Center will be the focus of the presentations. In addition, one research project that links sea surface temperature to epidemics in Africa will be highlighted. At GSFC research interests span the full breath of disciplines in Earth Science. Branches and research groups focus on areas as diverse as planetary geomagnetics and atmospheric chemistry. These organizations focus on atmospheric sciences (atmospheric chemistry, climate and radiation, regional processes, atmospheric modeling), hydrological sciences (snow, ice, oceans, and seasonal-to-interannual prediction), terrestrial physics (geology, terrestrial biology, land-atmosphere interactions, geophysics), climate modeling (global warming, greenhouse gases, climate change), on sensor development especially using lidar and microwave technologies, and on information technologies, that enable support of scientific and technical research.

MiTEP's Collaborative Field Course Design Process Based on Earth Science Literacy Principles

NASA Astrophysics Data System (ADS)

Engelmann, C. A.; Rose, W. I.; Huntoon, J. E.; Klawiter, M. F.; Hungwe, K.

2010-12-01

Michigan Technological University has developed a collaborative process for designing summer field courses for teachers as part of their National Science Foundation funded Math Science Partnership program, called the Michigan Teacher Excellence Program (MiTEP). This design process was implemented and then piloted during two two-week courses: Earth Science Institute I (ESI I) and Earth Science Institute II (ESI II). Participants consisted of a small group of Michigan urban science teachers who are members of the MiTEP program. The Earth Science Literacy Principles (ESLP) served as the framework for course design in conjunction with input from participating MiTEP teachers as well as research done on common teacher and student misconceptions in Earth Science. Research on the Earth Science misconception component, aligned to the ESLP, is more fully addressed in GSA Abstracts with Programs Vol. 42, No. 5. “Recognizing Earth Science Misconceptions and Reconstructing Knowledge through Conceptual-Change-Teaching”. The ESLP were released to the public in January 2009 by the Earth Science Literacy Organizing Committee and can be found at http://www.earthscienceliteracy.org/index.html. Each day of the first nine days of both Institutes was focused on one of the nine ESLP Big Ideas; the tenth day emphasized integration of concepts across all of the ESLP Big Ideas. Throughout each day, Michigan Tech graduate student facilitators and professors from Michigan Tech and Grand Valley State University consistantly focused teaching and learning on the day's Big Idea. Many Earth Science experts from Michigan Tech and Grand Valley State University joined the MiTEP teachers in the field or on campus, giving presentations on the latest research in their area that was related to that Big Idea. Field sites were chosen for their unique geological features as well as for the “sense of place” each site provided. Preliminary research findings indicate that this collaborative design

Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers

NASA Astrophysics Data System (ADS)

Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

2007-12-01

The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

Ancient Earth, Alien Earths Event

NASA Image and Video Library

2014-08-20

Dr. Dawn Sumner, Professor of Geology, UC Davis, speaks on a panel at the “Ancient Earth, Alien Earths” Event at NASA Headquarters in Washington, DC Wednesday, August 20, 2014. The event was sponsored by NASA, the National Science Foundation (NSF), and the Smithsonian Institution and was moderated by Dr. David H. Grinspoon, Senior Scientist at the Planetary Science Institute. Six scientists discussed how research on early Earth could help guide our search for habitable planets orbiting other stars. Photo Credit: (NASA/Aubrey Gemignani)

NASA Earth Science Update with Information Science Technology

NASA Technical Reports Server (NTRS)

Halem, Milton

2000-01-01

This viewgraph presentation gives an overview of NASA earth science updates with information science technology. Details are given on NASA/Earth Science Enterprise (ESE)/Goddard Space Flight Center strategic plans, ESE missions and flight programs, roles of information science, ESE goals related to the Minority University-Space Interdisciplinary Network, and future plans.

A Leadership Model for University Geology Department Teacher Inservice Programs.

ERIC Educational Resources Information Center

Sheldon, Daniel S.; And Others

1983-01-01

Provides geology departments and science educators with a leadership model for developing earth science inservice programs. Model emphasizes cooperation/coordination among departments, science educators, and curriculum specialists at local/intermediate/state levels. Includes rationale for inservice programs and geology department involvement in…

Geology on a Sand Budget

ERIC Educational Resources Information Center

Kane, Jacqueline

2004-01-01

Earth science teachers know how frustrating it can be to spend hundreds of dollars on three-dimensional (3-D) models of Earth's geologic features, to use the models for only a few class periods. To avoid emptying an already limited science budget, the author states that teachers can use a simple alternative to the expensive 3-D models--sand. She…

Geological and geophysical activities at Spallanzani Science Department (Liceo Scientifico Statale "Lazzaro Spallanzani" - Tivoli, Italy)

NASA Astrophysics Data System (ADS)

Favale, T.; De Angelis, F.; De Filippis, L.

2012-04-01

The high school Liceo Scientifico "Lazzaro Spallanzani" at Tivoli (Rome) has been fully involved in the study of geological and geophysical features of the town of Tivoli and the surrounding area in the last twelve years. Objective of this activity is to promote the knowledge of the local territory from the geological point of view. Main activities: • School year 2001-2002: Setting up inside the school building of a Geological Museum focusing on "Geological Evolution of Latium, Central Italy" (in collaboration with colleagues M. Mancini, and A. Pierangeli). • March, 15, 2001: Conference of Environmental Geology. Lecturer: Prof. Raniero Massoli Novelli, L'Aquila University and Società Italiana di Geologia Ambientale. • School years 2001-2002 and 2002-2003: Earth Sciences course for students "Brittle deformation and tectonic stress in Tivoli area". • November, 2003: Conference of Geology, GIS and Remote Sensing. Lecturers: Prof. Maurizio Parotto and Dr Alessandro Cecili (Roma Tre University, Rome), and Dr Stefano Pignotti (Istituto Nazionale per la Ricerca sulla Montagna, Rome). • November, 2003, 2004 and 2005: GIS DAY, organized in collaboration with ESRI Italia. • School year 2006-2007: Earth Sciences course for students "Acque Albule basin and the Travertine of Tivoli, Latium, Central Italy" (focus on travertine formation). • School year 2010-2011: Earth Sciences course for students "Acque Albule basin and the Travertine of Tivoli. Geology, Hydrogeology and Microbiology of the basin, Latium, Central Italy" (focus on thermal springs and spa). In the period 2009-2010 a seismic station with three channels, currently working, was designed and built in our school by the science teachers Felice De Angelis and Tomaso Favale. Our seismic station (code name LTTV) is part of Italian Experimental Seismic Network (IESN) with identification code IZ (international database IRIS-ISC). The three drums are online in real time on websites http

Incorporating Earth Science into Other High School Science Classes

NASA Astrophysics Data System (ADS)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

Earth Radiation Measurement Science

NASA Technical Reports Server (NTRS)

Smith, G. Louis

2000-01-01

This document is the final report for NASA Grant NAG1-1959, 'Earth Radiation Measurement Science'. The purpose of this grant was to perform research in this area for the needs of the Clouds and Earth Radiant Energy System (CERES) project and for the Earth Radiation Budget Experiment (ERBE), which are bing conducted by the Radiation and Aerosols Branch of the Atmospheric Sciences Division of Langley Research Center. Earth Radiation Measurement Science investigates the processes by which measurements are converted into data products. Under this grant, research was to be conducted for five tasks: (1) Point Response Function Measurements; (2) Temporal Sampling of Outgoing Longwave Radiation; (3) Spatial Averaging of Radiation Budget Data; (4) CERES Data Validation and Applications; and (5) ScaRaB Data Validation and Application.

NASA's Earth Science Data Systems

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2015-01-01

NASA's Earth Science Data Systems (ESDS) Program has evolved over the last two decades, and currently has several core and community components. Core components provide the basic operational capabilities to process, archive, manage and distribute data from NASA missions. Community components provide a path for peer-reviewed research in Earth Science Informatics to feed into the evolution of the core components. The Earth Observing System Data and Information System (EOSDIS) is a core component consisting of twelve Distributed Active Archive Centers (DAACs) and eight Science Investigator-led Processing Systems spread across the U.S. The presentation covers how the ESDS Program continues to evolve and benefits from as well as contributes to advances in Earth Science Informatics.

Hands-in Science.

ERIC Educational Resources Information Center

Furlough, Vickie; And Others

1997-01-01

Describes an earth science unit in which students study soil from their own backyards through a series of integrated activities. Introduces several earth science concepts, including local geology and the development of different types of geological regions. Presents activities to make a county soil map, measure moisture in soil, and measure the…

Teaching Mathematical Modelling for Earth Sciences via Case Studies

NASA Astrophysics Data System (ADS)

Yang, Xin-She

2010-05-01

Mathematical modelling is becoming crucially important for earth sciences because the modelling of complex systems such as geological, geophysical and environmental processes requires mathematical analysis, numerical methods and computer programming. However, a substantial fraction of earth science undergraduates and graduates may not have sufficient skills in mathematical modelling, which is due to either limited mathematical training or lack of appropriate mathematical textbooks for self-study. In this paper, we described a detailed case-study-based approach for teaching mathematical modelling. We illustrate how essential mathematical skills can be developed for students with limited training in secondary mathematics so that they are confident in dealing with real-world mathematical modelling at university level. We have chosen various topics such as Airy isostasy, greenhouse effect, sedimentation and Stokes' flow,free-air and Bouguer gravity, Brownian motion, rain-drop dynamics, impact cratering, heat conduction and cooling of the lithosphere as case studies; and we use these step-by-step case studies to teach exponentials, logarithms, spherical geometry, basic calculus, complex numbers, Fourier transforms, ordinary differential equations, vectors and matrix algebra, partial differential equations, geostatistics and basic numeric methods. Implications for teaching university mathematics for earth scientists for tomorrow's classroom will also be discussed. Refereces 1) D. L. Turcotte and G. Schubert, Geodynamics, 2nd Edition, Cambridge University Press, (2002). 2) X. S. Yang, Introductory Mathematics for Earth Scientists, Dunedin Academic Press, (2009).

Geological remote sensing

NASA Astrophysics Data System (ADS)

Bishop, Charlotte; Rivard, Benoit; de Souza Filho, Carlos; van der Meer, Freek

2018-02-01

Geology is defined as the 'study of the planet Earth - the materials of which it is made, the processes that act on these materials, the products formed, and the history of the planet and its life forms since its origin' (Bates and Jackson, 1976). Remote sensing has seen a number of variable definitions such as those by Sabins and Lillesand and Kiefer in their respective textbooks (Sabins, 1996; Lillesand and Kiefer, 2000). Floyd Sabins (Sabins, 1996) defined it as 'the science of acquiring, processing and interpreting images that record the interaction between electromagnetic energy and matter' while Lillesand and Kiefer (Lillesand and Kiefer, 2000) defined it as 'the science and art of obtaining information about an object, area, or phenomenon through the analysis of data acquired by a device that is not in contact with the object, area, or phenomenon under investigation'. Thus Geological Remote Sensing can be considered the study of, not just Earth given the breadth of work undertaken in planetary science, geological features and surfaces and their interaction with the electromagnetic spectrum using technology that is not in direct contact with the features of interest.

Transfer of New Earth Science Understandings to Classroom Teaching: Lessons Learned From Teachers on the Leading Edge

NASA Astrophysics Data System (ADS)

Butler, R.; Ault, C.; Bishop, E.; Southworth-Neumeyer, T.; Magura, B.; Hedeen, C.; Groom, R.; Shay, K.; Wagner, R.

2006-05-01

Teachers on the Leading Edge (TOTLE) provided a field-based teacher professional development program that explored the active continental margin geology of the Pacific Northwest during a two-week field workshop that traversed Oregon from the Pacific Coast to the Snake River. The seventeen teachers on this journey of geological discovery experienced regional examples of subduction-margin geology and examined the critical role of geophysics in connecting geologic features with plate tectonic processes. Two examples of successful transfer of science content learning to classroom teaching are: (1) Great Earthquakes and Tsunamis. This topic was addressed through instruction on earthquake seismology; field observations of tsunami geology; examination of tsunami preparedness of a coastal community; and interactive learning activities for children at an Oregon Museum of Science and Industry (OMSI) Science Camp. Teachers at Sunnyside Environmental School in Portland developed a story line for middle school students called "The Tsunami Hotline" in which inquiries from citizens serve as launch points for studies of tsunamis, earthquakes, and active continental margin geology. OMSI Science Camps is currently developing a new summer science camp program entitled "Tsunami Field Study" for students ages 12-14, based largely on TOTLE's Great Earthquakes and Tsunamis Day. (2) The Grand Cross Section. Connecting regional geologic features with plate tectonic processes was addressed many times during the field workshop. This culminated with teachers drawing cross sections from the Juan de Fuca Ridge across the active continental margin to the accreted terranes of northeast Oregon. Several TOTLE teachers have successfully transferred this activity to their classrooms by having student teams relate earthquakes and volcanoes to plate tectonics through artistic renderings of The Grand Cross Section. Analysis of program learning transfer to classroom teaching (or lack thereof) clearly

Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

NASA Astrophysics Data System (ADS)

Cervato, C.; Jach, J. Y.; Ridky, R.

2003-12-01

Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms

COMUNICA Project: a commitment for strategic communication on Earth Sciences

NASA Astrophysics Data System (ADS)

Cortes-Picas, Jordi; Diaz, Jordi; Fernandez-Turiel, Jose-Luis

2016-04-01

The Institute of Earth Sciences Jaume Almera (ICTJA-CSIC) has just celebrated its 50-year anniversary last year. It is a reference research center on Earth Sciences both national and international level. The Institute includes 4 research groups which focus their scientific activity on the structure and dynamics of the Earth, the environmental changes in the geological record, geophysical and geochemical modelling and crystallography and optical properties. Only when large geological disasters happens, mainly earthquakes and volcanic eruptions, some interaction between ICTJA-CSIC researchers and traditional media occurs, which is limited by the fact that the aim of the Institute is the scientific research and it has no responsibilities in the area of civil protection. This relationship reduces the knowledge of our activity to the general public. To overcome this situation, the ICTJA-CSIC has decided to take an active role in the social dissemination of geological and geophysical knowledge. Thus, the ICTJA-CSIC has launched the COMUNICA Project. The project is aimed to increase the social visibility of the ICTJA-CSIC and to promote the outreach of researchers. Therefore ICTJA-CSIC has created the Communication Unit, which is in charge of designing communication strategies to give to different audiences (media, students of secondary and higher education, general public) an overview of the scientific and institutional activity of the ICTJA-CSIC. A global communication plan is being designed to define the strategic actions, both internal and external. An important role has been reserved for digital channels, to promote ICTJA-CSIC activity on social networks such as Twitter, Facebook or Youtube, besides making a major effort in the renovation and maintenance of the corporate website. A strong effort will be done to collect and spread through press releases the major scientific milestones achieved by the researchers, to promote the interest of mass media. Communication

Geological Mapping of Fortuna Tessera (V-2): Venus and Earth's Archean Process Comparisons

NASA Technical Reports Server (NTRS)

Head, James W.; Hurwitz,D. M.; Ivanov, M. A.; Basilevsky, A. T.; Kumar, P. Senthil

2008-01-01

The geological features, structures, thermal conditions, interpreted processes, and outstanding questions related to both the Earth's Archean and Venus share many similarities and we are using a problem-oriented approach to Venus mapping, guided by insight from the Archean record of the Earth, to gain new insight into the evolution of Venus and Earth's Archean. The Earth's preserved and well-documented Archean record provides important insight into high heat-flux tectonic and magmatic environments and structures and the surface of Venus reveals the current configuration and recent geological record of analogous high-temperature environments unmodified by subsequent several billion years of segmentation and overprinting, as on Earth. Elsewhere we have addressed the nature of the Earth's Archean, the similarities to and differences from Venus, and the specific Venus and Earth-Archean problems on which progress might be made through comparison. Here we present the major goals of the Venus-Archean comparison and show how preliminary mapping of the geology of the V-2 Fortuna Tessera quadrangle is providing insight on these problems. We have identified five key themes and questions common to both the Archean and Venus, the assessment of which could provide important new insights into the history and processes of both planets.

U.S. Geological Survey coastal and marine geology research; recent highlights and achievements

USGS Publications Warehouse

Williams, S. Jeffress; Barnes, Peter W.; Prager, Ellen J.

2000-01-01

The USGS Coastal and Marine Geology Program has large-scale national and regional research projects that focus on environmental quality, geologic hazards, natural resources, and information transfer. This Circular highlights recent scientific findings of the program, which play a vital role in the USGS endeavor to understand human interactions with the natural environment and to determine how the fundamental geologic processes controlling the Earth work. The scientific knowledge acquired through USGS research and monitoring is critically needed by planners, government agencies, and the public. Effective communication of the results of this research will enable the USGS Coastal and Marine Geology Program to play an integral part in assisting the Nation in responding the pressing Earth science challenges of the 21st century.

Moving Closer to EarthScope: A Major New Initiative for the Earth Sciences*

NASA Astrophysics Data System (ADS)

Simpson, D.; Blewitt, G.; Ekstrom, G.; Henyey, T.; Hickman, S.; Prescott, W.; Zoback, M.

2002-12-01

EarthScope is a scientific research and infrastructure initiative designed to provide a suite of new observational facilities to address fundamental questions about the evolution of continents and the processes responsible for earthquakes and volcanic eruptions. The integrated observing systems that will comprise EarthScope capitalize on recent developments in sensor technology and communications to provide Earth scientists with synoptic and high-resolution data derived from a variety of geophysical sensors. An array of 400 broadband seismometers will spend more than ten years crossing the contiguous 48 states and Alaska to image features that make up the internal structure of the continent and underlying mantle. Additional seismic and electromagnetic instrumentation will be available for high resolution imaging of geological targets of special interest. A network of continuously recording Global Positioning System (GPS) receivers and sensitive borehole strainmeters will be installed along the western U.S. plate boundary. These sensors will measure how western North America is deforming, what motions occur along faults, how earthquakes start, and how magma flows beneath active volcanoes. A four-kilometer deep observatory bored directly into the San Andreas fault will provide the first opportunity to observe directly the conditions under which earthquakes occur, to collect fault rocks and fluids for laboratory study, and to monitor continuously an active fault zone at depth. All data from the EarthScope facilities will be openly available in real-time to maximize participation from the scientific community and to provide on-going educational outreach to students and the public. EarthScope's sensors will revolutionize observational Earth science in terms of the quantity, quality and spatial extent of the data they provide. Turning these data into exciting scientific discovery will require new modes of experimentation and interdisciplinary cooperation from the Earth

The GeoBus project: a mobile Earth science outreach project for secondary schools in the UK

NASA Astrophysics Data System (ADS)

Robinson, R. A.; Roper, K. A.; Macfarlane, D.; Pike, C.

2013-12-01

GeoBus is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews. It is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (high) schools by providing teaching resources that are not readily available to educators, to inspire young learners by incorporating new science research outcomes in teaching activities, and to provide a bridge between industry, higher education institutions, research councils and schools. These linkages are important for introducing career opportunities in Earth sciences. Since its launch, GeoBus has visited over 140 different schools across the length and breadth of Scotland. Over 20,000 pupils will have been involved in practical hands-on Earth science learning activities by December 2013, including many in remote and disadvantaged regions. The resources that GeoBus brings to schools include all the materials and equipment needed to run workshops, field excursions and Enterprise Challenges. GeoBus provides 16 workshops which can be adapted for different learning levels. Workshops are 50 to 80 minute sessions for up to 30 pupils and topics include minerals, rocks, fossils, geological time, natural resources, climate change, volcanoes, earthquakes, and geological mapping. As with all GeoBus activities, the inclusion of equipment and technology otherwise unavailable to schools substantially increases the engagement of pupils in workshops. Field excursions are popular, as many teachers have little or no field trainng and feel unable to lead this type of activity. The excursions comprise half or full day sessions for up to 30 pupils and are tailored to cover the local geology or geomorphology. The Enterprise Challenges are half or full day sessions for up to 100 pupils. Current topics are Drilling for Oil, Renewable Energy, a Journey to Mars and Scotland

Integrating LiDAR Data into Earth Science Education

NASA Astrophysics Data System (ADS)

Robinson, S. E.; Arrowsmith, R.; de Groot, R. M.; Crosby, C. J.; Whitesides, A. S.; Colunga, J.

2010-12-01

The use of high-resolution topography derived from Light Detection and Ranging (LiDAR) in the study of active tectonics is widespread and has become an indispensable tool to better understand earthquake hazards. For this reason and the spectacular representation of the phenomena the data provide, it is appropriate to integrate these data into the Earth science education curriculum. A collaboration between Arizona State University, the OpenTopography Facility, and the Southern California Earthquake Center are developing, three earth science education products to inform students and other audiences about LiDAR and its application to active tectonics research. First, a 10-minute introductory video titled LiDAR: Illuminating Earthquakes was produced and is freely available online through the OpenTopography portal and SCEC. The second product is an update and enhancement of the Wallace Creek Interpretive Trail website (www.scec.org/wallacecreek). LiDAR topography data products have been added along with the development of a virtual tour of the offset channels at Wallace Creek using the B4 LiDAR data within the Google Earth environment. The virtual tour to Wallace Creek is designed as a lab activity for introductory undergraduate geology courses to increase understanding of earthquake hazards through exploration of the dramatic offset created by the San Andreas Fault (SAF) at Wallace Creek and Global Positioning System-derived displacements spanning the SAF at Wallace Creek . This activity is currently being tested in courses at Arizona State University. The goal of the assessment is to measure student understanding of plate tectonics and earthquakes after completing the activity. Including high-resolution topography LiDAR data into the earth science education curriculum promotes understanding of plate tectonics, faults, and other topics related to earthquake hazards.

C-MORE Scholars Program: Encouraging Hawaii`s Undergraduates to Explore the Ocean and Earth Sciences

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Gibson, B.

2008-05-01

Hawaii residents make up 60% of the undergraduate student body at the University of Hawaii at Manoa (UHM), but they are not studying ocean and earth science. The UHM School of Ocean and Earth Science and Technology offers four undergraduate majors: Geology (22%), Geology & Geophysics (19%), Meteorology (16%), and Global Environmental Science (23%). The numbers in parentheses show the proportion of Hawaii residents in each major, based on 2006 data obtained from the UHM Institutional Research Office. The numbers of Native Hawaiians and Pacific Islanders (NHPI) are considerably smaller. The primary goal of the C-MORE Scholars Program, which will launch in Summer 2008, is to recruit and retain local Hawaii students (esp. NHPI) into earth and ocean science majors. To achieve this goal, the C-MORE Scholars Program will: 1. Actively recruit local students, partly by introducing them and their families to job opportunities in their community. Recruiting will be done in partnership with organizations that have successful track records in working with NHPI students; 2. Retain existing students through proactive counseling and course tutoring. Math and physics courses are stumbling blocks for many ocean and earth science majors, often delaying or even preventing graduation. By offering individual and group tutoring, we hope to help local students succeed in these courses; 3. Provide closely mentored, paid undergraduate research experiences at three different academic levels (trainee, intern, and fellow). This research is the cornerstone of the C-MORE Scholars Program. As students progress through the levels, they conduct higher level research with less supervision. Fellows (the highest level) may serve as peer advisors and tutors to underclassmen and assist with recruitment-related activities; and 4. Create a sense of community among the cohort of C-MORE scholars. A two-day summer residential experience will be instrumental in developing a strong cohort, emphasizing links

Earth Science World ImageBank (ESWIB): A Comprehensive Collection of Geoscience Images Being Developed by the American Geological Institute

NASA Astrophysics Data System (ADS)

Howe, A. W.; Keane, C. M.

2003-12-01

Although there are geoscience images available in numerous locations around the World Wide Web, there is no universal comprehensive digital archive where teachers, students, scientists, and the general public can gather images related to the Earth Sciences. To fill this need, the American Geological Institute (AGI) is developing the largest image database available: the Earth Science World ImageBank (ESWIB). The goal of ESWIB is to provide a variety of users with free access to high-quality geoscience images and technical art gathered from photographers, government organizations, and scientists. Each image is cataloged by location, author, image rights, and a detailed description of what the image shows. Additionally, images are cataloged using keywords from AGI's precise Georef indexing methodology. Students, teachers, and the general public can search or browse and download these images for use in slide show presentations, lectures, papers, or for other educational and outreach uses. This resource can be used for any age level, in any kind of educational venue. Users can also contribute images of their own to the database through the ESWIB website. AGI is scanning these images at a very high resolution (16 x 20 inches) and depending on the author's rights, is making high-resolution copies (digital or print) available for non-commercial and commercial purposes. This ImageBank is different from other photo sites available in that the scope has more breadth and depth than other image resources, and the images are cataloged with a very high grade of detail and precision, which makes finding needed images fast and easy. The image services offered by ESWIB are also unique, such as the low-cost commercial options and high quality image printouts. AGI plans on adding more features to ESWIB in the future, including connecting this resource to the up-coming online Glossary of Geology, a geospatial search option, using the images to make generic PowerPoint presentations

Publishing in the Refereed International Journal of Astronomy & Earth Sciences Education JAESE

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2015-08-01

Filling a needed scholarly publishing avenue for astronomy education researchers and earth science education researchers, the Journal of Astronomy & Earth Sciences Education- JAESE was first published in 2014. JAESE is a scholarly, peer-reviewed scientific journal publishing original discipline-based education research and evaluation, with an emphasis of significant scientific results derived from ethical observations and systematic experimentation in science education and evaluation. International in scope, JAESE aims to publish the highest quality and timely articles from discipline-based education research that advance understanding of astronomy and earth sciences education and are likely to have a significant impact on the discipline or on policy. Articles are solicited describing both (i) systematic science education research and (ii) evaluated teaching innovations across the broadly defined Earth & space sciences education, including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. The publishing model adopted for this new journal is open-access and articles appear online in GoogleScholar, ERIC, EBSCO, ProQuest, and NASA SAO/ADS and are searchable in catalogs of 440,000 libraries that index online journals of its type. Rather than paid for by library subscriptions or by society membership dues, the annual budget is covered by page-charges paid by individual authors, their institutions, grants or donors: This approach is common in scientific journals, but is relatively uncommon in education journals. Authors retain their own copyright. The journal is owned by the Clute Institute in the United States, which owns and operates 17 scholarly journals and currently edited by former American Astronomical Society Education Officer Tim Slater, who is an endowed professor at the University of Wyoming and a Senior Scientist at the

Using an Artificial Rock Outcrop to Teach Geology

ERIC Educational Resources Information Center

Totten, Iris

2005-01-01

Teaching Earth science without exposure to rock outcrops limits students depth of understanding of Earth's processes, limits the concept of scale from their spatial visualization imaging, and distorts their perception of geologic time (Totten 2003). Through a grant funded by the National Science Foundation, an artificial rock outcrop was…

Impact, and its implications for geology

NASA Technical Reports Server (NTRS)

Marvin, Ursula B.

1988-01-01

The publication of seminal texts on geology and on meteoritics in the 1790s, laid the groundwork for the emergence of each discipline as a modern branch of science. Within the past three decades, impact cratering has become universally accepted as a process that sculptures the surfaces of planets and satellites throughout the solar system. Nevertheless, one finds in-depth discussions of impact processes mainly in books on the Moon or in surveys of the Solar System. The historical source of the separation between meteoritics and geology is easy to identify. It began with Hutton. Meteorite impact is an extraordinary event acting instantaneously from outside the Earth. It violates Hutton's principles, which were enlarged upon and firmly established as fundamental to the geological sciences by Lyell. The split between meteoritics and geology surely would have healed as early as 1892 if the investigations conducted by Gilbert (1843-1918) at the crater in northern Arizona had yielded convincing evidence of meteorite impact. The 1950s and 1960s saw a burgeoning of interest in impact processes. The same period witnessed the so-called revolution in the Earth Sciences, when geologists yielded up the idea of fixed continents and began to view the Earth's lithosphere as a dynamic array of horizontally moving plates. Plate tectonics, however, is fully consistent with the geological concepts inherited from Hutton: the plates slowly split, slide, and suture, driven by forces intrinsic to the globe.

The "Earth Physics" Workshops Offered by the Earth Science Education Unit

ERIC Educational Resources Information Center

Davies, Stephen

2012-01-01

Earth science has a part to play in broadening students' learning experience in physics. The Earth Science Education Unit presents a range of (free) workshops to teachers and trainee teachers, suggesting how Earth-based science activities, which show how we understand and use the planet we live on, can easily be slotted into normal science…

Center for Space and Earth Science

Science.gov Websites

Search Site submit Los Alamos National LaboratoryCenter for Space and Earth Science Part of the Partnerships NSEC » CSES Center for Space and Earth Science High quality, cutting-edge science in the areas of astrophysics, space physics, solid planetary geoscience, and Earth systems Contact Director Reiner Friedel (505

Unique collaboration between research scientists and educators to prepare new Earth Science teachers

NASA Astrophysics Data System (ADS)

Pagnotta, Ashley; Grcevich, J.; Shara, M.; Mac Low, M.; Lepine, S.; Nadeau, P.; Flores, K.; Sessa, J.; Zirakparvar, N.; Ustunisik, G.; Kinzler, R.; Macdonald, M.; Contino, J.; Cooke-Nieves, N.; Zachowski, M.

2013-01-01

Abstract: The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a first-of-its-kind program designed to prepare participants to be world-class Earth Science teachers. The dearth of Earth Science teachers in New York State has resulted in fewer students taking the statewide Earth Science Regents Exam, which negatively affects graduation rates and reduces the number of students who pursue related college degrees. The MAT program was designed to address this problem, and is the result of a collaboration between research scientists and educators at the Museum, with faculty comprised of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level Education faculty. The full-time, 15-month program combines courses and field work in astrophysics, geology, earth science, and paleontology at the Museum with pedagogical coursework and real-world teaching experience in local urban classrooms. The program is part of New York State’s Race to the Top initiative and particularly targets high-needs schools with diverse student populations. Because of this, the MAT program has the potential to stimulate interest and achievement in a variety of STEM fields among thousands of students from traditionally underrepresented backgrounds. The first cohort of teacher candidates entered the MAT program in June of 2012. They represent diverse scientific expertise levels, geographic backgrounds, and career stages. We report on the first six months of this pilot program as well as the future plans and opportunities for prospective teacher candidates.

Communicating Earth Science Through Music: The Use of Environmental Sound in Science Outreach

NASA Astrophysics Data System (ADS)

Brenner, C.

2017-12-01

The need for increased public understanding and appreciation of Earth science has taken on growing importance over the last several decades. Human society faces critical environmental challenges, both near-term and future, in areas such as climate change, resource allocation, geohazard threat and the environmental degradation of ecosystems. Science outreach is an essential component to engaging both policymakers and the public in the importance of managing these challenges. However, despite considerable efforts on the part of scientists and outreach experts, many citizens feel that scientific research and methods are both difficult to understand and remote from their everyday experience. As perhaps the most accessible of all art forms, music can provide a pathway through which the public can connect to Earth processes. The Earth is not silent: environmental sound can be sampled and folded into musical compositions, either with or without the additional sounds of conventional or electronic instruments. These compositions can be used in conjunction with other forms of outreach (e.g., as soundtracks for documentary videos or museum installations), or simply stand alone as testament to the beauty of geology and nature. As proof of concept, this presentation will consist of a musical composition that includes sounds from various field recordings of wind, swamps, ice and water (including recordings from the inside of glaciers).

Publications of the Western Earth Surface Processes Team 2006

USGS Publications Warehouse

Powell, Charles L.; Stone, Paul

2007-01-01

The Western Earth Surface Processes Team (WESPT) of the U.S. Geological Survey (USGS) conducts geologic mapping, earth-surface process investigations, and related topical earth science studies in the western United States. This work is focused on areas where modern geologic maps and associated earth-science data are needed to address key societal and environmental issues such as ground-water quality, landslides and other potential geologic hazards, and land-use decisions. Areas of primary emphasis in 2006 included southern California, the San Francisco Bay region, the Mojave Desert, the Colorado Plateau region of northern Arizona, and the Pacific Northwest. The team has its headquarters in Menlo Park, California, and maintains smaller field offices at several other locations in the western United States. This compilation gives the bibliographical citations for 123 new publications, most of which are available online using the hyperlinks provided.

Earth Science in the Classroom

ERIC Educational Resources Information Center

Whitburn, Niki

2007-01-01

An area that teachers often find difficult to make interesting is the earth science component of the science curriculum. This may be for a variety of reasons, such as lack of knowledge, lack of ideas or lack of resources. This article outlines ideas and activities that have been developed by the Earth Science Teachers' Association (ESTA) primary…

A Writing Template for Probing Students' Geological Sense of Place

ERIC Educational Resources Information Center

Clary, Renee M.; Wandersee, James H.

2006-01-01

Because many incoming geoscience students did not acknowledge their previous personal encounters with the earth's geological processes or products, we developed the Geological Sense of Place (GSP) template as a convenient way to assess students' earth science backgrounds through short answer, mini-essay, and induced associative responses. The GSP…

Computational Earth Science: Big Data Transformed Into Insight

NASA Astrophysics Data System (ADS)

Sellars, Scott; Nguyen, Phu; Chu, Wei; Gao, Xiaogang; Hsu, Kuo-lin; Sorooshian, Soroosh

2013-08-01

More than ever in the history of science, researchers have at their fingertips an unprecedented wealth of data from continuously orbiting satellites, weather monitoring instruments, ecological observatories, seismic stations, moored buoys, floats, and even model simulations and forecasts. With just an internet connection, scientists and engineers can access atmospheric and oceanic gridded data and time series observations, seismographs from around the world, minute-by-minute conditions of the near-Earth space environment, and other data streams that provide information on events across local, regional, and global scales. These data sets have become essential for monitoring and understanding the associated impacts of geological and environmental phenomena on society.

Advances in the NASA Earth Science Division Applied Science Program

NASA Astrophysics Data System (ADS)

Friedl, L.; Bonniksen, C. K.; Escobar, V. M.

2016-12-01

The NASA Earth Science Division's Applied Science Program advances the understanding of and ability to used remote sensing data in support of socio-economic needs. The integration of socio-economic considerations in to NASA Earth Science projects has advanced significantly. The large variety of acquisition methods used has required innovative implementation options. The integration of application themes and the implementation of application science activities in flight project is continuing to evolve. The creation of the recently released Earth Science Division, Directive on Project Applications Program and the addition of an application science requirement in the recent EVM-2 solicitation document NASA's current intent. Continuing improvement in the Earth Science Applications Science Program are expected in the areas of thematic integration, Project Applications Program tailoring for Class D missions and transfer of knowledge between scientists and projects.

MOBI: a marine and earth science interpretation and qualification program for out-of-school environment and natural heritage interpreters and other science communicators in Germany

NASA Astrophysics Data System (ADS)

Schneider, S.; Ellger, C.

2017-12-01

As a contribution to Germany's "Science Year 2016*17 - Seas and Oceans", a large science outreach program organized and financed by the National Ministry for Education and Research, GeoUnion, the umbrella organization of Earth science associations and institutions in Germany, has conducted a series of advance level workshops for out-of-school educators and interpreters in Germany. The workshops were organized in co-operation with geoparks, biosphere reserve areas and other environmental management institutions all over Germany. The goal was to convey various perspectives of modern marine sciences to inland venues, linking important present-day marine themes with the presentation of marine phases in the geological history of the host region. The workshops were designed for park rangers, museum educationalists and other science communicators, initiating a broader impact on target groups such as school classes, (geo-)tourists and stakeholder groups. Our approach has been to combine lectures by top-level scientists (on both ocean literacy aspects and regional geology) with discussions and an on-the-spot learning-and-presenting module based on prepared text and visual material. Beyond earth science issues we have integrated economy, ecology, social sciences as well as arts and humanities aspects. One central topic was the role of the world ocean in climate change; other themes highlighted sea level rise, the thermohaline circulation, sea-floor spreading, coral reefs, over-fishing, various marine species and the problem of plastic waste in the ocean. We had anticipated that marine issues are actually very rarely discussed in inland Germany. A structured presentation of ocean literacy elements has proved to be a new range of topical issues from earth and environmental sciences highly appreciated by the participants.

Senior High School Earth Sciences and Marine Sciences.

ERIC Educational Resources Information Center

Hackenberg, Mary; And Others

This guide was developed for earth sciences and marine sciences instruction in the senior high schools of Duval County, Jacksonville, Florida. The subjects covered are: (1) Earth Science for 10th, 11th, and 12th graders; (2) Marine Biology I for 10th, 11th, and 12th graders; (3) Marine Biology II, Advanced, for 11th and 12th graders; (4) Marine…

The future of scientific communication in the earth sciences: The impact of the internet

USGS Publications Warehouse

Carr, T.R.; Buchanan, R.C.; Adkins-Heljeson, D.; Mettille, T.D.; Sorensen, J.

1997-01-01

Publication on paper of research results following peer-review and editing has been the accepted means of scientific communication for several centuries. Today, the continued growth in the volume of scientific literature, the increased unit costs of archiving paper publications, and the rapidly increasing power and availability of electronic technology are creating tremendous pressures on traditional scientific communication. The earth sciences are not immune from these pressures, and the role of the traditional publication as the primary means of communication is rapidly changing. Electronic publications and network technology are radically altering the relationship between interpretative result and the underlying data. Earth science research institutions, including the Kansas Geological Survey, are experimenting with new forms of on-line publication that assure broad access to research and data and improve application of research results to societal problems. ?? 1997 Elsevier Science Ltd.

U.S. Geological Survey Science at the Intersection of Health and Environment

NASA Astrophysics Data System (ADS)

Kimball, S. M.; Plumlee, G. S.

2016-12-01

People worldwide worry about how their environment affects their health, and expect scientists to help address these concerns. The OneHealth concept recognizes the crucial linkages between environment, human health, and health of other organisms. Many US Geological Survey science activities directly examine or help inform how the Earth and the environment influence toxicological and infectious diseases. Key is our ability to bring to bear a collective expertise in environmental processes, geology, hydrology, hazards, microbiology, analytical chemistry, ecosystems, energy/mineral resources, geospatial technologies, and other disciplines. Our science examines sources, environmental transport and fate, biological effects, and human exposure pathways of many microbial (e.g. bacteria, protozoans, viruses, fungi), inorganic (e.g. asbestos, arsenic, lead, mercury) and organic (e.g. algal toxins, pesticides, pharmaceuticals) contaminants from geologic, anthropogenic, and disaster sources. We develop new laboratory, experimental, and field methods to analyze, model, and map contaminants, to determine their baseline and natural background levels, and to measure their biological effects. We examine the origins, environmental persistence, wildlife effects, and potential for transmission to humans of pathogens that cause zoonotic or vector-borne diseases (e.g., avian influenza or West Nile virus). Collaborations with human health scientists from many organizations are essential. For example, our work with epidemiologists and toxicologists helps understand the exposure pathways and roles of geologically sourced toxicants such as arsenic (via drinking water) and asbestos (via dusts) in cancer. Work with pulmonologists and pathologists helps clarify the sources and fate of inhaled mineral particles in lungs. Wildlife health scientists help human health scientists assess animals as sentinels of human disease. Such transdisciplinary science is essential at the intersection of health

Clay-Motion: Modeling Our Dynamic Earth.

ERIC Educational Resources Information Center

Borrello, Murray C.

1994-01-01

Provides easy to teach and understand laboratory exercises for three fundamental concepts (plate movement, rock mechanics, and geologic time) that are often left out of the geology and Earth science curriculum. (ZWH)

Earth Science Education Plan: Inspire the Next Generation of Earth Explorers

NASA Technical Reports Server (NTRS)

2004-01-01

The Education Enterprise Strategy, the expanding knowledge of how people learn, and the community-wide interest in revolutionizing Earth and space science education have guided us in developing this plan for Earth science education. This document builds on the success of the first plan for Earth science education published in 1996; it aligns with the new framework set forth in the NASA Education Enterprise Strategy; it recognizes the new educational opportunities resulting from research programs and flight missions; and it builds on the accomplishments th'at the Earth Science Enterprise has made over the last decade in studying Earth as a system. This document embodies comprehensive, practicable plans for inspiring our children; providing educators with the tools they need to teach science, technology, engineering, and mathematics (STEM); and improving our citizens' scientific literacy. This plan describes an approach to systematically sharing knowledge; developing the most effective mechanisms to achieve tangible, lasting results; and working collaboratively to catalyze action at a scale great enough to ensure impact nationally and internationally. This document will evolve and be periodically reviewed in partnership with the Earth science education community.

Earth From Space: "Beautiful Earth's" Integration of Media Arts, Earth Science, and Native Wisdom in Informal Learning Environments

NASA Astrophysics Data System (ADS)

Casasanto, V.; Hallowell, R.; Williams, K.; Rock, J.; Markus, T.

2015-12-01

"Beautiful Earth: Experiencing and Learning Science in an Engaging Way" was a 3-year project funded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science. An outgrowth of Kenji Williams' BELLA GAIA performance, Beautiful Earth fostered a new approach to teaching by combining live music, data visualizations and Earth science with indigenous perspectives, and hands-on workshops for K-12 students at 5 science centers. Inspired by the "Overview Effect," described by many astronauts who were awestruck by seeing the Earth from space and their realization of the profound interconnectedness of Earth's life systems, Beautiful Earth leveraged the power of multimedia performance to serve as a springboard to engage K-12 students in hands-on Earth science and Native wisdom workshops. Results will be presented regarding student perceptions of Earth science, environmental issues, and indigenous ways of knowing from 3 years of evaluation data.

From agricultural geology to hydropedology: Forging links within the twenty-first-century geoscience community

USGS Publications Warehouse

Landa, E.R.; ,

2006-01-01

Despite historical linkages, the fields of geology and soil science have developed along largely divergent paths in the United States during much of the mid- to late-twentieth century. The shift in recent decades within both disciplines, towards greater emphasis on environmental-quality issues and a systems approach, has created new opportunities for collaboration and cross-training. Because of the importance of the soil as a dynamic interface between the hydrosphere, biosphere, atmosphere and lithosphere, introductory and advanced soil-science classes are now taught in a number of Earth and environmental science departments. The National Research Council's recent report, Basic Research Opportunities in Earth Science, highlights the soil zone as part of the land surface to groundwater 'critical zone' requiring additional investigation. To better prepare geology undergraduates to deal with complex environmental problems, their training should include a fundamental understanding of the nature and properties of soils. Those undergraduate geology students with an interest in this area should be encouraged to view soil science as a viable Earth-science specialty area for graduate study. ?? The Geological Society of London 2006.

Earth Science Week 2009, "Understanding Climate", Highlights and News Clippings

DOE Office of Scientific and Technical Information (OSTI.GOV)

Robeck, Edward C.

2010-01-05

The American Geological Institute (AGI) proposes to expand its influential Earth Science Week Program in 2009, with the support of the U.S. Department of Energy, to disseminate DOE's key messages, information, and resources on climate education and to include new program components. These components, ranging from online resources to live events and professional networks, would significantly increase the reach and impact of AGI's already successful geoscience education and public awareness effort in the United States and abroad in 2009, when the campaign's theme will be "Understanding Climate."

Earth Science: It's All about the Processes

ERIC Educational Resources Information Center

King, Chris

2013-01-01

Readers of the draft new English primary science curriculum (DfE, 2012) might be concerned to see that there is much more detail on the Earth science content than previously in the United Kingdom. In this article, Chris King, a professor of Earth Science Education at Keele University and Director of the Earth Science Education Unit (ESEU),…

Geological Time, Biological Events and the Learning Transfer Problem

ERIC Educational Resources Information Center

Johnson, Claudia C.; Middendorf, Joan; Rehrey, George; Dalkilic, Mehmet M.; Cassidy, Keely

2014-01-01

Comprehension of geologic time does not come easily, especially for students who are studying the earth sciences for the first time. This project investigated the potential success of two teaching interventions that were designed to help non-science majors enrolled in an introductory geology class gain a richer conceptual understanding of the…

A Study of Students' Perceptions of the Organisation and Effectiveness of Fieldwork in Earth Sciences Education

ERIC Educational Resources Information Center

Marques, Luis; Praia, Joao; Kempa, Richard

2003-01-01

This paper reports the findings of a preliminary evaluation of an in-service training programme designed for practising geology/earth science teachers in Portuguese high schools and intended to enhance the effectiveness of fieldwork activities organised by them for their students. Among the points particularly stressed during the in-service…

Moving Towards a Science-Driven Workbench for Earth Science Solutions

NASA Astrophysics Data System (ADS)

Graves, S. J.; Djorgovski, S. G.; Law, E.; Yang, C. P.; Keiser, K.

2017-12-01

The NSF-funded EarthCube Integration and Test Environment (ECITE) prototype was proposed as a 2015 Integrated Activities project and resulted in the prototyping of an EarthCube federated cloud environment and the Integration and Testing Framework. The ECITE team has worked with EarthCube science and technology governance committees to define the types of integration, testing and evaluation necessary to achieve and demonstrate interoperability and functionality that benefit and support the objectives of the EarthCube cyber-infrastructure. The scope of ECITE also includes reaching beyond NSF and EarthCube to work with the broader Earth science community, such as the Earth Science Information Partners (ESIP) to incorporate lessons learned from other testbed activities, and ultimately provide broader community benefits. This presentation will discuss evolving ECITE ideas for a science-driven workbench that will start with documented science use cases, map the use cases to solution scenarios that identify the available technology and data resources that match the use case, the generation of solution workflows and test plans, the testing and evaluation of the solutions in a cloud environment, and finally the documentation of identified technology and data gaps that will assist with driving the development of additional EarthCube resources.

SinoProbe - A Multidisciplinary Research Program of Earth Sciences in China (Invited)

NASA Astrophysics Data System (ADS)

Dong, S.; Li, T.

2010-12-01

China occupies a large region of central and eastern Asia and holds keys to resolving several first-order problems in Earth Sciences. Besides the importance in Earth Science research, the rapid growth of Chinese economy also demands a comprehensive and systematic evaluation of its natural resources and the impacts of geohazards on its societal development. In order to address the above issues, the Chinese government had initiated a new multidisciplinary research project in Earth Sciences - the SinoProbe Program. Its fundamental goal is to determine the three-dimensional structure, composition distribution, and geological evolution of the Chinese continental lithosphere. The results of the SinoProbe Program are expected to have broad impacts on the Chinese society and economy. In particular, the program will greatly enhance our current understanding on (1) the forming and distribution of mineral resources in the nation, (2) the locations and recurrence histories of major active fault zones capable of generating large earthquakes in highly populated regions, and (3) the distribution of major hazard-prone regions induced by geological processes. In 2009, more than 720 investigators and 70 engineers from Chinese institutions are currently involved with the research program. Sinoprobe hope that the joint forces by Chinese and international researchers will bring in modern approaches, new analytical tools, and advanced exploration technology into the successful operation of the program. In past year, 1,960km long seismic reflection profiling with broadband seismological studies and MT surveys separated from 6 profiles in China continent have completed. MT array coved the North China craton by 1°×1° network and 3-D exploration in larger ore deposits in selected area were carried out. A scientific drilling area operated in Tibet. We started to establish a geochemical reference framework for the values of 76 elements in a grid network with data-point spacing of 160 km in

The Earth System Course at the University of Oklahoma: Science and Pedagogy Aimed at Pre-service Teachers

NASA Astrophysics Data System (ADS)

Postawko, S.; Soreghan, M.; Marek, E.

2005-12-01

Traditionally, education majors at the University of Oklahoma took either Introduction to Physical Geology or Introduction to Meteorology to fulfill their physical sciences requirement. Science education majors were required to take both courses. These courses are large-enrollment lecture type courses, with required lab sections taught by graduate teaching assistants. Beginning in 1997, faculty from the Colleges of Education and Geosciences at the University of Oklahoma began working together to provide effective earth science education for pre-service teachers. The first step in this collaboration was the development of a new course on The Earth System that focuses on Earth as a whole rather than on the more narrow focus of either the geology or meteorology courses. The new course, which was taught for the first time in the Spring of 2001, covers a number of major themes related to Earth Science, including the Carbon Cycle, Earth Materials, Plate Tectonics, Atmosphere and Oceans. The particular concepts within each theme were chosen based on two criteria: 1) alignment with content advocated by national (NSES) and state (Priority Academic Student Skills-PASS) standards; and 2) they are amenable to a learning cycle pedagogical approach. Besides an interdisciplinary approach to the content, the new course features pedagogical innovations. In lieu of independent laboratory and lecture times, we scheduled two class periods of longer duration, so that active learning, involving hands-on activities and experiments were possible throughout each class period. The activities modeled the learning-cycle approach with an exploration, concept invention, and an expansion phase (Marek and Cavallo, 1997). Therefore, the pre-service teachers experienced the learning cycle in practice prior to learning the theory in their upper division "methods" course. In the first 3 years that the course was taught, students were given surveys early in the semester and at the end of the semester

Earth Science Enterprise Technology Strategy

NASA Technical Reports Server (NTRS)

1999-01-01

NASA's Earth Science Enterprise (ESE) is dedicated to understanding the total Earth system and the effects of natural and human-induced changes on the global environment. The goals of ESE are: (1) Expand scientific knowledge of the Earth system using NASA's unique vantage points of space, aircraft, and in situ platforms; (2) Disseminate information about the Earth system; and (3) Enable the productive use of ESE science and technology in the public and private sectors. ESE has embraced the NASA Administrator's better, faster, cheaper paradigm for Earth observing missions. We are committed to launch the next generation of Earth Observing System (EOS) missions at a substantially lower cost than the EOS first series. Strategic investment in advanced instrument, spacecraft, and information system technologies is essential to accomplishing ESE's research goals in the coming decades. Advanced technology will play a major role in shaping the ESE fundamental and applied research program of the future. ESE has established an Earth science technology development program with the following objectives: (1) To accomplish ESE space-based and land-based program elements effectively and efficiently; and (2) To enable ESE's fundamental and applied research programs goals as stated in the NASA Strategic Plan.

United States Geological Survey Yearbook, fiscal year 1980

USGS Publications Warehouse

,

1981-01-01

It is not very often that a single event is so overwhelming that it changes public perceptions of natural hazards for generations. Perhaps for the U.S. Geological Survey, the explosive volcanic activity of Mount St. Helens began such a change. After 101 years of careful science of the Earth's past and meticulous observations and assessments of the present, predictive earth science was in full public view. However vague and faint the glimpse of the future made possible by earth science, it was enough. Warnings were issued, thousands of lives were saved, and the age of real-time geology began. The Survey's basic mission has not changed, but the power of our analytical tools has increased by several orders of magnitude. The Survey's efforts to understand Earth processes and hydrologic principles continued with the collection, during fiscal year 1980, of valuable new data on the geologic origin and framework, seismicity, and mineral and energy resources of the United States. The Survey is also responsible for classification of the leasable minerals on Federal lands and the regulation of mineral exploration and development activities on Federal and Indian lands. As the principal earth science fact-gathering agency, the Survey provides information for sound decisionmaking by government and private industry. Industry uses the Survey's information in exploring for energy and minerals and improving their efforts to make development of energy and minerals compatible with environmental protection standards. Government uses the Survey's information in conducting leasing operations on public lands, in regulating the safe design and siting of nuclear plants, and in establishing guidelines for determining and locating areas that are subject to geologic hazards such as landslides, earthquakes, and volcanic eruptions. The Yearbook reports a broad range of the Survey's accomplishments during the past fiscal year and provides an overview of future directions. Many of the topics

77 FR 55863 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-11

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice (12-072)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics... the Applied Science Advisory Group. This Subcommittee reports to the Earth Science Subcommittee...

Earth Science Literacy: Building Community Consensus

NASA Astrophysics Data System (ADS)

Wysession, M.; Ladue, N.; Budd, D.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R.; Ross, R.; Taber, J.; Tewksbury, B.; Tuddenham, P.

2008-12-01

During 2008, the Earth Sciences Literacy Initiative (ESLI) constructed a framework of earth science "Big Ideas" and "Supporting Concepts". Following the examples of recent literacy efforts in the ocean, atmosphere and climate research communities, ESLI has distilled the fundamental understandings of the earth science community into a document that all members of the community will be able to refer to when working with educators, policy-makers, the press and members of the general public. This document is currently in draft form for review and will be published for public distribution in 2009. ESLI began with the construction of an organizing committee of a dozen people who represent a wide array of earth science backgrounds. This group then organized and ran two workshops in 2008: a 2-week online content workshop and a 3-day intensive writing workshop. For both workshops, participants were chosen so as to cover the full breadth of earth science related to the solid earth, surficial processes, and fresh-water hydrology. The asynchronous online workshop included 350 scientists and educators participating from around the world and was a powerful way to gather ideas and information while retaining a written record of all interactions. The writing workshop included 35 scientists, educators and agency representatives to codify the extensive input of the online workshop. Since September, 2008, drafts of the ESLI literacy framework have been circulated through many different channels to make sure that the document accurately reflects the current understandings of earth scientists and to ensure that it is widely accepted and adopted by the earth science communities.

Earth Sciences at Boston University: Reorientation and Renewal

NASA Astrophysics Data System (ADS)

Murray, R. W.; Simpson, C.

2003-12-01

Beginning in 1994 with the renaming of its Department of Geology as the Department of Earth Sciences, Boston University has invested much effort into developing a modern, energetic department that excels in its dual research and teaching mission. These changes required strong leadership at the departmental and senior administrative level, but they have resulted in a moderately sized program (9.5 full time faculty) that is competing with "Top Ten" institutions for graduate students and faculty, and which is also placing its undergraduates in the leading graduate programs. Most of the revitalization was achieved over a 5-year period in which across the board changes occurred in our undergraduate curriculum and during which we recruited junior and mid-level faculty on the basis of their scholarly abilities and for their belief in the culture of our new mission and program. The undergraduate curriculum, which had been oriented towards traditional geologic offerings, was greatly increased in rigor (requiring a full year each of calculus, physics, and chemistry) and redesigned to expand flexibility in the broad field of earth sciences. During the evolution of the curriculum, it was extremely important not to confuse "tradition" with "rigor". Undergraduates became more critically involved with our research mission through senior theses, a formal Undergraduate Research Opportunities program, and by work-study participation in the laboratories. By making the program more challenging, over the period of 3 years we doubled the number of majors and minors and increased the average GPA by 0.5 units. Now, after 8 years, we have nearly tripled our overall number of students, with further improvements in quality and intellectual diversity. The opportunity to replace departing senior faculty was achieved through effectively arguing to the central administration that modern earth sciences are an essential component of any leading institution of higher education. By persuading the

EarthExplorer

USGS Publications Warehouse

Houska, Treva

2012-01-01

The EarthExplorer trifold provides basic information for on-line access to remotely-sensed data from the U.S. Geological Survey Earth Resources Observation and Science (EROS) Center archive. The EarthExplorer (http://earthexplorer.usgs.gov/) client/server interface allows users to search and download aerial photography, satellite data, elevation data, land-cover products, and digitized maps. Minimum computer system requirements and customer service contact information also are included in the brochure.

Earth system science: A program for global change

NASA Technical Reports Server (NTRS)

1989-01-01

The Earth System Sciences Committee (ESSC) was appointed to consider directions for the NASA Earth-sciences program, with the following charge: review the science of the Earth as a system of interacting components; recommend an implementation strategy for Earth studies; and define the role of NASA in such a program. The challenge to the Earth system science is to develop the capability to predict those changes that will occur in the next decade to century, both naturally and in response to human activity. Sustained, long-term measurements of global variables; fundamental descriptions of the Earth and its history; research foci and process studies; development of Earth system models; an information system for Earth system science; coordination of Federal agencies; and international cooperation are examined.

Problem-Based Learning and Earth System Science - The ESSEA High School Earth System Science Online Course

NASA Astrophysics Data System (ADS)

Myers, R.; Botti, J.

2002-12-01

The high school Earth system science course is web based and designed to meet the professional development needs of science teachers in grades 9-12. Three themes predominate this course: Earth system science (ESS) content, collaborative investigations, and problem-based learning (PBL) methodology. PBL uses real-world contexts for in-depth investigations of a subject matter. Participants predict the potential impacts of the selected event on Earth's spheres and the subsequent feedback and potential interactions that might result. PBL activities start with an ill-structured problem that serves as a springboard to team engagement. These PBL scenarios contain real-world situations. Teams of learners conduct an Earth system science analysis of the event and make recommendations or offer solutions regarding the problem. The course design provides an electronic forum for conversations, debate, development, and application of ideas. Samples of threaded discussions built around ESS thinking in science and PBL pedagogy will be presented.

Problem-Based Learning and Earth System Science - The ESSEA High School Earth System Science Online Course

NASA Astrophysics Data System (ADS)

Myers, R. J.; Botti, J. A.

2001-12-01

The high school Earth system science course is web based and designed to meet the professional development needs of science teachers in grades 9-12. Three themes predominate this course: Earth system science (ESS) content, collaborative investigations, and problem-based learning (PBL) methodology. PBL uses real-world contexts for in-depth investigations of a subject matter. Participants predict the potential impacts of the selected event on Earth's spheres and the subsequent feedback and potential interactions that might result. PBL activities start with an ill-structured problem that serves as a springboard to team engagement. These PBL scenarios contain real-world situations. Teams of learners conduct an Earth system science analysis of the event and make recommendations or offer solutions regarding the problem. The course design provides an electronic forum for conversations, debate, development, and application of ideas. Samples of threaded discussions built around ESS thinking in science and PBL pedagogy will be presented.

Earth study from space

NASA Technical Reports Server (NTRS)

Sidorenko, A. V.

1981-01-01

The significance that space studies are making to all Earth sciences in the areas of geography, geodesy, cartography, geology, meteorology, oceanology, agronomy, and ecology is discussed. It is predicted that cosmonautics will result in a revolution in science and technology.

The ongoing educational anomaly of earth science placement

USGS Publications Warehouse

Messina, P.; Speranza, P.; Metzger, E.P.; Stoffer, P.

2003-01-01

The geosciences have traditionally been viewed with less "aCademic prTstige" than other science curricula. Among the results of this perception are depressed K-16 enrollments, Earth Science assignments to lower-performing students, and relegation of these classes to sometimes under-qualified educators, all of which serve to confirm the widely-held misconceptions. An Earth Systems course developed at San Jos??e State University demonstrates the difficulty of a standard high school Earth science curriculum, while recognizing the deficiencies in pre-college Earth science education. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course would greatly improve student understanding of the geosciences, while development of Earth systems courses that infuse real-world and hands-on learning at the college level is critical to bridging the information gap for those with no prior exposure to the Earth sciences. Well-crafted workshops for pre-service and inservice teachers of Earth Science can heIp to reverse the trends and unfortunate "sTatus" in geoscience education.

The European Plate Observing System (EPOS) Services for Solid Earth Science

NASA Astrophysics Data System (ADS)

Cocco, Massimo; Atakan, Kuvvet; Pedersen, Helle; Consortium, Epos

2016-04-01

, satellite observations, geomagnetic observations, as well as data from various anthropogenic hazard episodes, geological information and modelling. In addition, transnational access to multi-scale laboratories and geo-energy test-beds for low-carbon energy will be provided. TCS DDSS will be integrated into Integrated Core Services (ICS), a platform that will ensure their interoperability and access to these services by the scientific community as well as other users within the society. This requires dedicated tasks for interactions with the various TCS-WPs, as well as the various distributed ICS (ICS-Ds), such as High Performance Computing (HPC) facilities, large scale data storage facilities, complex processing and visualization tools etc. Computational Earth Science (CES) services are identified as a transversal activity and is planned to be harmonized and provided within the ICS. The EPOS Thematic Services will rely in part on strong and sustainable participation by national organisations and international consortia. While this distributed architecture will contribute to ensure pan European involvement in EPOS, it also raises specific challenges: ensuring similar granularity of services, compatibility of technical solutions, homogeneous legal agreements and sustainable financial engagement from the partner institutions and organisations. EPOS is engaging actions to address all of these issues during 2016-2017, after which the services will enter a final validation phase by the EPOS Board of Governmental Representatives.

Petroleum Science and Technology Institute with the TeXas Earth and Space Science (TXESS) Revolution

NASA Astrophysics Data System (ADS)

Olson, H. C.; Olson, J. E.; Bryant, S. L.; Lake, L. W.; Bommer, P.; Torres-Verdin, C.; Jablonowski, C.; Willis, M.

2009-12-01

The TeXas Earth and Space Science (TXESS) Revolution, a professional development program for 8th- thru 12th-grade Earth Science teachers, presented a one-week Petroleum Science and Technology Institute at The University of Texas at Austin campus. The summer program was a joint effort between the Jackson School of Geosciences and the Department of Petroleum and Geosystems Engineering. The goal of the institute was to focus on the STEM components involved in the petroleum industry and to introduce teachers to the larger energy resources theme. The institute kicked off with a welcoming event and tour of a green, energy-efficient home (LEED Platinum certified) owned by one of the petroleum engineering faculty. Tours of the home included an introduction to rainwater harvesting, solar energy, sustainable building materials and other topics on energy efficiency. Classroom topics included drilling technology (including a simulator lab and an overview of the history of the technology), energy use and petroleum geology, well-logging technology and interpretation, reservoir engineering and volumetrics (including numerous labs combining chemistry and physics), risk assessment and economics, carbon capture and storage (CO2 sequestration technology) and hydraulic fracturing. A mid-week field trip included visiting the Ocean Star offshore platform in Galveston, the Weiss Energy Hall at the Houston Museum of Science and Schlumberger (to view 3-D visualization technology) in Houston. Teachers remarked that they really appreciated the focused nature of the institute and especially found the increased use of mathematics both a tool for professional growth, as well as a challenge for them to use more math in their science classes. STEM integration was an important feature of the summer institute, and teachers found the integration of science (earth sciences, geophysics), technology, engineering (petroleum, chemical and reservoir) and mathematics particularly valuable. Pre

75 FR 60484 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-30

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (10-115)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics...) announces a meeting of the Applied Science Advisory Group. This Subcommittee reports to the Earth Science...

Building Thematic and Integrated Services for European Solid Earth Sciences: the EPOS Integrated Approach

NASA Astrophysics Data System (ADS)

Harrison, M.; Cocco, M.

2017-12-01

EPOS (European Plate Observing System) has been designed with the vision of creating a pan-European infrastructure for solid Earth science to support a safe and sustainable society. In accordance with this scientific vision, the EPOS mission is to integrate the diverse and advanced European Research Infrastructures for solid Earth science relying on new e-science opportunities to monitor and unravel the dynamic and complex Earth System. EPOS will enable innovative multidisciplinary research for a better understanding of the Earth's physical and chemical processes that control earthquakes, volcanic eruptions, ground instability and tsunami as well as the processes driving tectonics and Earth's surface dynamics. To accomplish its mission, EPOS is engaging different stakeholders, to allow the Earth sciences to open new horizons in our understanding of the planet. EPOS also aims at contributing to prepare society for geo-hazards and to responsibly manage the exploitation of geo-resources. Through integration of data, models and facilities, EPOS will allow the Earth science community to make a step change in developing new concepts and tools for key answers to scientific and socio-economic questions concerning geo-hazards and geo-resources as well as Earth sciences applications to the environment and human welfare. The research infrastructures (RIs) that EPOS is coordinating include: i) distributed geophysical observing systems (seismological and geodetic networks); ii) local observatories (including geomagnetic, near-fault and volcano observatories); iii) analytical and experimental laboratories; iv) integrated satellite data and geological information services; v) new services for natural and anthropogenic hazards; vi) access to geo-energy test beds. Here we present the activities planned for the implementation phase focusing on the TCS, the ICS and on their interoperability. We will discuss the data, data-products, software and services (DDSS) presently under

The Concept Currency of K-12 Science Textbooks Relative to Earth Science Concepts.

ERIC Educational Resources Information Center

Janke, Delmar Lester

This study was undertaken to determine the degree of agreement between science textbooks and scholars in earth science relative to earth science concepts to be included in the K-12 science curriculum. The study consisted of two phases: (1) the identification of a sample of earth science concepts rated by earth scientists as important for inclusion…

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston: Earth Science II (Solid Earth)

NASA Astrophysics Data System (ADS)

Pringle, M. S.; Kamerer, B.; Vugrin, M.; Miller, M.

2009-12-01

Earth Science II: The Solid Earth -- Earth History and Planetary Science -- is the second of two Earth Science courses, and one of eleven graduate level science Contextualized Content Courses (CCC), that have been developed by the Boston Science Partnership as part of an NSF-funded Math Science Partnership program. A core goal of these courses is to provide high level science content to middle and high school teachers while modeling good instructional practices directly tied to the Boston Public Schools and Massachusetts science curriculum frameworks. All of these courses emphasize hands-on, lab-based, inquiry-driven, student-centered lessons. The Earth Science II team aimed to strictly adhere to ABC (Activity Before Concept) and 5E/7E models of instruction, and limited lecture or teacher-centered instruction to the later “Explanation” stages of all lessons. We also introduced McNeill and Krajick’s Claim-Evidence-Reasoning (CER) model of scientific explanation for middle school classroom discourse, both as a powerful scaffold leading to higher levels of accountable talk in the classroom, and to model science as a social construct. Daily evaluations, dutifully filled out by the course participants and diligently read by the course instructors, were quite useful in adapting instruction to the needs of the class on a real-time basis. We find the structure of the CCC teaching teams - university-based faculty providing expert content knowledge, K-12-based faculty providing age appropriate pedagogies and specific links to the K-12 curriculum - quite a fruitful, two-way collaboration. From the students’ perspective, one of the most useful takeaways from the university-based faculty was “listening to experts model out loud how they reason,” whereas some of the more practical takeaways (i.e., lesson components directly portable to the classroom?) came from the K-12-based faculty. The main takeaways from the course as a whole were the promise to bring more hands

Integrated Earth Science Research in Deep Underground Science and Engineering Laboratories

NASA Astrophysics Data System (ADS)

Wang, J. S.; Hazen, T. C.; Conrad, M. E.; Johnson, L. R.; Salve, R.

2004-12-01

There are three types of sites being considered for deep-underground earth science and physics experiments: (1) abandoned mines (e.g., the Homestake Gold Mine, South Dakota; the Soudan Iron Mine, Minnesota), (2) active mines/facilities (e.g., the Henderson Molybdenum Mine, Colorado; the Kimballton Limestone Mine, Virginia; the Waste Isolation Pilot Plant [in salt], New Mexico), and (3) new tunnels (e.g., Icicle Creek in the Cascades, Washington; Mt. San Jacinto, California). Additional sites have been considered in the geologically unique region of southeastern California and southwestern Nevada, which has both very high mountain peaks and the lowest point in the United States (Death Valley). Telescope Peak (along the western border of Death Valley), Boundary Peak (along the California-Nevada border), Mt. Charleston (outside Las Vegas), and Mt. Tom (along the Pine Creek Valley) all have favorable characteristics for consideration. Telescope Peak can site the deepest laboratory in the United States. The Mt. Charleston tunnel can be a highway extension connecting Las Vegas to Pahrump. The Pine Creek Mine next to Mt. Tom is an abandoned tungsten mine. The lowest levels of the mine are accessible by nearly horizontal tunnels from portals in the mining base camp. Drainage (most noticeable in the springs resulting from snow melt) flows (from the mountain top through upper tunnel complex) out of the access tunnel without the need for pumping. While the underground drifts at Yucca Mountain, Nevada, have not yet been considered (since they are relatively shallow for physics experiments), they have undergone extensive earth science research for nearly 10 years, as the site for future storage of nation's spent nuclear fuels. All these underground sites could accommodate different earth science and physics experiments. Most underground physics experiments require depth to reduce the cosmic-ray-induced muon flux from atmospheric sources. Earth science experiments can be

Earth Science Missions Engineering Challenges

NASA Technical Reports Server (NTRS)

Marius, Julio L.

2009-01-01

This presentation gives a general overlook of the engineering efforts that are necessary to meet science mission requirement especially for Earth Science missions. It provides brief overlook of NASA's current missions and future Earth Science missions and the engineering challenges to meet some of the specific science objectives. It also provides, if time permits, a brief summary of two significant weather and climate phenomena in the Southern Hemisphere: El Nino and La Nina, as well as the Ozone depletion over Antarctica that will be of interest to IEEE intercom 2009 conference audience.

The TXESS Revolution: A Partnership to Advance Earth and Space Science in Texas

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Olson, H. C.; Willis, M.

2007-12-01

professional development program developed by TERC and the American Geological Institute with National Science Foundation (NSF) funding; and an online learning forum designed to keep teachers and teacher mentors in contact with facilitators and fellow project-participants between and after training, as well as share best practices and new information. The new capstone course promises to be a rigorous and dynamic change to the way Earth and Space Science has been presented previously anywhere in the U.S. and will provide many opportunities for professional development and the dissemination of suitable Earth and Space Science curriculum. The TXESS Revolution project welcomes opportunities to collaborate with geoscience consortia, programs, organizations and geoscience educators to advance Earth and Space Science in Texas. NSF's Opportunities to Enhance Diversity in the Geosciences program, the Shell Oil Company and the Jackson School of Geosciences are together funding the TXESS Revolution project.

Learning in Earth and space science: a review of conceptual change instructional approaches

NASA Astrophysics Data System (ADS)

Mills, Reece; Tomas, Louisa; Lewthwaite, Brian

2016-03-01

In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change were generated pre- and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning, focuses on the learning of geological phenomena through the construction of multiple representations, and employs qualitative data collection throughout the implementation of an instructional approach.

Integrating Authentic Earth Science Data in Online Visualization Tools and Social Media Networking to Promote Earth Science Education

NASA Astrophysics Data System (ADS)

Carter, B. L.; Campbell, B.; Chambers, L.; Davis, A.; Riebeek, H.; Ward, K.

2008-12-01

The Goddard Space Flight Center (GSFC) is one of the largest Earth Science research-based institutions in the nation. Along with the research comes a dedicated group of people who are tasked with developing Earth science research-based education and public outreach materials to reach the broadest possible range of audiences. The GSFC Earth science education community makes use of a wide variety of platforms in order to reach their goals of communicating science. These platforms include using social media networking such as Twitter and Facebook, as well as geo-spatial tools such as MY NASA DATA, NASA World Wind, NEO, and Google Earth. Using a wide variety of platforms serves the dual purposes of promoting NASA Earth Science research and making authentic data available to educational communities that otherwise might not otherwise be granted access. Making data available to education communities promotes scientific literacy through the investigation of scientific phenomena using the same data that is used by the scientific community. Data from several NASA missions will be used to demonstrate the ways in which Earth science data are made available for the education community.

Earth Science

NASA Image and Video Library

1996-01-31

The Near Earth Asteroid Rendezvous (NEAR) spacecraft embarks on a journey that will culminate in a close encounter with an asteroid. The launch of NEAR inaugurates NASA's irnovative Discovery program of small-scale planetary missions with rapid, lower-cost development cycles and focused science objectives. NEAR will rendezvous in 1999 with the asteroid 433 Eros to begin the first long-term, close-up look at an asteroid's surface composition and physical properties. NEAR's science payload includes an x-ray/gamma ray spectrometer, an near-infrared spectrograph, a laser rangefinder, a magnetometer, a radio science experiment and a multi-spectral imager.

The future of scientific communication in the earth sciences: The impact of the internet

NASA Astrophysics Data System (ADS)

Carr, Timothy R.; Buchanan, Rex C.; Adkins-Heljeson, Dana; Mettille, Thomas D.; Sorensen, Janice

1997-06-01

Publication on paper of research results following peer-review and editing has been the accepted means of scientific communication for several centuries. Today, the continued growth in the volume of scientific literature, the increased unit costs of archiving paper publications, and the rapidly increasing power and availability of electronic technology are creating tremendous pressures on traditional scientific communication. The earth sciences are not immune from these pressures, and the role of the traditional publication as the primary means of communication is rapidly changing. Electronic publications and network technology are radically altering the relationship between interpretative result and the underlying data. Earth science research institutions, including the Kansas Geological Survey, are experimenting with new forms of on-line publication that assure broad access to research and data and improve application of research results to societal problems.

Presenting the 'Big Ideas' of Science: Earth Science Examples.

ERIC Educational Resources Information Center

King, Chris

2001-01-01

Details an 'explanatory Earth story' on plate tectonics to show how such a 'story' can be developed in an earth science context. Presents five other stories in outline form. Explains the use of these stories as vehicles to present the big ideas of science. (DDR)

Bridging the Gap between Earth Science and Students: An Integrated Approach using NASA Earth Science Climate Data

NASA Technical Reports Server (NTRS)

Alston, Erica J.; Chambers, Lin H.; Phelps, Carrie S.; Oots, Penny C.; Moore, Susan W.; Diones, Dennis D.

2007-01-01

Under the auspices of the Department of Education's No Child Left Behind (NCLB) Act, beginning in 2007 students will be tested in the science area. There are many techniques that educators can employ to teach students science. The use of authentic materials or in this case authentic data can be an engaging alternative to more traditional methods. An Earth science classroom is a great place for the integration of authentic data and science concepts. The National Aeronautics and Space Administration (NASA) has a wealth of high quality Earth science data available to the general public. For instance, the Atmospheric Science Data Center (ASDC) at NASA s Langley Research Center houses over 800 Earth science data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry. These data sets were produced to increase academic understanding of the natural and anthropogenic factors that influence global climate; however, a major hurdle in using authentic data is the size of the data and data documentation. To facilitate the use of these data sets for educational purposes, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education. The MY NASA DATA project accomplishes this by reducing these large data holdings to microsets that are easily accessible and explored by K-12 educators and students though the project's Web page. MY NASA DATA seeks to ease the difficulty in understanding the jargon-heavy language of Earth science. This manuscript will show how MY NASA DATA provides resources for NCLB implementation in the science area through an overview of the Web site, the different microsets available, the lesson plans and computer tools, and an overview of educational support mechanisms.

Research Opportunities in Solid Earth Science (RESESS): Broadening Participation in Geology and Geophysics (Invited)

NASA Astrophysics Data System (ADS)

Eriksson, S. C.; Hubenthal, M.

2009-12-01

RESESS is a multi-year, paid, summer research internship program designed for students from underrepresented groups. The students receive extensive mentoring in science research and communication and become part of a community that provides ongoing support. This has been possible in the initial 5 years of the program through collaboration with Significant Opportunities in Atmospheric Research and Science (SOARS), where solid earth students have been an integral part of the SOARS cohort, benefiting from social as well as educational interactions. 11 students have taken part in RESESS for at least one year and of these, four students have graduated in geoscience and entered graduate programs in geophysics and one was recently awarded an NSF graduate fellowship. Students have presented over 20 posters at national science meetings, and one has co-authored a peer-reviewed article. 23 scientists have mentored students over the past 5 years and 17 percent of these mentors are from underrepresented groups in science; 19 other scientists and university/science consortia staff have mentored students in written and verbal presentations and supported their integration into the local communities. Mentorship over a period of years is one important hallmark of this program as students have benefited from the support of UNAVCO, IRIS, USGS, and university scientists and staff during the summer, academic year, and at professional meetings such as AGU, GSA, NABGG, and SACNAS as well as consortia and project science workshops (UNAVCO, IRIS, and EarthScope). One goal of the project has been to educate the scientific community on the benefits of mentoring undergraduate students from underrepresented groups in STEM fields. Increasingly, scientists are approaching RESESS to include this program in their implementation of broader impacts. RESESS has been funded by NSF for the next five years with plans to expand the number of students, geographic and scientific diversity, and sources of

NASA's Earth science flight program status

NASA Astrophysics Data System (ADS)

Neeck, Steven P.; Volz, Stephen M.

2010-10-01

NASA's strategic goal to "advance scientific understanding of the changing Earth system to meet societal needs" continues the agency's legacy of expanding human knowledge of the Earth through space activities, as mandated by the National Aeronautics and Space Act of 1958. Over the past 50 years, NASA has been the world leader in developing space-based Earth observing systems and capabilities that have fundamentally changed our view of our planet and have defined Earth system science. The U.S. National Research Council report "Earth Observations from Space: The First 50 Years of Scientific Achievements" published in 2008 by the National Academy of Sciences articulates those key achievements and the evolution of the space observing capabilities, looking forward to growing potential to address Earth science questions and enable an abundance of practical applications. NASA's Earth science program is an end-to-end one that encompasses the development of observational techniques and the instrument technology needed to implement them. This includes laboratory testing and demonstration from surface, airborne, or space-based platforms; research to increase basic process knowledge; incorporation of results into complex computational models to more fully characterize the present state and future evolution of the Earth system; and development of partnerships with national and international organizations that can use the generated information in environmental forecasting and in policy, business, and management decisions. Currently, NASA's Earth Science Division (ESD) has 14 operating Earth science space missions with 6 in development and 18 under study or in technology risk reduction. Two Tier 2 Decadal Survey climate-focused missions, Active Sensing of CO2 Emissions over Nights, Days and Seasons (ASCENDS) and Surface Water and Ocean Topography (SWOT), have been identified in conjunction with the U.S. Global Change Research Program and initiated for launch in the 2019

ACCESS Earth: Promoting Accessibility to Earth System Science for Students with Disabilities

NASA Astrophysics Data System (ADS)

Locke, S. M.; Cohen, L.; Lightbody, N.

2001-05-01

ACCESS Earth is an intensive summer institute for high school students with disabilities and their teachers that is designed to encourage students with disabilities to consider careers in earth system science. Participants study earth system science concepts at a Maine coastal estuary, using Geographic Information Systems, remote sensing, and field observations to evaluate the impacts of climate change, sea level rise, and development on coastal systems. Teachers, students, and scientists work together to adapt field and laboratory activities for persons with disabilities, including those with mobility and visual impairments. Other sessions include demonstrations of assistive technology, career discussions, and opportunities for students to meet with successful scientists with disabilities from throughout the U.S. The summer institute is one of several programs in development at the University of Southern Maine to address the problem of underrepresentation of people with disabilities in the earth sciences. Other projects include a mentoring program for high school students, a web-based clearinghouse of resources for teaching earth sciences to students with disabilities, and guidebooks for adaptation of popular published earth system science curricula for disabled learners.

Earth science photographs from the U.S. Geological Survey Library

USGS Publications Warehouse

McGregor, Joseph K.; Abston, Carl C.

1995-01-01

This CD-ROM set contains 1,500 scanned photographs from the U.S. Geological Survey Library for use as a photographic glossary of elementary geologic terms. Scholars are encouraged to copy these public domain images into their reports or databases to enhance their presentations. High-quality prints and (or) slides are available upon request from the library. This CD-ROM was produced in accordance with the ISO 9660 standard; however, it is intended for use on DOS-based computer systems only.

Planetary Geology: A Teacher's Guide with Activities in Physical and Earth Sciences.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This educator's guide discusses planetary geology. Exercises are grouped into five units: (1) introduction to geologic processes; (2) impact cratering activities; (3) planetary atmospheres; (4) planetary surfaces; and (5) geologic mapping. Suggested introductory exercises are noted at the beginning of each exercise. Each activity includes an…

Earth Science Education for the 21st Century Conference (Alexandria, Virginia, April 19-23, 1988). Executive Summary.

ERIC Educational Resources Information Center

American Geological Inst., Alexandria, VA.

This meeting initiates the planning of new guidelines and a framework for teaching the earth sciences from kindergarten through grade 12. The conference report serves as a discussion paper for a series of American Geological Institute (AGI) regional conferences scheduled for fall and winter, 1988-89. It also provides background for an advisory…

Earth science big data at users' fingertips: the EarthServer Science Gateway Mobile

NASA Astrophysics Data System (ADS)

Barbera, Roberto; Bruno, Riccardo; Calanducci, Antonio; Fargetta, Marco; Pappalardo, Marco; Rundo, Francesco

2014-05-01

The EarthServer project (www.earthserver.eu), funded by the European Commission under its Seventh Framework Program, aims at establishing open access and ad-hoc analytics on extreme-size Earth Science data, based on and extending leading-edge Array Database technology. The core idea is to use database query languages as client/server interface to achieve barrier-free "mix & match" access to multi-source, any-size, multi-dimensional space-time data -- in short: "Big Earth Data Analytics" - based on the open standards of the Open Geospatial Consortium Web Coverage Processing Service (OGC WCPS) and the W3C XQuery. EarthServer combines both, thereby achieving a tight data/metadata integration. Further, the rasdaman Array Database System (www.rasdaman.com) is extended with further space-time coverage data types. On server side, highly effective optimizations - such as parallel and distributed query processing - ensure scalability to Exabyte volumes. In this contribution we will report on the EarthServer Science Gateway Mobile, an app for both iOS and Android-based devices that allows users to seamlessly access some of the EarthServer applications using SAML-based federated authentication and fine-grained authorisation mechanisms.

Understanding our Changing Planet: NASA's Earth Science Enterprise

NASA Technical Reports Server (NTRS)

Forehand, Lon; Griner, Charlotte (Editor); Greenstone, Renny (Editor)

1999-01-01

NASA has been studying the Earth and its changing environment by observing the atmosphere, oceans, land, ice, and snow and their influence on climate and weather since the agency's creation. This study has lead to a new approach to understanding the interaction of the Earth's systems, Earth System Science. The Earth Science Enterprise, NASA's comprehensive program for Earth System Science, uses satellites and other tools to intensively study the Earth. The Earth Science Enterprise has three main components: (1) a series of Earth-observing satellites, (2) an advanced data system and (3) teams of scientist who study the data. Key areas of study include: (1) clouds, (2) water and energy cycles, (3) oceans, (4) chemistry of the atmosphere, (5) land surface, water and ecosystems processes; (6) glaciers and polar ice sheets, and (7) the solid earth.

Grid Computing for Earth Science

NASA Astrophysics Data System (ADS)

Renard, Philippe; Badoux, Vincent; Petitdidier, Monique; Cossu, Roberto

2009-04-01

The fundamental challenges facing humankind at the beginning of the 21st century require an effective response to the massive changes that are putting increasing pressure on the environment and society. The worldwide Earth science community, with its mosaic of disciplines and players (academia, industry, national surveys, international organizations, and so forth), provides a scientific basis for addressing issues such as the development of new energy resources; a secure water supply; safe storage of nuclear waste; the analysis, modeling, and mitigation of climate changes; and the assessment of natural and industrial risks. In addition, the Earth science community provides short- and medium-term prediction of weather and natural hazards in real time, and model simulations of a host of phenomena relating to the Earth and its space environment. These capabilities require that the Earth science community utilize, both in real and remote time, massive amounts of data, which are usually distributed among many different organizations and data centers.

The EPOS implementation of thematic services for solid Earth sciences

NASA Astrophysics Data System (ADS)

Cocco, Massimo; Consortium, Epos

2014-05-01

The mission of EPOS is to build an efficient and comprehensive multidisciplinary research platform for the solid Earth sciences in Europe. In particular, EPOS is a long-term plan to facilitate integrated use of data, models and facilities from mainly distributed existing, but also new, research infrastructures for Earth Science. EPOS will enable innovative multidisciplinary research for a better understanding of the physical processes controlling earthquakes, volcanic eruptions, unrest episodes, ground stability, and tsunamis as well as those processes driving tectonics and Earth surface dynamics. EPOS will allow the Earth Science community to make a significant step forward by developing new concepts and tools for accurate, durable, and sustainable answers to societal questions concerning geo-hazards and those geodynamic phenomena relevant to the environment and human welfare. EPOS coordinates the existing and new solid Earth RIs within Europe and is building the integrating RI elements. This integration requires a significant coordination between, among others, disciplinary (thematic) communities, national RIs policies and initiatives, as well as geo- and IT-scientists. The RIs that EPOS coordinates include: i) Regionally-distributed geophysical observing systems (seismological and geodetic networks); ii) Local observatories (including geomagnetic, near-fault and volcano observatories); iii) Analytical and experimental laboratories; iv) Integrated satellite data and geological information services. We present the results achieved during the EPOS Preparatory Phase (which will end on October 2014) and the progress towards construction in terms of both the design of the integrated core services (ICS) and the development of thematic core services (TCS) for the different communities participating to the integration plan. We will focus on discussing the strategies adopted to foster the necessary implementation of TCS, clarifying their crucial role as domain

An Analysis of Misconceptions in Science Textbooks: Earth science in England and Wales

NASA Astrophysics Data System (ADS)

King, Chris John Henry

2010-03-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/misconception per page. Science syllabuses and examinations surveyed also showed errors/misconceptions. More than 500 instances of misconception were identified through the surveys. These were analysed for frequency, indicating that those areas of the earth science curriculum most prone to misconception are sedimentary processes/rocks, earthquakes/Earth's structure, and plate tectonics. For the 15 most frequent misconceptions, examples of quotes from the textbooks are given, together with the scientific consensus view, a discussion, and an example of a misconception of similar significance in another area of science. The misconceptions identified in the surveys are compared with those described in the literature. This indicates that the misconceptions found in college students and pre-service/practising science teachers are often also found in published materials, and therefore are likely to reinforce the misconceptions in teachers and their students. The analysis may also reflect the prevalence earth science misconceptions in the UK secondary (high school) science-teaching population. The analysis and discussion provide the opportunity for writers of secondary science materials to improve their work on earth science and to provide a platform for improved teaching and learning of earth science in the future.

Earth Science Research in DUSEL; a Deep Underground Science and Engineering Laboratory in the United States

NASA Astrophysics Data System (ADS)

Fairhurst, C.; Onstott, T. C.; Tiedje, J. M.; McPherson, B.; Pfiffner, S. M.; Wang, J. S.

2004-12-01

A summary of efforts to create one or more Deep Underground Science and Engineering Laboratories (DUSEL) in the United States is presented. A workshop in Berkeley, August 11-14, 2004, explored the technical requirements of DUSEL for research in basic and applied geological and microbiological sciences, together with elementary particle physics and integrated education and public outreach. The workshop was organized by Bernard Sadoulet, an astrophysicist and the principal investigator (PI) of a community-wide DUSEL program evolving in coordination with the National Science Foundation. The PI team has three physicists (in nuclear science, high-energy physics, and astrophysics) and three earth scientists (in geoscience, biology and engineering). Presentations, working group reports, links to previous workshop/meeting talks, and information about DUSEL candidate sites, are presented in http://neutrino.lbl.gov/DUSELS-1. The Berkeley workshop is a continuation of decades of efforts, the most recent including the 2001 Underground Science Conference's earth science and geomicrobiology workshops, the 2002 International Workshop on Neutrino and Subterranean Science, and the 2003 EarthLab Report. This perspective (from three earth science co-PIs, the lead author of EarthLab report, the lead scientist of education/outreach, and the local earth science organizer) is to inform the community on the status of this national initiative, and to invite their active support. Having a dedicated facility with decades-long, extensive three-dimensional underground access was recognized as the most important single attribute of DUSEL. Many research initiatives were identified and more are expected as the broader community becomes aware of DUSEL. Working groups were organized to evaluate hydrology and coupled processes; geochemistry; rock mechanics/seismology; applications (e.g., homeland security, environment assessment, petroleum recovery, and carbon sequestration); geomicrobiology and

Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

ERIC Educational Resources Information Center

Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

2016-01-01

This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

Earth Science Data Grid System

NASA Astrophysics Data System (ADS)

Chi, Y.; Yang, R.; Kafatos, M.

2004-05-01

The Earth Science Data Grid System (ESDGS) is a software system in support of earth science data storage and access. It is built upon the Storage Resource Broker (SRB) data grid technology. We have developed a complete data grid system consistent of SRB server providing users uniform access to diverse storage resources in a heterogeneous computing environment and metadata catalog server (MCAT) managing the metadata associated with data set, users, and resources. We also develop the earth science application metadata; geospatial, temporal, and content-based indexing; and some other tools. In this paper, we will describe software architecture and components of the data grid system, and use a practical example in support of storage and access of rainfall data from the Tropical Rainfall Measuring Mission (TRMM) to illustrate its functionality and features.

NASA Earth Resources Survey Symposium. Volume 1-B: Geology, Information Systems and Services

NASA Technical Reports Server (NTRS)

1975-01-01

A symposium was conducted on the practical applications of earth resources survey technology including utilization and results of data from programs involving LANDSAT, the Skylab earth resources experiment package, and aircraft. Topics discussed include geological structure, landform surveys, energy and extractive resources, and information systems and services.

MAESTRO: Mathematics and Earth Science Teachers' Resource Organization

NASA Astrophysics Data System (ADS)

Courtier, A. M.; Pyle, E. J.; Fichter, L.; Lucas, S.; Jackson, A.

2013-12-01

The Mathematics and Earth Science Teachers' Resource Organization (MAESTRO) partnership between James Madison University and Harrisonburg City and Page County Public Schools, funded through NSF-GEO. The partnership aims to transform mathematics and Earth science instruction in middle and high schools by developing an integrated mathematics and Earth systems science approach to instruction. This curricular integration is intended to enhance the mathematical skills and confidence of students through concrete, Earth systems-based examples, while increasing the relevance and rigor of Earth science instruction via quantification and mathematical modeling of Earth system phenomena. MAESTRO draws heavily from the Earth Science Literacy Initiative (2009) and is informed by criterion-level standardized test performance data in both mathematics and Earth science. The project has involved two summer professional development workshops, academic year Lesson Study (structured teacher observation and reflection), and will incorporate site-based case studies with direct student involvement. Participating teachers include Grade 6 Science and Mathematics teachers, and Grade 9 Earth Science and Algebra teachers. It is anticipated that the proposed integration across grade bands will first strengthen students' interests in mathematics and science (a problem in middle school) and subsequently reinforce the relevance of mathematics and other sciences (a problem in high school), both in support of Earth systems literacy. MAESTRO's approach to the integration of math and science focuses on using box models to emphasize the interconnections among the geo-, atmo-, bio-, and hydrospheres, and demonstrates the positive and negative feedback processes that connect their mutual evolution. Within this framework we explore specific relationships that can be described both qualitatively and mathematically, using mathematical operations appropriate for each grade level. Site-based case studies

The AGI-ASU-NASA Triad Program for K-12 Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Pacheco, H. A.; Semken, S. C.; Taylor, W.; Benbow, A. E.

2011-12-01

The NASA Triad program of the American Geological Institute (AGI) and Arizona State University School of Earth and Space Exploration (ASU SESE) is a three-part effort to promote Earth and space science literacy and STEM education at the national level, funded by NASA through a cooperative agreement starting in 2010. NASA Triad comprises (1) infusion of NASA STEM content into AGI's secondary Earth science curricula; (2) national lead teacher professional development workshops; and (3) an online professional development guide for teachers running NASA STEM workshops. The Triad collaboration draws on AGI's inquiry-based curriculum and teacher professional-development resources and workforce-building programs; ASU SESE's spectrum of research in Mars and Moon exploration, astrobiology, meteoritics, Earth systems, and cyberlearning; and direct access to NASA facilities and dynamic education resources. Triad milestones to date include integration of NASA resources into AGI's print and online curricula and two week-long, national-scale, teacher-leader professional development academies in Earth and space sciences presented at ASU Dietz Museum in Tempe and NASA Johnson Space Flight Center in Houston. Robust front-end and formative assessments of these program components, including content gains, teacher-perceived classroom relevance, teacher-cohort lesson development, and teacher workshop design, have been conducted. Quantitative and qualitative findings from these assessment activities have been applied to identify best and most effective practices, which will be disseminated nationally and globally through AGI and NASA channels.

The Knowledge Capsules: Very Short Films on Earth Science for Mainstream Audiences

NASA Astrophysics Data System (ADS)

Kerlow, Isaac

2015-04-01

The Knowledge Capsules are outreach and communication videos that present practical science research to mainstream audiences and take viewers on a journey into different aspects of Earth science and natural hazards. The innovative shorts are the result of an interdisciplinary development and production process. They include a combination of interviews, visualizations of scientific research, and documentation of fieldwork. They encapsulate research insights about volcanoes, tsunamis, and climate change in Southeast Asia. These short films were actively distributed free-of-charge during 2012-2014 and all of them are available online. The paper provides an overview of the motivations, process and accomplished results. Our approach for producing the Knowledge Capsules includes: an engaging mix of information and a fresh delivery style, a style suitable for a primary audience of non-scientists, a simple but experientially rich production style, Diagrams and animations based on the scientists' visuals, and a running time between five and twenty minutes. The completed Knowledge Capsules include: "Coastal Science" on Coastal Hazards, "The Ratu River Expedition" on Structural Geology, "Forensic Volcano Petrology by Fidel Costa, Volcano Petrology, "A Tale of Two Tsunamis" on Tsunami Stratigraphy, "Unlocking Climate Secrets" on Marine Geochemistry, and "Earth Girl 2: A Casual Strategy Game to Prepare for the Tsunami" on Natural Hazards and Science Outreach.

Studies by the U.S. Geological Survey in Alaska, 2007

USGS Publications Warehouse

Haeussler, Peter J.; Galloway, John P.

2009-01-01

The collection of papers that follow continues the series of U.S. Geological Survey (USGS) investigative reports in Alaska under the broad umbrella of the geologic sciences. This series represents new and sometimes-preliminary findings that are of interest to Earth scientists in academia, government, and industry; to land and resource managers; and to the general public. The reports presented in Studies by the U.S. Geological Survey in Alaska cover a broad spectrum of topics from various parts of the State, serving to emphasize the diversity of USGS efforts to meet the Nation's needs for Earth-science information in Alaska. This professional paper is one of a series of 'online only' versions of Studies by the U.S. Geological Survey in Alaska, reflecting the current trend toward disseminating research results on the World Wide Web with rapid posting of completed reports.

Studies by the U.S. Geological Survey in Alaska, 2004

USGS Publications Warehouse

Haeussler, Peter J.; Galloway, John P.

2005-01-01

The collection of six papers that follow continues the series of U.S. Geological Survey (USGS) investigative reports in Alaska under the broad umbrella of the geologic sciences. This series represents new and sometimes-preliminary findings that are of interest to Earth scientists in academia, government, and industry; to land and resource managers; and to the general public. The reports presented in Studies by the U.S. Geological Survey in Alaska cover a broad spectrum of topics from various parts of the State, serving to emphasize the diversity of USGS efforts to meet the Nation's needs for Earth-science information in Alaska. This professional paper is the first 'online only' version of Studies by the U.S. Geological Survey in Alaska, reflecting the current trend toward disseminating research results on the World Wide Web with rapid posting of completed reports.

Studies by the U.S. Geological Survey in Alaska, 2011

USGS Publications Warehouse

Dumoulin, Julie A.; Dusel-Bacon, Cynthia

2012-01-01

The collection of papers that follow continues the series of U.S. Geological Survey (USGS) investigative reports in Alaska under the broad umbrella of the geologic sciences. This series represents new and sometimes-preliminary findings that are of interest to Earth scientists in academia, government, and industry; to land and resource managers; and to the general public. The reports presented in Studies by the U.S. Geological Survey in Alaska cover a broad spectrum of topics from various parts of the State, serving to emphasize the diversity of USGS efforts to meet the Nation's needs for Earth-science information in Alaska. This professional paper is one of a series of "online only" versions of Studies by the U.S. Geological Survey in Alaska, reflecting the current trend toward disseminating research results on the World Wide Web with rapid posting of completed reports.

Fossils, Facies and Geologic Time: Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students

NASA Astrophysics Data System (ADS)

Sutherland, S.; Jones, F. M.

2012-12-01

Teaching and assessing concepts involving the relationships between deep time and the Earth System can be challenging. This is especially true in elective courses for senior general science students who should be starting to think more like experts, but lack background knowledge in geology. By comparing student activities and work, both before and after introducing active learning strategies, we show that increased maturity of thinking about geological time was achieved in the science elective "Earth and Life through Time" taken by 150 upper level general science students. Student demographics were very similar in 2010 and 2011 allowing comparison of data from a consistent end of term survey, classroom observations, and test or exercise questions used in both years. Students identified the workload as greater in 2011, yet they also gave the course a stronger overall rating of excellence. Also, students in 2011 felt assessments and homework were more appropriate and expressed a nearly unanimous preference for group versus solo class work. More objective indicators of improvement include item analysis on test questions which shows increased difficulty and discrimination without compromising overall scores. The wide variety of changes introduced in 2011 do make it difficult to rigorously ascribe specific causes for improvement in how students think about geologic time. However the shift towards more sophisticated thinking involving skills rather than recall can be demonstrated by comparing geological interpretations produced by students in early and improved versions of exercises. For example, labs have always involved basic identification of rocks and fossils. Now, the new in-class group-based activities enable students to use data to establish the relative history of a geologic section, including environments, ages of known materials, and time spans of materials missing at unconformities. In addition to activities, specific exam questions and corresponding results

Earthquake!: An Event-Based Science Module. Teacher's Guide. Earth Science Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn about earthquakes and scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

J. W. Goethe - poet engaged in Earth sciences

NASA Astrophysics Data System (ADS)

Nemec, Vaclav

2014-05-01

The famous German poet Johann Wolfgang Goethe (1749 - 1832) was a man of an outstanding interest for the Earth sciences. In the Czech geological dictionary his own biography remembers his frequent visits to the famous West Bohemian health resorts. In this region he was focusing his attention to the geological history, petrography and mineralogy, genesis of mineral water springs etc. Some of his studies were published. His geological points of view were not always correct (as seen from a recent knowledge) but his efforts to deepen studies of this territory cannot be forgotten. - In his rich correspondence with the count Kaspar Maria Sternberg (1761 - 1838) - founder of the (nowadays) National Museum in Prague - the author of this article has recently discovered in the Prague archives a letter written just one week before the death of the poet. It is a confession of his deep relation especially to the region if West Bohemia where he found lot of enjoyment and new knowledge in the course of numerous visits and stays. - Goethe had the largest private collection of minerals in all of Europe (17800 rock samples). A mineral goethite has been named after him. - The Czech composer Václav Jan Tomášek (1774 - 1850) describing his visit paid to Goethe in Cheb (Eger) in 1822 remembers also mineralogical interest of the poet and his excursions to the region for collecting local minerals. The main reason for personal contact in this case was the art (Tomášek composed songs using Goethe's poems). But Tomášek described also his frequent talks on science with the famous Swedish chemist Jöns Jacob Berzelius (1779 - 1848) in Karlsbad (1822). From other sources a common stay of Berzelius, Goethe and Sternberg in Marienbad (also 1822) is reported.

Deriving Earth Science Data Analytics Requirements

NASA Technical Reports Server (NTRS)

Kempler, Steven J.

2015-01-01

Data Analytics applications have made successful strides in the business world where co-analyzing extremely large sets of independent variables have proven profitable. Today, most data analytics tools and techniques, sometimes applicable to Earth science, have targeted the business industry. In fact, the literature is nearly absent of discussion about Earth science data analytics. Earth science data analytics (ESDA) is the process of examining large amounts of data from a variety of sources to uncover hidden patterns, unknown correlations, and other useful information. ESDA is most often applied to data preparation, data reduction, and data analysis. Co-analysis of increasing number and volume of Earth science data has become more prevalent ushered by the plethora of Earth science data sources generated by US programs, international programs, field experiments, ground stations, and citizen scientists.Through work associated with the Earth Science Information Partners (ESIP) Federation, ESDA types have been defined in terms of data analytics end goals. Goals of which are very different than those in business, requiring different tools and techniques. A sampling of use cases have been collected and analyzed in terms of data analytics end goal types, volume, specialized processing, and other attributes. The goal of collecting these use cases is to be able to better understand and specify requirements for data analytics tools and techniques yet to be implemented. This presentation will describe the attributes and preliminary findings of ESDA use cases, as well as provide early analysis of data analytics toolstechniques requirements that would support specific ESDA type goals. Representative existing data analytics toolstechniques relevant to ESDA will also be addressed.

Story-telling, Earth-Sciences and Geoethics

NASA Astrophysics Data System (ADS)

Bohle, Martin; Sibilla, Anna; Graells, Robert Casals i.

2015-04-01

People are engineers, even the artist. People like stories, even the engineers. Engineering shapes the intersections of humans and their environments including with the geosphere. Geoethics considers values upon which to base practices how to intersect the geosphere. Story-telling is a skilful human practice to describe perception of values in different contexts to influence their application. Traditional earth-centric narrations of rural communities have been lost in the global urbanisation process. These former-time narrations related to the "sacrum" - matters not possible to be explained with reasoning. Science and technology, industrialisation and global urbanisation require an other kind of earth-centric story-telling. Now at the fringe of the Anthropocene, humans can base their earth-centricity on knowledge and scientific thinking. We argue that modern story-telling about the functioning of Earth's systems and the impact of humankind's activities on these systems is needed, also in particular because citizens rarely can notice how the geosphere intersects with their daily dealings; putting weather and disasters aside. Modern earth-centric story-telling would offer citizens opportunities to develop informed position towards humankind's place within earth-systems. We argue that such "earth-science story-lines" should be part of the public discourse to engage citizens who have more or less "expert-knowledge". Understanding the functioning of the Earth is needed for economy and values suitable for an anthropophil society. Multi-faceted discussion of anthropogenic global change and geoengineering took off recently; emerging from discussions about weather and hazard mitigation. Going beyond that example; we illustrate opportunities for rich story-telling on intersections of humans' activities and the geosphere. These 'modern narrations' can weave science, demographics, linguistics and cultural histories into earth-centric stories around daily dealings of citizens

Using the earth system for integrating the science curriculum

NASA Astrophysics Data System (ADS)

Mayer, Victor J.

Content and process instruction from the earth sciences has gone unrepresented in the world's science curricula, especially at the secondary level. As a result there is a serious deficiency in public understanding of the planet on which we all live. This lack includes national and international leaders in politics, business, and science. The earth system science effort now engaging the research talent of the earth sciences provides a firm foundation from the sciences for inclusion of earth systems content into the evolving integrated science curricula of this country and others. Implementing integrated science curricula, especially at the secondary level where potential leaders often have their only exposure to science, can help to address these problems. The earth system provides a conceptual theme as opposed to a disciplinary theme for organizing such integrated curricula, absent from prior efforts. The end of the cold war era is resulting in a reexamination of science and the influence it has had on our planet and society. In the future, science and the curricula that teach about science must seriously address the environmental and social problems left in the wake of over 100 years of preparation for military and economic war. The earth systems education effort provides one such approach to the modernization of science curricula. Earth science educators should assume leadership in helping to establish such curricula in this country and around the world.

Utah's Mobile Earth Science Outreach Vehicle

NASA Astrophysics Data System (ADS)

Schoessow, F. S.; Christian, L.

2016-12-01

Students at Utah State University's College of Natural Resources have engineered the first mobile Earth Science outreach platform capable of delivering high-tech and interactive solar-powered educational resources to the traditionally-underserved, remote communities of rural Utah. By retrofitting and modifying an industrial box-truck, this project effectively created a highly mobile and energy independent "school in a box" which seeks to help change the way that Earth science is communicated, eliminate traditional barriers, and increase science accessibility - both physically and conceptually. The project's education platform is focused on developing a more effective, sustainable, and engaging platform for presenting Earth science outreach curricula to community members of all ages in an engaging fashion. Furthermore, this project affords university students the opportunity to demonstrate innovative science communication techniques, translating vital university research into educational outreach operations aimed at doing real, measurable good for local communities.

Teaching Historical Geology through a Climate Science Lens

NASA Astrophysics Data System (ADS)

Cleary, P.

2007-12-01

As traditional Geology departments choose to reinvent themselves in light of waning interest in rocks and fossils, waxing interest in environmental, interdisciplinary issues, and advancements in pedagogy that champion inquiry and student based learning, the question begs, "What is to be done with that behemoth, historical geology?" Typically an introductory earth history course presents the timeline background to the origin and evolution of the planet Earth. At UW-Parkside, Origin and History of the Earth is taught from a climatic and dynamic equilibrium perspective using the textbook Earth's Climate Past and Future by William F. Ruddiman. The course is sectioned into 4 parts: 1) Water, Oxygen and Life on Earth, 2) Feedbacks: Greenhouse and Snowball Earth, 3) Mass Extinctions and 4) Present and Future Climate Change. While the course retains a focus upon historical dating and sampling, plate tectonics, the Milankovitch cycles and evolution, students encounter those topics as applied to solving problems reconstructing past climates, assessing the evolution of the past and future atmosphere and investigating mass extinctions. In class, small group work allows us to replace much of the standard passive lecture format with activities and outcomes congruent with a broader, environmentally cohesive picture of the planet, particularly with respect to climate change. The curriculum, activities, outcomes and assessment strategies of this new approach to an ancient class will be discussed. As an introductory course, and possible general education course, the curriculum addresses current issues of climate change to a broader audience than upper level coursework.

NASA's Earth Science Enterprise: 1998 Education Catalog

NASA Technical Reports Server (NTRS)

1998-01-01

The goals of the Earth Science Enterprise (ESE) are to expand the scientific knowledge of the Earth system; to widely disseminate the results of the expanded knowledge; and to enable the productive use of this knowledge. This catalog provides information about the Earth Science education programs and the resources available for elementary through university levels.

NASA Earth Science Education Collaborative

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Callery, S.; Chambers, L. H.; Riebeek Kohl, H.; Taylor, J.; Martin, A. M.; Ferrell, T.

2016-12-01

The NASA Earth Science Education Collaborative (NESEC) is led by the Institute for Global Environmental Strategies with partners at three NASA Earth science Centers: Goddard Space Flight Center, Jet Propulsion Laboratory, and Langley Research Center. This cross-organization team enables the project to draw from the diverse skills, strengths, and expertise of each partner to develop fresh and innovative approaches for building pathways between NASA's Earth-related STEM assets to large, diverse audiences in order to enhance STEM teaching, learning and opportunities for learners throughout their lifetimes. These STEM assets include subject matter experts (scientists, engineers, and education specialists), science and engineering content, and authentic participatory and experiential opportunities. Specific project activities include authentic STEM experiences through NASA Earth science themed field campaigns and citizen science as part of international GLOBE program (for elementary and secondary school audiences) and GLOBE Observer (non-school audiences of all ages); direct connections to learners through innovative collaborations with partners like Odyssey of the Mind, an international creative problem-solving and design competition; and organizing thematic core content and strategically working with external partners and collaborators to adapt and disseminate core content to support the needs of education audiences (e.g., libraries and maker spaces, student research projects, etc.). A scaffolded evaluation is being conducted that 1) assesses processes and implementation, 2) answers formative evaluation questions in order to continuously improve the project; 3) monitors progress and 4) measures outcomes.

Earth-Base: testing the temporal congruency of paleontological collections and geologic maps of North America

NASA Astrophysics Data System (ADS)

Heim, N. A.; Kishor, P.; McClennen, M.; Peters, S. E.

2012-12-01

Free and open source software and data facilitate novel research by allowing geoscientists to quickly and easily bring together disparate data that have been independently collected for many different purposes. The Earth-Base project brings together several datasets using a common space-time framework that is managed and analyzed using open source software. Earth-Base currently draws on stratigraphic, paleontologic, tectonic, geodynamic, seismic, botanical, hydrologic and cartographic data. Furthermore, Earth-Base is powered by RESTful data services operating on top of PostgreSQL and MySQL databases and the R programming environment, making much of the functionality accessible to third-parties even though the detailed data schemas are unknown to them. We demonstrate the scientific potential of Earth-Base and other FOSS by comparing the stated age of fossil collections to the age of the bedrock upon which they are geolocated. This analysis makes use of web services for the Paleobiology Database (PaleoDB), Macrostrat, the 2005 Geologic Map of North America (Garrity et al. 2009) and geologic maps of the conterminous United States. This analysis is a way to quickly assess the accuracy of temporal and spatial congruence of the paleontologic and geologic map datasets. We find that 56.1% of the 52,593 PaleoDB collections have temporally consistent ages with the bedrock upon which they are located based on the Geologic Map of North America. Surprisingly, fossil collections within the conterminous United States are more consistently located on bedrock with congruent geological ages, even though the USA maps are spatially and temporally more precise. Approximately 57% of the 37,344 PaleoDB collections in the USA are located on similarly aged geologic map units. Increased accuracy is attributed to the lumping of Pliocene and Quaternary geologic map units along the Atlantic and Gulf coastal plains in the Geologic Map of North America. The abundant Pliocene fossil collections

Ivestigating Earth Science in Urban Schoolyards

ERIC Educational Resources Information Center

Endreny, Anna; Siegel, Donald I.

2009-01-01

The Urban Schoolyards project is a two year partnership with a university Earth Science Department and the surrounding urban elementary schools. The goal of the project was to develop the capacity of elementary teachers to teach earth science lessons using their schoolyards and local parks as field sites. The university personnel developed lessons…

The Texas Earth and Space Science (TXESS) Revolution: A Model for the Delivery of Earth Science Professional Development to Minority-Serving Teachers

ERIC Educational Resources Information Center

Ellins, K. K.; Snow, E.; Olson, H. C.; Stocks, E.; Willis, M.; Olson, J.; Odell, M. R.

2013-01-01

The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was…

Exploring Connections Between Earth Science and Biology - Interdisciplinary Science Activities for Schools

NASA Astrophysics Data System (ADS)

Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.

2009-05-01

To increase teaching of Earth science in schools, and to reflect the interdisciplinary nature and interrelatedness of science disciplines in today's world, we are exploring opportunities for linking Earth science and Biology through engaging and innovative hands-on science activities for the classroom. Through the NSERC-funded Pacific CRYSTAL project based at the University of Victoria, scientists, science educators, and teachers at all levels in the school system are collaborating to research ways of enriching the preparation of students in math and science, and improving the quality of science education from Kindergarten to Grade 12. Our primary foci are building authentic, engaging science experiences for students, and fostering teacher leadership through teacher professional development and training. Interdisciplinary science activities represent an important way of making student science experiences real, engaging and relevant, and provide opportunities to highlight Earth science related topics within other disciplines, and to expand the Earth science taught in schools. The Earth science and Biology interdisciplinary project builds on results and experiences of existing Earth science education activities, and the Seaquaria project. We are developing curriculum-linked activities and resource materials, and hosting teacher workshops, around two initial areas; soils, and marine life and the fossil record. An example activity for the latter is the hands-on examination of organisms occupying the nearshore marine environment using a saltwater aquarium and touch tank or beach fieldtrip, and relating this to a suite of marine fossils to facilitate student thinking about representation of life in the fossil record e.g. which life forms are typically preserved, and how are they preserved? Literacy activities such as fossil obituaries encourage exploration of paleoenvironments and life habits of fossil organisms. Activities and resources are being tested with teachers

Earth Sciences Requirements for the Information Sciences Experiment System

NASA Technical Reports Server (NTRS)

Bowker, David E. (Editor); Katzberg, Steve J. (Editor); Wilson, R. Gale (Editor)

1990-01-01

The purpose of the workshop was to further explore and define the earth sciences requirements for the Information Sciences Experiment System (ISES), a proposed onboard data processor with real-time communications capability intended to support the Earth Observing System (Eos). A review of representative Eos instrument types is given and a preliminary set of real-time data needs has been established. An executive summary is included.

Shaping Watersheds Exhibit: An Interactive, Augmented Reality Sandbox for Advancing Earth Science Education

NASA Astrophysics Data System (ADS)

Reed, S. E.; Kreylos, O.; Hsi, S.; Kellogg, L. H.; Schladow, G.; Yikilmaz, M. B.; Segale, H.; Silverman, J.; Yalowitz, S.; Sato, E.

2014-12-01

One of the challenges involved in learning earth science is the visualization of processes which occur over large spatial and temporal scales. Shaping Watersheds is an interactive 3D exhibit developed with support from the National Science Foundation by a team of scientists, science educators, exhibit designers, and evaluation professionals, in an effort to improve public understanding and stewardship of freshwater ecosystems. The hands-on augmented reality sandbox allows users to create topographic models by shaping real "kinetic" sand. The exhibit is augmented in real time by the projection of a color elevation map and contour lines which exactly match the sand topography, using a closed loop of a Microsoft Kinect 3D camera, simulation and visualization software, and a data projector. When an object (such as a hand) is sensed at a particular height above the sand surface, virtual rain appears as a blue visualization on the surface and a flow simulation (based on a depth-integrated version of the Navier-Stokes equations) moves the water across the landscape. The blueprints and software to build the sandbox are freely available online (http://3dh2o.org/71/) under the GNU General Public License, together with a facilitator's guide and a public forum (with how-to documents and FAQs). Using these resources, many institutions (20 and counting) have built their own exhibits to teach a wide variety of topics (ranging from watershed stewardship, hydrology, geology, topographic map reading, and planetary science) in a variety of venues (such as traveling science exhibits, K-12 schools, university earth science departments, and museums). Additional exhibit extensions and learning modules are planned such as tsunami modeling and prediction. Moreover, a study is underway at the Lawrence Hall of Science to assess how various aspects of the sandbox (such as visualization color scheme and level of interactivity) affect understanding of earth science concepts.

Understanding MSFC/Earth Science Office Within NASA

NASA Technical Reports Server (NTRS)

Rickman, Doug

2010-01-01

This slide presentation reviews the role of the Marshal's Earth Science Office (ESO) and the relationship of the office to the NASA administration, the National Research Council and NASA's Science Directorate. The presentation also reviews the strategic goals for Earth Science, and briefly reviews the ESO's international partners that NASA is cooperating with.

Earth Science Data Grid System

NASA Astrophysics Data System (ADS)

Chi, Y.; Yang, R.; Kafatos, M.

2004-12-01

The Earth Science Data Grid System (ESDGS) is a software in support of earth science data storage and access. It is built upon the Storage Resource Broker (SRB) data grid technology. We have developed a complete data grid system consistent of SRB server providing users uniform access to diverse storage resources in a heterogeneous computing environment and metadata catalog server (MCAT) managing the metadata associated with data set, users, and resources. We are also developing additional services of 1) metadata management, 2) geospatial, temporal, and content-based indexing, and 3) near/on site data processing, in response to the unique needs of Earth science applications. In this paper, we will describe the software architecture and components of the system, and use a practical example in support of storage and access of rainfall data from the Tropical Rainfall Measuring Mission (TRMM) to illustrate its functionality and features.

Lunar Science from and for Planet Earth

NASA Astrophysics Data System (ADS)

Pieters, M. C.; Hiesinger, H.; Head, J. W., III

2008-09-01

anniversary in 2007 over the launch of Sputnik (from the former Soviet Union). The ensuing Apollo (US) and Luna (USSR) programs initiated serious exploration of the Moon. The samples returned from those (now historic!) early missions changed our understanding of our place in the universe forever. They were the first well documented samples from an extraterrestrial body and attracted some of the top scientists in the world to extract the first remarkable pieces of information about Earth's nearest neighbour. And so they did - filling bookcases with profound new discoveries about this airless, waterless, and beautifully mysterious ancient world. The Moon was found to represent pure geology for a silicate planetary body - without all the complicating factors of plate tectonics, climate, and weather that recycle or transform Earth materials repeatedly. And then nothing happened. After the flush of reconnaissance, there was no further exploration of the Moon. For several decades scientists had nothing except the returned samples and a few telescopes with which to further study Earth's neighbour. Lack of new information breeds ignorance and can be stifling. Even though the space age was expanding its horizons to the furthest reaches of the solar system and the universe, lunar science moved slowly if at all and was kept in the doldrums. The drought ended with two small missions to the Moon in the 1990's, Clementine and Lunar Prospector. As summarized in the SSB/NRC report (and more completely in Jolliff et al. Eds. 2006, New Views of the Moon, Rev. Min. & Geochem.), the limited data returned from these small spacecraft set in motion several fundamental paradigm shifts in our understanding of the Moon and re-invigorated an aging science community. We learned that the largest basin in the solar system and oldest on the Moon dominates the southern half of the lunar farside (only seen by spacecraft). The age of this huge basin, if known, would constrain the period of heavy bombardment

76 FR 21073 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

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2011-04-14

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2010-10-26

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2012-05-09

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2010-07-19

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2012-02-28

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Studies by the U.S. Geological Survey in Alaska, 2005

USGS Publications Warehouse

Houseknecht, David W.; Bird, Kenneth J.; Coombs, Michelle L.; Neal, Christina A.; Wessels, Rick L.; McGimsey, Robert G.; Slack, John F.; Shanks, W.C. Pat; Karl, Susan M.; Gemery, Pamela A.; Bittenbender, Peter E.; Ridley, W. Ian; Burns, W. Matthew; Hayba, Daniel O.; Rowan, Elisabeth L.; Ayuso, Robert A.; Haeussler, Peter J.; Wandless, Gregory A.; Colvin, Anna; Haeussler, Peter J.; Galloway, John P.

2006-01-01

Summary The collection of papers that follows continues the series of U.S. Geological Survey (USGS) investigative reports in Alaska under the broad umbrella of the geologic sciences. This series represents new and sometimes-preliminary findings that are of interest to Earth scientists in academia, government, and industry; to land and resource managers; and to the general public. The reports presented in Studies by the U.S. Geological Survey in Alaska cover a broad spectrum of topics from various parts of the State, serving to emphasize the diversity of USGS efforts to meet the Nation’s needs for Earth-science information in Alaska. This professional paper is one of a series of “online only” versions of Studies by the U.S. Geological Survey in Alaska, reflecting the current trend toward disseminating research results on the World Wide Web with rapid posting of completed reports.

Hands-on earth science with students at schools for the Deaf

NASA Astrophysics Data System (ADS)

Cooke, M. L.

2011-12-01

Earth science teachers at schools for the Deaf face a variety of challenges. This community of students has a wide range of language skills, teaching resources can be limited and often teachers are not trained in geosciences. An NSF CAREER grant provided an opportunity to make a difference to this community and foster earth science learning at 8 schools for the Deaf around the country. We designed hands-on deformational sandboxes for the teachers and provided accompanying curriculum materials. The sandbox is a physical model of crustal deformation that students can manipulate to test hypotheses. The visual nature of the sandbox was well-suited for the spatial grammar of American Sign Language used by these students. Furthermore, language skills were enhanced by scaffolded observation, sketch, annotation, discussion, interpretation assignments. Geoscience training of teachers was strengthened with workshops and three 5-day field trips for teachers and selected students to Utah, western New England and southern California. The field trips provided opportunity for students to work as geoscientists observing, interpreting, discussing and presenting their investigations. Between field trips, we set up videoconferences from the UMass experimental lab with the high school earth science classrooms. These sessions facilitated dialog between students and researchers at UMass. While the project set out to provide geoscience learning opportunities for students at Schools for the Deaf, the long lasting impact was the improved geoscience training of teachers, most of whom had limited post-secondary earth science training. The success of the project also rested on the dedication of the teachers to their students and their willingness to try new approaches and experiences. By tapping into a community of 6 teachers, who already shared curriculum and had fantastic leadership, the project was able to have significant impact and exceed the initial goals. The project has led to a

NASA'S Earth Science Data Stewardship Activities

NASA Technical Reports Server (NTRS)

Lowe, Dawn R.; Murphy, Kevin J.; Ramapriyan, Hampapuram

2015-01-01

NASA has been collecting Earth observation data for over 50 years using instruments on board satellites, aircraft and ground-based systems. With the inception of the Earth Observing System (EOS) Program in 1990, NASA established the Earth Science Data and Information System (ESDIS) Project and initiated development of the Earth Observing System Data and Information System (EOSDIS). A set of Distributed Active Archive Centers (DAACs) was established at locations based on science discipline expertise. Today, EOSDIS consists of 12 DAACs and 12 Science Investigator-led Processing Systems (SIPS), processing data from the EOS missions, as well as the Suomi National Polar Orbiting Partnership mission, and other satellite and airborne missions. The DAACs archive and distribute the vast majority of data from NASA’s Earth science missions, with data holdings exceeding 12 petabytes The data held by EOSDIS are available to all users consistent with NASA’s free and open data policy, which has been in effect since 1990. The EOSDIS archives consist of raw instrument data counts (level 0 data), as well as higher level standard products (e.g., geophysical parameters, products mapped to standard spatio-temporal grids, results of Earth system models using multi-instrument observations, and long time series of Earth System Data Records resulting from multiple satellite observations of a given type of phenomenon). EOSDIS data stewardship responsibilities include ensuring that the data and information content are reliable, of high quality, easily accessible, and usable for as long as they are considered to be of value.

Music Education and the Earth Sciences

NASA Astrophysics Data System (ADS)

Beauregard, J. L.

2011-12-01

Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

Storytelling in Earth sciences: The eight basic plots

NASA Astrophysics Data System (ADS)

Phillips, Jonathan

2012-11-01

Reporting results and promoting ideas in science in general, and Earth science in particular, is treated here as storytelling. Just as in literature and drama, storytelling in Earth science is characterized by a small number of basic plots. Though the list is not exhaustive, and acknowledging that multiple or hybrid plots and subplots are possible in a single piece, eight standard plots are identified, and examples provided: cause-and-effect, genesis, emergence, destruction, metamorphosis, convergence, divergence, and oscillation. The plots of Earth science stories are not those of literary traditions, nor those of persuasion or moral philosophy, and deserve separate consideration. Earth science plots do not conform those of storytelling more generally, implying that Earth scientists may have fundamentally different motivations than other storytellers, and that the basic plots of Earth Science derive from the characteristics and behaviors of Earth systems. In some cases preference or affinity to different plots results in fundamentally different interpretations and conclusions of the same evidence. In other situations exploration of additional plots could help resolve scientific controversies. Thus explicit acknowledgement of plots can yield direct scientific benefits. Consideration of plots and storytelling devices may also assist in the interpretation of published work, and can help scientists improve their own storytelling.

Studies by the U.S. Geological Survey in Alaska, 2008-2009

USGS Publications Warehouse

Dumoulin, Julie A.; Galloway, John

2010-01-01

The collection of papers that follow continues the series of U.S. Geological Survey (USGS) investigative reports in Alaska under the broad umbrella of the geologic sciences. This series represents new and sometimes-preliminary findings that are of interest to Earth scientists in academia, government, and industry; to land and resource managers; and to the general public. The reports presented in Studies by the U.S. Geological Survey in Alaska cover a broad spectrum of topics from various parts of the State, serving to emphasize the diversity of USGS efforts to meet the Nation's needs for Earth-science information in Alaska. This professional paper is one of a series of 'online only' versions of Studies by the U.S. Geological Survey in Alaska, reflecting the current trend toward disseminating research results on the World Wide Web with rapid posting of completed reports.

The Next Great Science

NASA Astrophysics Data System (ADS)

Hodges, K. V.

2007-12-01

Earth science --- when defined as the study of all biological, chemical, and physical processes that interact to define the behavior of the Earth system --- has direct societal relevance equal to or greater than that any other branch of science. However, "geology", "geoscience", and "Earth science" departments are contracting at many universities and even disappearing at some. This irony speaks volumes about the limitations of the traditional university structure that partitions educational and research programs into specific disciplines, each housed in its own department. Programs that transcend disciplinary boundaries are difficult to fit into the traditional structure and are thus highly vulnerable to threats such as chronic underfunding by university administrations, low enrollments in more advanced subjects, and being largely forgotten during capital campaigns. Dramatic improvements in this situation will require a different way of thinking about earth science programs by university administrations. As Earth scientists, our goal must not be to protect "traditional" geology departments, but rather to achieve a sustainable programmatic future for broader academic programs that focus on Earth evolution from past, present, and future perspectives. The first step toward meeting this goal must be to promote a more holistic definition of Earth science that includes modes of inquiry more commonly found in engineering and social science departments. We must think of Earth science as a meta-discipline that includes core components of physics, geology, chemistry, biology, and the emerging science of complexity. We must recognize that new technologies play an increasingly important role in our ability to monitor global environmental change, and thus our educational programs must include basic training in the modes of analysis employed by engineers as well as those employed by scientists. One of the most important lessons we can learn from the engineering community is the

Explore the virtual side of earth science

USGS Publications Warehouse

,

1998-01-01

Scientists have always struggled to find an appropriate technology that could represent three-dimensional (3-D) data, facilitate dynamic analysis, and encourage on-the-fly interactivity. In the recent past, scientific visualization has increased the scientist's ability to visualize information, but it has not provided the interactive environment necessary for rapidly changing the model or for viewing the model in ways not predetermined by the visualization specialist. Virtual Reality Modeling Language (VRML 2.0) is a new environment for visualizing 3-D information spaces and is accessible through the Internet with current browser technologies. Researchers from the U.S. Geological Survey (USGS) are using VRML as a scientific visualization tool to help convey complex scientific concepts to various audiences. Kevin W. Laurent, computer scientist, and Maura J. Hogan, technical information specialist, have created a collection of VRML models available through the Internet at Virtual Earth Science (virtual.er.usgs.gov).

Using Hollywood Movies to Teach Basic Geological Concepts: A Comparison of Student Outcomes

NASA Astrophysics Data System (ADS)

Crowder, M. E.

2008-12-01

Throughout the history of cinema, events based in Earth Science have been the focus of many an action- disaster plot. From the most recent 2008 remake of Journey to the Center of the Earth, to 1965's Crack in the World, and all the way back to the 1925 silent film rendition of The Lost World, Hollywood's obsession with the geological sciences has been clear. These particular sub-genres of disaster films and science fiction present science that, from a Hollywood viewpoint, looks exciting and seems realistic. However, from a scientific viewpoint, the presentations of science are often shockingly incorrect and unfortunately serve to perpetuate common misconceptions. In 2003, Western Kentucky University began offering an elective non-majors science course, Geology and Cinema, to combat these misconceptions while using the framework of Hollywood films as a tool to appeal and connect to a broad student population. To see if this method is truly working, this study performs a student outcome comparison for basic geologic knowledge and general course perception between several sections of standard, lecture-based Introductory Geology courses and concurrent semester sections of Geology and Cinema. Preliminary results indicate that while performance data is similar between the courses, students have a more positive perception of the Cinema sections.

Earth Science Research at the Homestake Deep Underground Science and Engineering Laboratory

NASA Astrophysics Data System (ADS)

Roggenthen, W.; Wang, J.

2004-12-01

The Homestake Mine in South Dakota ceased gold production in 2002 and was sealed for entry in 2003. The announcement of mine closure triggered the revival of a national initiative to establish a deep underground facility, currently known as the Deep Underground Science and Engineering Laboratory (DUSEL). The National Science Foundation announced that solicitations were to be issued in 2004 and 2005, with the first one (known as S-1) issued in June, 2004. The focus of S-1 is on site non-specific technical requirements to define the scientific program at DUSEL. Earth scientists and physicists participated in an S-1 workshop at Berkeley in August, 2004. This abstract presents the prospects of the Homestake Mine to accommodate the earth science scientific programs defined at the S-1 workshop. The Homestake Mine has hundreds of kilometers of drifts over fifty levels accessible (upon mine reopening) for water evaluation, seepage quantification, seismic monitoring, geophysical imaging, geological mapping, mineral sampling, ecology and geo-microbiology. The extensive network of drifts, ramps, and vertical shafts allows installation of 10-kilometer-scale seismograph and electromagnetic networks. Ramps connecting different levels, typically separated by 150 ft, could be instrumented for flow and transport studies, prior to implementation of coupled thermal-hydro-chemical-mechanical-biological processes testing. Numerous large rooms are available for ecological and introduced-material evaluations. Ideas for installing instruments in cubic kilometers of rock mass can be realized over multiple levels. Environmental assessment, petroleum recovery, carbon sequestration were among the applications discussed in the S-1 workshop. If the Homestake Mine can be expediently reopened, earth scientists are ready to perform important tests with a phased approach. The drifts and ramps directly below the large open pit could be the first area for shallow testing. The 4,850 ft level is the

The Transforming Earth System Science Education (TESSE) program

NASA Astrophysics Data System (ADS)

Graham, K. J.; Bryce, J. G.; Brown, D.; Darwish, A.; Finkel, L.; Froburg, E.; Furman, T.; Guertin, L.; Hale, S. R.; Johnson, J.; Porter, W.; Smith, M.; Varner, R.; von Damm, K.

2007-12-01

A partnership between the University of New Hampshire (UNH), Dillard University, Elizabeth City State University, and Pennsylvania State University has been established to prepare middle and high school teachers to teach Earth and environmental sciences from a processes and systems approach. Specific project goals include: providing Earth system science content instruction; assisting teachers in implementing Earth system science in their own classrooms; and creating opportunities for pre-service teachers to experience authentic research with Earth scientists. TESSE programmatic components comprise (1) a two-week intensive summer institutes for current and future teachers; (2) eight-week research immersion experiences that match preservice teachers with Earth science faculty mentors; and (3) a science liaison program involving the pairing of inservice teachers with graduate students or future teachers. The first year of the program supported a total of 49 participants (42 inservice and preservice teachers, as well as 7 graduate fellows). All participants in the program attended an intensive two-week summer workshop at UNH, and the academic-year science liaison program is underway. In future summers, all partnering institutions will hold similar two-week summer institutes. UNH will offer a more advanced course geared towards "hot topics" and research techniques in the Earth and environmental sciences.

Towards "open applied" Earth sciences

NASA Astrophysics Data System (ADS)

Ziegler, C. R.; Schildhauer, M.

2014-12-01

Concepts of open science -- in the context of cyber/digital technology and culture -- could greatly benefit applied and secondary Earth science efforts. However, international organizations (e.g., environmental agencies, conservation groups and sustainable development organizations) that are focused on applied science have been slow to incorporate open practices across the spectrum of scientific activities, from data to decisions. Myriad benefits include transparency, reproducibility, efficiency (timeliness and cost savings), stakeholder engagement, direct linkages between research and environmental outcomes, reduction in bias and corruption, improved simulation of Earth systems and improved availability of science in general. We map out where and how open science can play a role, providing next steps, with specific emphasis on applied science efforts and processes such as environmental assessment, synthesis and systematic reviews, meta-analyses, decision support and emerging cyber technologies. Disclaimer: The views expressed in this paper are those of the authors and do not necessarily reflect the views or policies of the organizations for which they work and/or represent.

Earth Science Misconceptions.

ERIC Educational Resources Information Center

Philips, William C.

1991-01-01

Presented is a list of over 50 commonly held misconceptions based on a literature review found in students and adults. The list covers earth science topics such as space, the lithosphere, the biosphere, the atmosphere, the hydrosphere, and the cryosphere. (KR)

Smarter Earth Science Data System

NASA Technical Reports Server (NTRS)

Huang, Thomas

2013-01-01

The explosive growth in Earth observational data in the recent decade demands a better method of interoperability across heterogeneous systems. The Earth science data system community has mastered the art in storing large volume of observational data, but it is still unclear how this traditional method scale over time as we are entering the age of Big Data. Indexed search solutions such as Apache Solr (Smiley and Pugh, 2011) provides fast, scalable search via keyword or phases without any reasoning or inference. The modern search solutions such as Googles Knowledge Graph (Singhal, 2012) and Microsoft Bing, all utilize semantic reasoning to improve its accuracy in searches. The Earth science user community is demanding for an intelligent solution to help them finding the right data for their researches. The Ontological System for Context Artifacts and Resources (OSCAR) (Huang et al., 2012), was created in response to the DARPA Adaptive Vehicle Make (AVM) programs need for an intelligent context models management system to empower its terrain simulation subsystem. The core component of OSCAR is the Environmental Context Ontology (ECO) is built using the Semantic Web for Earth and Environmental Terminology (SWEET) (Raskin and Pan, 2005). This paper presents the current data archival methodology within a NASA Earth science data centers and discuss using semantic web to improve the way we capture and serve data to our users.

EarthLabs: A National Model for Earth Science Lab Courses

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Dahlman, L.; Barstow, D.

2008-12-01

As a response to the need for more rigorous, inquiry-based high school Earth science courses, a coalition of scientists, educators, and five states have created EarthLabs, a set of pilot modules that can serve as a national model for lab-based science courses. The content of EarthLabs chapters focuses on Earth system science and environmental literacy and conforms to the National Science Education Standards as well as the states' curriculum frameworks. The effort is funded by NOAA's Environmental Literacy program. The pilot modules present activities on Corals, Drought, Fisheries, and Hurricanes. The Fisheries and Hurricanes units were reviewed and field-tested by educators in Texas and Arizona. The feedback from this evaluation led to revisions of these units and guided development of the Corals and Drought chapters. Each module consists of activities that use online data sets, satellite imagery, web-based readings, and hands-on laboratory experiments. The project comprises two separate websites, one for the instructor and one for students. The instructor's site contains the pedagogical underpinnings for each lab including teaching materials, assessment strategies, and the alignment of activities with state and national science standards. The student site provides access to all materials that students need to complete the activities or, in the case of the hands-on labs, where they access additional information to help extend their learning. There are also formative and summative questions embedded in the student webpages to help scaffold learning through the activities.

A Geograns update. New experiences to teach earth sciences to students older than 55

NASA Astrophysics Data System (ADS)

Cerdà, A.; Pinazo, S.

2009-04-01

How to teach earth science to students that have access to the university after the age of 55 is a challenge due to the different background of the students. They ranged from those with only basic education (sometimes they finished school at the age of 9) to well educate students such as university professors, physicians or engineers. Students older than 55 are enrolled in what is called the university programme NauGran project at the University of Valencia. They follow diverse topics, from health science to Arts. Since 2006 the Department of Geography and the NauGran project developed the Club for Geographers and Walkers called Geograns. The objective is to teach Earth Science in the field as a strategy to improve the knowledge of the students with a direct contact with the territory. This initiative reached a successful contribution by the students, with 70 students registered. The successful strategy we have developed since then is to base our teaching on field work. Every lecture is related to some visits to the field. A pre-excursion lecture introduces the key questions of the study site (hydrology, geology, botany, geomorphology…). During the field work we review all the topics and the students are encouraged to ask and discuss any of the topics studied. Finally, a post-excursion lecture is given to review the acquired knowledge. During the last academic year 2007-2008 the excursion focussed on: (i) energy sources: problems and solutions, with visit to nuclear, wind and hydraulic power stations; (i) human disturbances and humankind as landscaper, with visits to wetlands, river gorges and Iberian settlements; and (iii) human activities and economical resources, with visits to vineyards and wineries and orange fields devoted to organic farming. This is being a positive strategy to teach Earth Science to a wide and heterogeneous group of students, as they improve their knowledge with a direct contact with the landscape, other colleagues and teachers in the

`Teaching What I Learned': Exploring students' Earth and Space Science learning experiences in secondary school with a particular focus on their comprehension of the concept of `geologic time'

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol; Peate, David W.

2015-06-01

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers' limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students' learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students' conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students' perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students' ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.

Teaching Waves with Google Earth

ERIC Educational Resources Information Center

Logiurato, Fabrizio

2012-01-01

Google Earth is a huge source of interesting illustrations of various natural phenomena. It can represent a valuable tool for science education, not only for teaching geography and geology, but also physics. Here we suggest that Google Earth can be used for introducing in an attractive way the physics of waves. (Contains 9 figures.)

NASA Earth Science Research and Applications Using UAVs

NASA Technical Reports Server (NTRS)

Guillory, Anthony R.

2003-01-01

The NASA Earth Science Enterprise sponsored the UAV Science Demonstration Project, which funded two projects: the Altus Cumulus Electrification Study (ACES) and the UAV Coffee Harvest Optimization experiment. These projects were intended to begin a process of integrating UAVs into the mainstream of NASA s airborne Earth Science Research and Applications programs. The Earth Science Enterprise is moving forward given the positive science results of these demonstration projects to incorporate more platforms with additional scientific utility into the program and to look toward a horizon where the current piloted aircraft may not be able to carry out the science objectives of a mission. Longer duration, extended range, slower aircraft speed, etc. all have scientific advantages in many of the disciplines within Earth Science. The challenge we now face are identifying those capabilities that exist and exploiting them while identifying the gaps. This challenge has two facets: the engineering aspects of redesigning or modifying sensors and a paradigm shift by the scientists.

A crisis in the NASA space and earth sciences programme

NASA Technical Reports Server (NTRS)

Lanzerotti, Louis, J.; Rosendhal, Jeffrey D.; Black, David C.; Baker, D. James; Banks, Peter M.; Bretherton, Francis; Brown, Robert A.; Burke, Kevin C.; Burns, Joseph A.; Canizares, Claude R.

1987-01-01

Problems in the space and earth science programs are examined. Changes in the research environment and requirements for the space and earth sciences, for example from small Explorer missions to multispacecraft missions, have been observed. The need to expand the computational capabilities for space and earth sciences is discussed. The effects of fluctuations in funding, program delays, the limited number of space flights, and the development of the Space Station on research in the areas of astronomy and astrophysics, planetary exploration, solar and space physics, and earth science are analyzed. The recommendations of the Space and Earth Science Advisory Committee on the development and maintenance of effective space and earth sciences programs are described.

Geologic and geophysical maps of the El Casco 7.5′ quadrangle, Riverside County, southern California, with accompanying geologic-map database

USGS Publications Warehouse

Matti, J.C.; Morton, D.M.; Langenheim, V.E.

2015-01-01

Geologic information contained in the El Casco database is general-purpose data applicable to land-related investigations in the earth and biological sciences. The term “general-purpose” means that all geologic-feature classes have minimal information content adequate to characterize their general geologic characteristics and to interpret their general geologic history. However, no single feature class has enough information to definitively characterize its properties and origin. For this reason the database cannot be used for site-specific geologic evaluations, although it can be used to plan and guide investigations at the site-specific level.

It's Time to Stand up for Earth Science

ERIC Educational Resources Information Center

Schaffer, Dane L.

2012-01-01

This commentary paper focuses upon the loss of respect for Earth Sciences on the part of many school districts across the United States. Too many Earth Science teachers are uncertified to teach Earth Science, or hold certificates to teach the subject merely because they took a test. The Earth Sciences have faced this problem for many years…

Role of Geology in Science Teaching.

ERIC Educational Resources Information Center

Kolesar, Peter Thomas

1989-01-01

Described is a teacher education course designed to give future elementary school teachers hands-on experience in hypothesis formation and testing. Four science experiences are discussed which involve different earth science principles including: porosity and permeability; freezing and thawing; river discharge and sedimentation; and groundwater…

Diversity of Approaches to Structuring University-Based Earth System Science Education

NASA Astrophysics Data System (ADS)

Aron, J.; Ruzek, M.; Johnson, D. R.

2004-12-01

Over the past quarter century, the "Earth system science" paradigm has emerged among the interdisciplinary science community, emphasizing interactions among components hitherto considered within separate disciplines: atmosphere (air); hydrosphere (water); biosphere (life); lithosphere (land); anthroposphere (human dimension); and exosphere (solar system and beyond). How should the next generation of Earth system scientists learn to contribute to this interdisciplinary endeavor? There is no one simple answer. The Earth System Science Education program, funded by NASA, has addressed this question by supporting faculty at U.S. universities who develop new courses, curricula and degree programs in their institutional contexts. This report demonstrates the diversity of approaches to structuring university-based Earth system science education, focusing on the 18 current grantees of the Earth System Science Education Program for the 21st Century (ESSE21). One of the most fundamental characteristics is the departmental structure for teaching Earth system science. The "home" departments of the Earth system science faculty range from Earth sciences and physics to agronomy and social work. A brand-new institution created an interdisciplinary Institute for Earth Systems Science and Policy without traditional "parent" departments. Some institutions create new degree programs as majors or as minors while others work within existing degree programs to add or revise courses. A university may also offer multiple strands, such as a degree in the Science of the Earth System and a degree in the Human Dimensions of the Earth System. Defining a career path is extremely important to students considering Earth system science programs and a major institutional challenge for all programs in Earth system science education. How will graduate programs assess prospective students? How will universities and government agencies assess prospective faculty and scientists? How will government

Connecting Earth Systems: Developing Holistic Understanding through the Earth-System-Science Model

ERIC Educational Resources Information Center

Gagnon, Valoree; Bradway, Heather

2012-01-01

For many years, Earth science concepts have been taught as thematic units with lessons in nice, neat chapter packages complete with labs and notes. But compartmentalized Earth science no longer exists, and implementing teaching methods that support student development of holistic understandings can be a time-consuming and difficult task. While…

Geology Museum-Based Learning in Soil Science Education

ERIC Educational Resources Information Center

Mikhailova, E. A.; Tennant, C. H.; Post, C. J.; Cicimurri, C.; Cicimurri, D.

2013-01-01

Museums provide unique learning opportunities in soil science. The Bob Campbell Geology Museum in Clemson, SC, features an exhibit of minerals and rocks common in the state and in its geologic history. We developed a hands-on laboratory exercise utilizing an exhibit that gives college students an opportunity to visualize regional minerals and…

Geostatistics: a common link between medical geography, mathematical geology, and medical geology

PubMed Central

Goovaerts, P.

2015-01-01

Synopsis Since its development in the mining industry, geostatistics has emerged as the primary tool for spatial data analysis in various fields, ranging from earth and atmospheric sciences to agriculture, soil science, remote sensing, and more recently environmental exposure assessment. In the last few years, these tools have been tailored to the field of medical geography or spatial epidemiology, which is concerned with the study of spatial patterns of disease incidence and mortality and the identification of potential ‘causes’ of disease, such as environmental exposure, diet and unhealthy behaviours, economic or socio-demographic factors. On the other hand, medical geology is an emerging interdisciplinary scientific field studying the relationship between natural geological factors and their effects on human and animal health. This paper provides an introduction to the field of medical geology with an overview of geostatistical methods available for the analysis of geological and health data. Key concepts are illustrated using the mapping of groundwater arsenic concentration across eleven Michigan counties and the exploration of its relationship to the incidence of prostate cancer at the township level. PMID:25722963

Geostatistics: a common link between medical geography, mathematical geology, and medical geology.

PubMed

Goovaerts, P

2014-08-01

Since its development in the mining industry, geostatistics has emerged as the primary tool for spatial data analysis in various fields, ranging from earth and atmospheric sciences to agriculture, soil science, remote sensing, and more recently environmental exposure assessment. In the last few years, these tools have been tailored to the field of medical geography or spatial epidemiology, which is concerned with the study of spatial patterns of disease incidence and mortality and the identification of potential 'causes' of disease, such as environmental exposure, diet and unhealthy behaviours, economic or socio-demographic factors. On the other hand, medical geology is an emerging interdisciplinary scientific field studying the relationship between natural geological factors and their effects on human and animal health. This paper provides an introduction to the field of medical geology with an overview of geostatistical methods available for the analysis of geological and health data. Key concepts are illustrated using the mapping of groundwater arsenic concentration across eleven Michigan counties and the exploration of its relationship to the incidence of prostate cancer at the township level.

Earth Science Multimedia Theater

NASA Technical Reports Server (NTRS)

Hasler, A. F.

1998-01-01

The presentation will begin with the latest 1998 NASA Earth Science Vision for the next 25 years. A compilation of the 10 days of animations of Hurricane Georges which were supplied daily on NASA to Network television will be shown. NASA's visualizations of Hurricane Bonnie which appeared in the Sept 7 1998 issue of TIME magazine. Highlights will be shown from the NASA hurricane visualization resource video tape that has been used repeatedly this season on network TV. Results will be presented from a new paper on automatic wind measurements in Hurricane Luis from 1 -min GOES images that will appear in the October BAMS. The visualizations are produced by the Goddard Visualization & Analysis Laboratory, and Scientific Visualization Studio, as well as other Goddard and NASA groups using NASA, NOAA, ESA, and NASDA Earth science datasets. Visualizations will be shown from the "Digital-HyperRes-Panorama" Earth Science ETheater'98 recently presented in Tokyo, Paris and Phoenix. The presentation in Paris used a SGI/CRAY Onyx Infinite Reality Super Graphics Workstation at 2560 X 1024 resolution with dual synchronized video Epson 71 00 projectors on a 20ft wide screen. Earth Science Electronic Theater '999 is being prepared for a December 1 st showing at NASA HQ in Washington and January presentation at the AMS meetings in Dallas. The 1999 version of the Etheater will be triple wide with at resolution of 3840 X 1024 on a 60 ft wide screen. Visualizations will also be featured from the new Earth Today Exhibit which was opened by Vice President Gore on July 2, 1998 at the Smithsonian Air & Space Museum in Washington, as well as those presented for possible use at the American Museum of Natural History (NYC), Disney EPCOT, and other venues. New methods are demonstrated for visualizing, interpreting, comparing, organizing and analyzing immense Hyperimage remote sensing datasets and three dimensional numerical model results. We call the data from many new Earth sensing satellites

Homo Sapiens as Geological Agents

NASA Astrophysics Data System (ADS)

Holloway, T.; Bedsworth, L. W.; Caldeira, K.; Rosenzweig, C.; Kelley, G.; Rosenzweig, C.; Caldeira, K.; Bedsworth, L. W.; Holloway, T.; Purdy, J. S.; Vince, G.; Syvitski, J. A.; Bondre, N. R.; Kelly, J.; Vince, G.; Seto, K. C.; Steffen, W.; Oreskes, N.

2015-12-01

In the 18th and 19th centuries, earth scientists came to understand the magnitude and power of geological and geophysical processes. In comparison, the activities of humans seemed paltry if not insignificant. With the development of radiometric dating in the 20th century, scientists realized that human history was but a miniscule part of Earth history. Metaphors to this effect abounded, and filled textbooks: If Earth history were a 24-hour day, human history would not occupy even the final second. If Earth history were a yardstick, the human portion would not even be visible to the naked eye. Generations of scientists were taught that one of the principal contributions of geology, qua science, was the demonstration of our insignificance. The Anthropocene concept disrupts this. To affirms its existence is to insist that human activities compete in scale and significance with other Earth processes, and may threaten to overwhelm them. It also inverts our relation to normative claims. For more than a century earth scientists and evolutionary biologists insisted that their theories were descriptive and not normative—that there was no moral conclusion to be drawn from either planetary or human evolution. Now, we confront the suggestion that there is a moral component to our new paradigm: we can scarcely claim that humans are disrupting the climate, destroying biodiversity, and acidifying the oceans without implying that there is something troubling about these developments. Thus, the Anthropocene concept suggests both a radical redefinition of the scope of Earth science, and a radical reconsideration of the place of normative judgments in scientific work.

Collaboration between research scientists and educators in implementation of a Masters program for training new Earth Science teachers in New York State

NASA Astrophysics Data System (ADS)

Nadeau, P. A.; Flores, K. E.; Zirakparvar, N. A.; Grcevich, J.; Ustunisik, G. K.; Kinzler, R. J.; Macdonald, M.; Mathez, E. A.; Mac Low, M.

2012-12-01

Educators and research scientists at the American Museum of Natural History are collaborating to implement a teacher education program with the goal of addressing a critical shortage of qualified Earth Science teachers in New York State (NYS), particularly in high-needs schools with diverse populations. This pilot program involves forging a one-of-a-kind partnership between a world-class research museum and high-needs schools in New York City. By placing teaching candidates in such schools, the project has potential to engage, motivate, and improve Earth Science achievement and interest in STEM careers of thousands of students from traditionally underrepresented populations including English language learners, special education students, and racial minority groups. The program, which is part of the state's Race to the Top initiative, is approved by the NYS Board of Regents and will prepare a total of 50 candidates in two cohorts to earn a Board of Regents-awarded Masters of Arts in Teaching (MAT) degree with a specialization in Earth Science for grades 7-12. The museum is in a unique position of being able to break traditional educational barriers as a result of a long history of interdisciplinary collaborations between educators and research scientists, as well as being the only stand-alone science graduate degree-granting museum in the United States. The intensive 15-month curriculum for MAT candidates comprises one summer of museum teaching residency, a full academic year of residency in high-needs public schools, one summer of science research residency, and concurrent graduate-level courses in Earth and space sciences, pedagogy, and adolescent psychology. We emphasize field-based geological studies and experiential learning, in contrast to many traditional teacher education programs. In an effort to ensure that MAT candidates have a robust knowledge base in Earth science, and per NYS Department of Education requirements, we selected candidates with strong

Earth and Space Sciences: The Need for Diversity in Global Science

NASA Astrophysics Data System (ADS)

Hall, F. R.; Johnson, R.; Alexander, C.

2004-12-01

The Earth and Space sciences are truly global in nature and encompass the most diverse subject areas in science. Yet, the practitioners of these fields do not reflect the diversity of the populations that are impacted by the outcomes of the research in these fields of study. The global marketplace, migration, the search for economic and renewable resources, Earth Systems research, and understanding our place in the universe compels us to be more inclusive of the populations and cultures that inhabit our planet. In this talk, we discuss the relevancy of these issues on scientific endeavors in the 21st century and the need for the Earth and Space sciences to be the leaders within the broad scientific community of ensuring that science remains an inclusive enterprise.

Bridging the gap with a duel-credit Earth Science course

NASA Astrophysics Data System (ADS)

Van Norden, W.

2011-12-01

College-bound high school students rarely have any exposure to the Earth Sciences. Earth Science may be offered to Middle School students. What is offered in High School, however, is usually a watered-down course offered to the weakest students. Meanwhile, our best and brightest students are steered towards biology, chemistry, and physics, what most schools consider the "real sciences". As a direct result, our population is not literate in the Earth Sciences and few students choose to study the Earth Science in college. One way to counteract this trend is to offer a rigorous capstone Earth Science course to High School Juniors and Seniors. Offering a course does not guarantee enrollment, however. Top science students are too busy taking Advanced Placement courses to consider a non-AP course. For that reason, the best way to lure top students into studying Earth Science is to create a duel-credit course, for which students receive both high school and college credit. A collaboration between high school teachers and college professors can result in a quality Earth Science course that bridges the huge gap that now exists between middle school science and college Earth Science. Harvard-Westlake School has successfully offered a duel-credit course with UCLA, and has created a model that can be used by other schools.

Intriguing Connections Between Economic Geology, the Environment, Human Health, and Disasters: Observations from my Career(s) in Transdisciplinary Science

NASA Astrophysics Data System (ADS)

Plumlee, G. S.

2015-12-01

I have been fortunate to be able to follow a varied career path from economic geology, to environmental geochemistry, to geochemistry and human health, to environmental disasters. I have been privileged to collaborate with many exceptional scientists from across and well beyond the earth sciences (e.g., public heath, engineering, economics, emergency response, microbiology). Much of this transdisciplinary work has intriguing links back to economic geology/geochemistry. Geological characteristics of different ore deposit types predictably influence the environmental and health impacts of mining, and so can help anticipate and prevent adverse impacts before they occur. Geologic maps showing potential for natural occurrences of asbestos or erionite are analogous to permissive tract maps used for mineral-resource assessments, and can be correlated with epidemiological data to help understand whether living on or near such rocks poses a risk for developing asbestos-related diseases. Mineral particles that are taken up by the human body along inhalation or incidental ingestion exposure routes are "weathered" by reactions with diverse body fluids that differ greatly in composition between and along the different exposure routes. These in vivo chemical reactions (e.g., dissolution, alteration, metal complexation, oxidation/reduction, reprecipitation) are in ways analogous to processes of ore deposit formation and weathering, and some can be shown (in collaboration with toxicologists) to play a role in toxicity. Concepts of ore petrography and paragenesis can be applied to interpret (in collaboration with pathologists) the origin, physiological implications, and toxicity effects of mineral matter in human tissue samples obtained by biopsy, transplant or autopsy. Some disaster materials can originate from mining- or mineral-processing sources, and methods originally developed to study ore deposits or mining-environmental issues can also be applied to understand many disaster

Earth Science Geostationary Platform Technology

NASA Technical Reports Server (NTRS)

Wright, Robert L. (Editor); Campbell, Thomas G. (Editor)

1989-01-01

The objective of the workshop was to address problems in science and in four technology areas (large space antenna technology, microwave sensor technology, electromagnetics-phased array adaptive systems technology, and optical metrology technology) related to Earth Science Geostationary Platform missions.

Use of USGS earth-science products by county planning agencies in the San Francisco Bay region, California

USGS Publications Warehouse

Kockelman, William J.

1976-01-01

An inventory of the use of USGS products in selected planning studies, plans, ordinances, and other planning activities was made for eight counties in the San Francisco Bay region--a region of almost five million people. This inventory was designed to determine and document the use of the 87 earth-science information products prepared as a part of the San Francisco Bay Region Environment and Resources Planning Study (SFBRS). The inventory showed that: (1) all eight counties had planning staffs who were very familiar with SFBRS products and had made frequent use of such products; (2) all eight counties had prepared planning documents which cite SFBRS products; (3) the types of planning applications most often indicated were: geologic hazards studies, seismic safety and public safety plan elements, general reference, and the preparation and review of environmental impact reports and statements; (4) over 90 percent of the 87 SFBRS products were used at least once, and nine of the products were used over 30 times each for various county planning activities; and (5) at least 85 other USGS products were also used for various county planning activities. After the inventory, selected county officials, employees, and consultants were interviewed and asked--among other things--to indicate any problems in the use of the SFBRS products, to suggest improvements, and to identify any needed or desired earth-science information. The responses showed that: (1) the scales commonly used for working maps were 1:62,500 or larger and for plan implementation were 1:24,000 or larger; (2) only one county had a geologist on its planning staff, although six others had the benefit of geotechnical services from private consulting firms, county engineering staffs, or the State Division of Mines and Geology; (3) seven of the eight counties expressed some problems in using the products, primarily because of their small scale or lack of detail; (4) all eight counties expected to continue to use

The Echoes of Earth Science

NASA Technical Reports Server (NTRS)

2006-01-01

NASA s Earth Observing System Data and Information System (EOSDIS) acquires, archives, and manages data from all of NASA s Earth science satellites, for the benefit of the Space Agency and for the benefit of others, including local governments, first responders, the commercial remote sensing industry, teachers, museums, and the general public. EOSDIS is currently handling an extraordinary amount of NASA scientific data. To give an idea of the volume of information it receives, NASA s Terra Earth-observing satellite, just one of many NASA satellites sending down data, sends it hundreds of gigabytes a day, almost as much data as the Hubble Space Telescope acquires in an entire year, or about equal to the amount of information that could be found in hundreds of pickup trucks filled with books. To make EOSDIS data completely accessible to the Earth science community, NASA teamed up with private industry in 2000 to develop an Earth science "marketplace" registry that lets public users quickly drill down to the exact information they need. It also enables them to publish their research and resources alongside of NASA s research and resources. This registry is known as the Earth Observing System ClearingHOuse, or ECHO. The charter for this project focused on having an infrastructure completely independent from EOSDIS that would allow for more contributors and open up additional data access options. Accordingly, it is only fitting that the term ECHO is more than just an acronym; it represents the functionality of the system in that it can echo out and create interoperability among other systems, all while maturing with time as industry technologies and standards change and improve.

The application of geography markup language (GML) to the geological sciences

NASA Astrophysics Data System (ADS)

Lake, Ron

2005-11-01

GML 3.0 became an adopted specification of the Open Geospatial Consortium (OGC) in January 2003, and is rapidly emerging as the world standard for the encoding, transport and storage of all forms of geographic information. This paper looks at the application of GML to one of the more challenging areas of automated geography, namely the geological sciences. Specific features of GML of interest to geologists are discussed and then illustrated through a series of geological case studies. We conclude the paper with a discussion of anticipated geological web services that GML will enable. GML is written in XML and makes use of XML Schema for extensibility. It can be used both to represent or model geographic objects and to transport them across the Internet. In this way it serves as the foundation for all manner of geographic web services. Unlike vertical application grammars such as LandXML, GML was intended to define geographic application languages, and hence is applicable to any geographic domain including forestry, environmental sciences, geology and oceanography. This paper provides a review of the basic features of GML that are fundamental to the geological sciences including geometry, coverages, observations, reference systems and temporality. These constructs are then employed in a series of simple geological case studies including structural geological description, surficial geology, representation of geological time scales, mineral occurrences, geohazards and geochemical reconnaissance.

New Earth Science Data and Access Methods

NASA Technical Reports Server (NTRS)

Moses, John F.; Weinstein, Beth E.; Farnham, Jennifer

2004-01-01

NASA's Earth Science Enterprise, working with its domestic and international partners, provides scientific data and analysis to improve life here on Earth. NASA provides science data products that cover a wide range of physical, geophysical, biochemical and other parameters, as well as services for interdisciplinary Earth science studies. Management and distribution of these products is administered through the Earth Observing System Data and Information System (EOSDIS) Distributed Active Archive Centers (DAACs), which all hold data within a different Earth science discipline. This paper will highlight selected EOS datasets and will focus on how these observations contribute to the improvement of essential services such as weather forecasting, climate prediction, air quality, and agricultural efficiency. Emphasis will be placed on new data products derived from instruments on board Terra, Aqua and ICESat as well as new regional data products and field campaigns. A variety of data tools and services are available to the user community. This paper will introduce primary and specialized DAAC-specific methods for finding, ordering and using these data products. Special sections will focus on orienting users unfamiliar with DAAC resources, HDF-EOS formatted data and the use of desktop research and application tools.

Enabling Access to High-Resolution Lidar Topography for Earth Science Research

NASA Astrophysics Data System (ADS)

Crosby, Christopher; Nandigam, Viswanath; Arrowsmith, Ramon; Baru, Chaitan

2010-05-01

High-resolution topography data acquired with lidar (light detection and ranging a.k.a. laser scanning) technology are revolutionizing the way we study the geomorphic processes acting along the Earth's surface. These data, acquired from either an airborne platform or from a tripod-mounted scanner, are emerging as a fundamental tool for research on a variety of topics ranging from earthquake hazards to ice sheet dynamics. Lidar topography data allow earth scientists to study the processes that contribute to landscape evolution at resolutions not previously possible yet essential for their appropriate representation. These datasets also have significant implications for earth science education and outreach because they provide an accurate digital representation of landforms and geologic hazards. However, along with the potential of lidar topography comes an increase in the volume and complexity of data that must be efficiently managed, archived, distributed, processed and integrated in order for them to be of use to the community. A single lidar data acquisition may generate terabytes of data in the form of point clouds, digital elevation models (DEMs), and derivative imagery. This massive volume of data is often difficult to manage and poses significant distribution challenges when trying to allow access to the data for a large scientific user community. Furthermore, the datasets can be technically challenging to work with and may require specific software and computing resources that are not readily available to many users. The U.S. National Science Foundation (NSF)-funded OpenTopography Facility (http://www.opentopography.org) is an online data access and processing system designed to address the challenges posed by lidar data, and to democratize access to these data for the scientific user community. OpenTopography provides free, online access to lidar data in a number of forms, including raw lidar point cloud data, standard DEMs, and easily accessible Google

The Federation of Earth Science Information Partners (ESIP Federation): Facilitating Partnerships that Work to Bring Earth Science Data into Educational Settings

NASA Astrophysics Data System (ADS)

Freuder, R.; Ledley, T. S.; Dahlman, L.

2004-12-01

The Federation of Earth Science Information Partners (ESIP Federation, http://www.esipfed.org) formed seven years ago and now with 77 member organizations is working to "increase the quality and value of Earth science products and services .for the benefit of the ESIP Federation's stakeholder communities." Education (both formal and informal) is a huge audience that we serve. Partnerships formed by members within the ESIP Federation have created bridges that close the gap between Earth science data collection and research and the effective use of that Earth science data to explore concepts in Earth system science by the educational community. The Earth Exploration Toolbook is one of those successful collaborations. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) grew out of a need of the educational community (articulated by the Digital Library for Earth System Education (DLESE) community) to have better access to Earth science data and data analysis tools and help in effectively using them with students. It is a collection of web-accessible chapters, each featuring step-by-step instructions on how to use an Earth science dataset and data analysis tool to investigate an issue or concept in Earth system science. Each chapter also provides the teacher information on the outcome of the activity, grade level, standards addressed, learning goals, time required, and ideas for exploring further. The individual ESIP Federation partners alone could not create the EET. However, the ESIP Federation facilitated the partnering of members, drawing from data providers, researchers and education tool developers, to create the EET. Interest in the EET has grown since it went live with five chapters in July 2003. There are currently seven chapters with another six soon to be released. Monthly online seminars in which over a hundred educators have participated have given very positive feedback. Post workshop surveys from our telecon-online workshops indicate that

Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yen; Chang, Yueh-Hsia; Yang, Fang-Ying

2009-01-01

The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators…

Reforming Earth science education in developing countries

NASA Astrophysics Data System (ADS)

Aswathanarayana, U.

Improving the employability of Earth science graduates by reforming Earth science instruction is a matter of concern to universities worldwide. It should, however, be self-evident that the developing countries cannot follow the same blueprint for change as the industrialized countries due to constraints of affordability and relevance. Peanuts are every bit as nutritious as almonds; if one with limited means has to choose between a fistful of peanuts and just one almond, it is wise to choose the peanuts. A paradigm proposed here would allow institutions in developing countries to impart good quality relevant Earth science instruction that would be affordable and lead to employment.

Semantic Web Data Discovery of Earth Science Data at NASA Goddard Earth Sciences Data and Information Services Center (GES DISC)

NASA Technical Reports Server (NTRS)

Hegde, Mahabaleshwara; Strub, Richard F.; Lynnes, Christopher S.; Fang, Hongliang; Teng, William

2008-01-01

Mirador is a web interface for searching Earth Science data archived at the NASA Goddard Earth Sciences Data and Information Services Center (GES DISC). Mirador provides keyword-based search and guided navigation for providing efficient search and access to Earth Science data. Mirador employs the power of Google's universal search technology for fast metadata keyword searches, augmented by additional capabilities such as event searches (e.g., hurricanes), searches based on location gazetteer, and data services like format converters and data sub-setters. The objective of guided data navigation is to present users with multiple guided navigation in Mirador is an ontology based on the Global Change Master directory (GCMD) Directory Interchange Format (DIF). Current implementation includes the project ontology covering various instruments and model data. Additional capabilities in the pipeline include Earth Science parameter and applications ontologies.

The Australian Computational Earth Systems Simulator

NASA Astrophysics Data System (ADS)

Mora, P.; Muhlhaus, H.; Lister, G.; Dyskin, A.; Place, D.; Appelbe, B.; Nimmervoll, N.; Abramson, D.

2001-12-01

Numerical simulation of the physics and dynamics of the entire earth system offers an outstanding opportunity for advancing earth system science and technology but represents a major challenge due to the range of scales and physical processes involved, as well as the magnitude of the software engineering effort required. However, new simulation and computer technologies are bringing this objective within reach. Under a special competitive national funding scheme to establish new Major National Research Facilities (MNRF), the Australian government together with a consortium of Universities and research institutions have funded construction of the Australian Computational Earth Systems Simulator (ACcESS). The Simulator or computational virtual earth will provide the research infrastructure to the Australian earth systems science community required for simulations of dynamical earth processes at scales ranging from microscopic to global. It will consist of thematic supercomputer infrastructure and an earth systems simulation software system. The Simulator models and software will be constructed over a five year period by a multi-disciplinary team of computational scientists, mathematicians, earth scientists, civil engineers and software engineers. The construction team will integrate numerical simulation models (3D discrete elements/lattice solid model, particle-in-cell large deformation finite-element method, stress reconstruction models, multi-scale continuum models etc) with geophysical, geological and tectonic models, through advanced software engineering and visualization technologies. When fully constructed, the Simulator aims to provide the software and hardware infrastructure needed to model solid earth phenomena including global scale dynamics and mineralisation processes, crustal scale processes including plate tectonics, mountain building, interacting fault system dynamics, and micro-scale processes that control the geological, physical and dynamic

Teaching and learning the geological knowledge as a part of the science education general field

NASA Astrophysics Data System (ADS)

Aguirre-Pérez, Constancio

2010-05-01

Since the early 50s of last century the Teaching of Science has undergone a process of continuous development, (Gutiérrez, 1987; Aliberas, Gutierrez and Izquierdo, 1989) to become a scientific discipline largely accepted as such by many different universities worldwide. Besides, the proliferation of publications, magazines, conferences, symposia, meetings, and so on, proves this assertion. In these publications and meetings the Teaching of Science (or Science Education in more general terms) is addressed as a new field of research, teaching and educational innovation focused on the processes of teaching and learning of the experimental sciences (all of them: Physics, Chemistry, Biology and Geology). The study of this discipline is undertaken from different pedagogical, epistemological, psychological and sociological approaches. From this general perspective we can say that over the last two decades each of the sciences has developed specific characteristics so that, today, we could speak about specific didactics for each one of them. In the case of Geology (or Geoscience) Teaching there have been significant contributions from the following fields of research: the students' prior ideas (constructivist approach), the history of geology (as a subject-specific field) and from epistemology (Pedrinaci, E. 2000). The body of geoscience knowledge has an internal logic (as happens with the other science subjects) that allows us to organize the contents to teach, selecting, arranging and establishing proper relations between them. Still geology has a central, transverse, inter-and transdisciplinary character for its relationship with the other sciences. This character makes it appear as one of the disciplines with a huge potential to combine different methodologies of teaching and learning and different learning models already tested in the research field of Physics, Chemistry or Biology Education. Moreover, the most recent term coined for it "geosciences or earth and

Multi-Instrument Tools and Services to Access NASA Earth Science Data from the GSFC Earth Sciences Data and Information Services Center

NASA Technical Reports Server (NTRS)

Kempler, Steve; Leptoukh, Greg; Lynnes, Chris

2010-01-01

The presentation purpose is to describe multi-instrument tools and services that facilitate access and usability of NASA Earth science data at Goddard Space Flight Center (GSFC). NASA's Earth observing system includes 14 satellites. Topics include EOSDIS facilities and system architecture, and overview of GSFC Earth Science Data and Information Services Center (GES DISC) mission, Mirador data search, Giovanni, multi-instrument data exploration, Google Earth[TM], data merging, and applications.

Cross-Cutting Interoperability in an Earth Science Collaboratory

NASA Technical Reports Server (NTRS)

Lynnes, Christopher; Ramachandran, Rahul; Kuo, Kuo-Sen

2011-01-01

An Earth Science Collaboratory is: A rich data analysis environment with: (1) Access to a wide spectrum of Earth Science data, (3) A diverse set of science analysis services and tools, (4) A means to collaborate on data, tools and analysis, and (5)Supports sharing of data, tools, results and knowledge

Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

ERIC Educational Resources Information Center

Gray, Kyle

2017-01-01

Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

EOSDIS: The Ultimate Earth Science Data Source for Research and Education

NASA Astrophysics Data System (ADS)

Agbu, P. A.; Chang, C.; Corprew, F. E.

2002-12-01

Today, there is compelling scientific evidence that human activities have attained the magnitude of a geological force and are speeding up the rates of global changes. For example, carbon dioxide levels have risen 30 percent since the industrial revolution and about 40 percent of the world's land surface has been transformed by humans. To assemble long-term information needed to construct accurate computer models that will enable forecasting of the causes and effects of climate change, the use of space-based Earth observing platforms is the only feasible way. Consequently, NASA's Earth Observing System (EOS) has begun an international study of planet Earth that is comprised of three main components: 1) a series of satellites specially designed to study the complexities of global change; 2) an advanced computer network for processing, storing, and distributing data (EOS Data and Information System); and 3) teams of scientists all over the world who will study the data. Recent launches of Landsat 7 in April 15, 1999 to continue the flow of global change information to users worldwide, and Terra the EOS flagship in December 18, 1999 to monitor climate and environmental change on Earth over the next 15 years, has tremendously expanded the sources of valuable Earth science data for research and education. These data and others from focused campaigns, e.g., FIFE and BOREAS designed to study surface-atmospheric interactions will be presented.

Earth System Science Education Interdisciplinary Partnerships

NASA Astrophysics Data System (ADS)

Ruzek, M.; Johnson, D. R.

2002-05-01

Earth system science in the classroom is the fertile crucible linking science with societal needs for local, national and global sustainability. The interdisciplinary dimension requires fruitful cooperation among departments, schools and colleges within universities and among the universities and the nation's laboratories and agencies. Teaching and learning requires content which brings together the basic and applied sciences with mathematics and technology in addressing societal challenges of the coming decades. Over the past decade remarkable advances have emerged in information technology, from high bandwidth Internet connectivity to raw computing and visualization power. These advances which have wrought revolutionary capabilities and resources are transforming teaching and learning in the classroom. With the launching of NASA's Earth Observing System (EOS) the amount and type of geophysical data to monitor the Earth and its climate are increasing dramatically. The challenge remains, however, for skilled scientists and educators to interpret this information based upon sound scientific perspectives and utilize it in the classroom. With an increasing emphasis on the application of data gathered, and the use of the new technologies for practical benefit in the lives of ordinary citizens, there comes the even more basic need for understanding the fundamental state, dynamics, and complex interdependencies of the Earth system in mapping valid and relevant paths to sustainability. Technology and data in combination with the need to understand Earth system processes and phenomena offer opportunities for new and productive partnerships between researchers and educators to advance the fundamental science of the Earth system and in turn through discovery excite students at all levels in the classroom. This presentation will discuss interdisciplinary partnership opportunities for educators and researchers at the undergraduate and graduate levels.

Teachers doing science: An authentic geology research experience for teachers

USGS Publications Warehouse

Hemler, D.; Repine, T.

2006-01-01

Fairmont State University (FSU) and the West Virginia Geological and Economic Survey (WVGES) provided a small pilot group of West Virginia science teachers with a professional development session designed to mimic experiences obtained by geology majors during a typical summer field camp. Called GEOTECH, the program served as a research capstone event complimenting the participants' multi-year association with the RockCamp professional development program. GEOTECH was funded through a Improving Teacher Quality Grant administered by West Virginia Higher Education Policy Commission. Over the course of three weeks, eight GEOTEACH participants learned field measurement and field data collection techniques which they then applied to the construction of a surficial geologic map. The program exposed participants to authentic scientific processes by emphasizing the authentic scientific application of content knowledge. As a secondary product, it also enhanced their appreciation of the true nature of science in general and geology particular. After the session, a new appreciation of the effort involved in making a geologic map emerged as tacit knowledge ready to be transferred to their students. The program was assessed using pre/post instruments, cup interviews, journals, artifacts (including geologic maps, field books, and described sections), performance assessments, and constructed response items. Evaluation of the accumulated data revealed an increase in participants demonstrated use of science content knowledge, an enhanced awareness and understanding of the processes and nature of geologic mapping, positive dispositions toward geologic research and a high satisfaction rating for the program. These findings support the efficacy of the experience and document future programmatic enhancements.

An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales

ERIC Educational Resources Information Center

King, Chris John Henry

2010-01-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one…

Building thematic and integrated services for solid Earth sciences: the EPOS integrated approach

NASA Astrophysics Data System (ADS)

Cocco, Massimo; Consortium, Epos

2016-04-01

Services (ICS) to provide a novel research platform to different stakeholders; designing the access to distributed computational resources (ICS-d); ensuring sustainability and governance of TCS and EPOS-ERIC. The research infrastructures (RIs) that EPOS is coordinating include: i) distributed geophysical observing systems (seismological and geodetic networks); ii) local observatories (including geomagnetic, near-fault and volcano observatories); iii) analytical and experimental laboratories; iv) integrated satellite data and geological information services; v) new services for natural and anthropogenic hazards; vi) access to geo-energy test beds. Here we present the activities planned for the implementation phase focusing on the TCS, the ICS and on their interoperability. We will discuss the data, data-products, software and services (DDSS) presently under implementation, which will be validated and tested during the project lifetime. Particular attention will be given to showing the progress toward the establishment of EPOS-ERIC Headquarter, to coordinate and harmonize national RIs and EPOS services, and the ICS central hub as a key contribution for providing multidisciplinary services for solid Earth science as well as the glue to keep ICT aspects integrated and rationalized across EPOS. It will be an important and timely opportunity to discuss the EPOS roadmap toward the operation of the novel multidisciplinary platform for discoveries to foster scientific excellence in solid Earth science.

Elementary Children's Retrodictive Reasoning about Earth Science

ERIC Educational Resources Information Center

Libarkin, Julie C.; Schneps, Matthew H.

2012-01-01

We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a…

Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

ERIC Educational Resources Information Center

Park, Do-Yong; Park, Mira

2013-01-01

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

U.S. Geological Survey energy and minerals science strategy

USGS Publications Warehouse

Ferrero, Richard C.; Kolak, Jonathan J.; Bills, Donald J.; Bowen, Zachary H.; Cordier, Daniel J.; Gallegos, Tanya J.; Hein, James R.; Kelley, Karen D.; Nelson, Philip H.; Nuccio, Vito F.; Schmidt, Jeanine M.; Seal, Robert R.

2012-01-01

The economy, national security, and standard of living of the United States depend heavily on adequate and reliable supplies of energy and mineral resources. Based on current population and consumption trends, the Nation's use of energy and minerals can be expected to grow, driving the demand for ever broader scientific understanding of resource formation, location, and availability. In addition, the increasing importance of environmental stewardship, human health, and sustainable growth place further emphasis on energy and mineral resources research and understanding. Collectively, these trends in resource demand and the interconnectedness among resources will lead to new challenges and, in turn, require cutting-edge science for the next generation of societal decisions. The contributions of the U.S. Geological Survey to energy and minerals research are well established. Based on five interrelated goals, this plan establishes a comprehensive science strategy. It provides a structure that identifies the most critical aspects of energy and mineral resources for the coming decade. * Goal 1. - Understand fundamental Earth processes that form energy and mineral resources. * Goal 2. - Understand the environmental behavior of energy and mineral resources and their waste products. * Goal 3. - Provide inventories and assessments of energy and mineral resources. * Goal 4. - Understand the effects of energy and mineral development on natural resources. * Goal 5. - Understand the availability and reliability of energy and mineral resource supplies. Within each goal, multiple, scalable actions are identified. The level of specificity and complexity of these actions varies, consistent with the reality that even a modest refocus can yield large payoffs in the near term whereas more ambitious plans may take years to reach fruition. As such, prioritization of actions is largely dependent on policy direction, available resources, and the sequencing of prerequisite steps that will

Lessons from NASA Applied Sciences Program: Success Factors in Applying Earth Science in Decision Making

NASA Astrophysics Data System (ADS)

Friedl, L. A.; Cox, L.

2008-12-01

The NASA Applied Sciences Program collaborates with organizations to discover and demonstrate applications of NASA Earth science research and technology to decision making. The desired outcome is for public and private organizations to use NASA Earth science products in innovative applications for sustained, operational uses to enhance their decisions. In addition, the program facilitates the end-user feedback to Earth science to improve products and demands for research. The Program thus serves as a bridge between Earth science research and technology and the applied organizations and end-users with management, policy, and business responsibilities. Since 2002, the Applied Sciences Program has sponsored over 115 applications-oriented projects to apply Earth observations and model products to decision making activities. Projects have spanned numerous topics - agriculture, air quality, water resources, disasters, public health, aviation, etc. The projects have involved government agencies, private companies, universities, non-governmental organizations, and foreign entities in multiple types of teaming arrangements. The paper will examine this set of applications projects and present specific examples of successful use of Earth science in decision making. The paper will discuss scientific, organizational, and management factors that contribute to or impede the integration of the Earth science research in policy and management. The paper will also present new methods the Applied Sciences Program plans to implement to improve linkages between science and end users.

Volcano!: An Event-Based Science Module. Teacher's Guide. Geology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research,…

Board on Earth Sciences and Resources and its activities

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1995-06-01

The Board on Earth Sciences and Resources (BESR) coordinates, the National Research Council`s advice to the federal government on solid-earth science issues. The board identifies opportunities for advancing basic research and understanding, reports on applications of earth sciences in such areas as disaster mitigation and resource utilization, and analyzes the scientific underpinnings and credibility of earth science information for resource, environmental and other applications and policy decision. Committees operating under the guidance of the Board conducts studies addressing specific issues within the earth sciences. The current committees are as follows: Committee on Geophysical and Environmental Data; Mapping Sciences Committee; Committeemore » on Seismology; Committee on Geodesy; Rediscovering Geography Committee; Committee on Research Programs of the US Bureau of Mines. The following recent reports are briefly described: research programs of the US Bureau of Mines, first assessment 1994; Mount Rainier, active cascade volcano; the national geomagnetic initiative; reservoir class field demonstration program; solid-earth sciences and society; data foundation for the national spatial infrastructure; promoting the national spatial data infrastructure through partnerships; toward a coordinated spatial data infrastructure for the nation; and charting a course into the digital era; guidance to the NOAA`s nautical charting mission.« less

An Analysis of Earth Science Data Analytics Use Cases

NASA Technical Reports Server (NTRS)

Shie, Chung-Lin; Kempler, Steve

2014-01-01

The increase in the number and volume, and sources, of globally available Earth science data measurements and datasets have afforded Earth scientists and applications researchers unprecedented opportunities to study our Earth in ever more sophisticated ways. In fact, the NASA Earth Observing System Data Information System (EOSDIS) archives have doubled from 2007 to 2014, to 9.1 PB (Ramapriyan, 2009; and https:earthdata.nasa.govaboutsystem-- performance). In addition, other US agency, international programs, field experiments, ground stations, and citizen scientists provide a plethora of additional sources for studying Earth. Co--analyzing huge amounts of heterogeneous data to glean out unobvious information is a daunting task. Earth science data analytics (ESDA) is the process of examining large amounts of data of a variety of types to uncover hidden patterns, unknown correlations and other useful information. It can include Data Preparation, Data Reduction, and Data Analysis. Through work associated with the Earth Science Information Partners (ESIP) Federation, a collection of Earth science data analytics use cases have been collected and analyzed for the purpose of extracting the types of Earth science data analytics employed, and requirements for data analytics tools and techniques yet to be implemented, based on use case needs. ESIP generated use case template, ESDA use cases, use case types, and preliminary use case analysis (this is a work in progress) will be presented.

Earth Matters: Promoting Science Exploration through Blogs and Social Media

NASA Astrophysics Data System (ADS)

Ward, K.; Voiland, A. P.; Carlowicz, M. J.; Simmon, R. B.; Allen, J.; Scott, M.; Przyborski, P. D.

2012-12-01

NASA's Earth Observatory (EO) is a 13-year old online publication focusing on the communication of NASA Earth science research, including climate change, weather, geology, oceanography, and solar flares. We serve two primary audiences: the "attentive public"--people interested in and willing to seek out information about science, technology, and the environment--and popular media. We use the EO website (earthobservatory.nasa.gov) to host a variety of content including image-driven stories (natural events and research-based), articles featuring NASA research and, more recently, blogs that give us the ability to increase interaction with our users. For much of our site's history, our communication has been largely one way, and we have relied primarily on traditional online marketing techniques such as RSS and email listservs. As the information ecosystem evolves into one in which many users expect to play a more active role in distributing and even developing content through social media, we've experimented with various social media outlets (blogs, Twitter, Facebook, Google+, etc.) that offer new opportunities for people to interact with NASA data, scientists, and the EO editorial team. As part of our explorations, we are learning about how, and to what extent, these outlets can be used for interaction and outright promotion and how to achieve those goals with existing personnel and resources.

NASA's Earth Science Flight Program overview

NASA Astrophysics Data System (ADS)

Neeck, Steven P.; Volz, Stephen M.

2011-11-01

NASA's Earth Science Division (ESD) conducts pioneering work in Earth system science, the interdisciplinary view of Earth that explores the interaction among the atmosphere, oceans, ice sheets, land surface interior, and life itself that has enabled scientists to measure global and climate changes and to inform decisions by governments, organizations, and people in the United States and around the world. The ESD makes the data collected and results generated by its missions accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster management, agricultural yield projections, and aviation safety. In addition to four missions now in development and 14 currently operating on-orbit, the ESD is now developing the first tier of missions recommended by the 2007 Earth Science Decadal Survey and is conducting engineering studies and technology development for the second tier. Furthermore, NASA's ESD is planning implementation of a set of climate continuity missions to assure availability of key data sets needed for climate science and applications. These include a replacement for the Orbiting Carbon Observatory (OCO), OCO-2, planned for launch in 2013; refurbishment of the SAGE III atmospheric chemistry instrument to be hosted by the International Space Station (ISS) as early as 2014; and the Gravity Recovery and Climate Experiment Follow-On (GRACE FO) mission scheduled for launch in 2016. The new Earth Venture (EV) class of missions is a series of uncoupled, low to moderate cost, small to medium-sized, competitively selected, full orbital missions, instruments for orbital missions of opportunity, and sub-orbital projects.

EOS Reference Handbook 1999: A Guide to NASA's Earth Science Enterprise and the Earth Observing System

NASA Technical Reports Server (NTRS)

King, M. D. (Editor); Greenstone, R. (Editor)

2000-01-01

The content of this handbook includes Earth Science Enterprise; The Earth Observing System; EOS Data and Information System (EOSDIS); Data and Information Policy; Pathfinder Data Sets; Earth Science Information Partners and the Working Prototype-Federation; EOS Data Quality: Calibration and Validation; Education Programs; International Cooperation; Interagency Coordination; Mission Elements; EOS Instruments; EOS Interdisciplinary Science Investigations; and Points-of-Contact.

NASA's Earth Venture-1 (EV-1) Airborne Science Investigations

NASA Technical Reports Server (NTRS)

Guillory, A.; Denkins, T.; Allen, B. Danette; Braun, Scott A.; Crawford, James H.; Jensen, Eric J.; Miller, Charles E.; Moghaddam, Mahta; Maring, Hal

2011-01-01

In 2010, NASA announced the first Earth Venture (EV-1) selections in response to a recommendation made by the National Research Council for low-cost investigations fostering innovation in Earth science. The five EV-1 investigations span the Earth science focus areas of atmosphere, weather, climate, water and energy and, carbon and represent earth science researchers from NASA as well as other government agencies, academia and industry from around the world. The EV-1 missions are: 1) Airborne Microwave Observatory of Subcanopy and Subsurface (AirMOSS), 2) Airborne Tropical Tropopause Experiment (ATTREX), 3) Carbon in Arctic Reservoirs Vulnerability Experiment (CARVE), 4) Deriving Information on Surface Conditions from Column and Vertically Resolved Observations Relevant to Air Quality (DISCOVER-AQ), and 5) Hurricane And Severe Storm Sentinel (HS3). The Earth Venture missions are managed out of the Earth System Science Pathfinder (ESSP) Program Office (Allen, et. al. 2010b)

Make Earth science education as dynamic as Earth itself

NASA Astrophysics Data System (ADS)

Lautenbacher, Conrad C.; Groat, Charles G.

2004-12-01

The images of rivers spilling over their banks and washing away entire towns, buildings decimated to rubble by the violent shaking of the Earth's plates, and molten lava flowing up from inside the Earth's core are constant reminders of the power of the Earth. Humans are simply at the whim of the forces of Mother Nature—or are we? Whether it is from a great natural disaster, a short-term weather event like El Nino, or longer-term processes like plate tectonics, Earth processes affect us all. Yet,we are only beginning to scratch the surface of our understanding of Earth sciences. We believe the day will come when our understanding of these dynamic Earth processes will prompt better policies and decisions about saving lives and property. One key place to start is in America's classrooms.

Evolving Metadata in NASA Earth Science Data Systems

NASA Astrophysics Data System (ADS)

Mitchell, A.; Cechini, M. F.; Walter, J.

2011-12-01

NASA's Earth Observing System (EOS) is a coordinated series of satellites for long term global observations. NASA's Earth Observing System Data and Information System (EOSDIS) is a petabyte-scale archive of environmental data that supports global climate change research by providing end-to-end services from EOS instrument data collection to science data processing to full access to EOS and other earth science data. On a daily basis, the EOSDIS ingests, processes, archives and distributes over 3 terabytes of data from NASA's Earth Science missions representing over 3500 data products ranging from various types of science disciplines. EOSDIS is currently comprised of 12 discipline specific data centers that are collocated with centers of science discipline expertise. Metadata is used in all aspects of NASA's Earth Science data lifecycle from the initial measurement gathering to the accessing of data products. Missions use metadata in their science data products when describing information such as the instrument/sensor, operational plan, and geographically region. Acting as the curator of the data products, data centers employ metadata for preservation, access and manipulation of data. EOSDIS provides a centralized metadata repository called the Earth Observing System (EOS) ClearingHouse (ECHO) for data discovery and access via a service-oriented-architecture (SOA) between data centers and science data users. ECHO receives inventory metadata from data centers who generate metadata files that complies with the ECHO Metadata Model. NASA's Earth Science Data and Information System (ESDIS) Project established a Tiger Team to study and make recommendations regarding the adoption of the international metadata standard ISO 19115 in EOSDIS. The result was a technical report recommending an evolution of NASA data systems towards a consistent application of ISO 19115 and related standards including the creation of a NASA-specific convention for core ISO 19115 elements. Part of

Alaska's Secondary Science Teachers and Students Receive Earth Systems Science Knowledge, GIS Know How and University Technical Support for Pre- College Research Experiences: The EDGE Project

NASA Astrophysics Data System (ADS)

Connor, C. L.; Prakash, A.

2007-12-01

Alaska's secondary school teachers are increasingly required to provide Earth systems science (ESS) education that integrates student observations of local natural processes related to rapid climate change with geospatial datasets and satellite imagery using Geographic Information Systems (GIS) technology. Such skills are also valued in various employment sectors of the state where job opportunities requiring Earth science and GIS training are increasing. University of Alaska's EDGE (Experiential Discoveries in Geoscience Education) program has provided training and classroom resources for 3 cohorts of inservice Alaska science and math teachers in GIS and Earth Systems Science (2005-2007). Summer workshops include geologic field experiences, GIS instruction, computer equipment and technical support for groups of Alaska high school (HS) and middle school (MS) science teachers each June and their students in August. Since 2005, EDGE has increased Alaska science and math teachers' Earth science content knowledge and developed their GIS and computer skills. In addition, EDGE has guided teachers using a follow-up, fall online course that provided more extensive ESS knowledge linked with classroom standards and provided course content that was directly transferable into their MS and HS science classrooms. EDGE teachers were mentored by University faculty and technical staff as they guided their own students through semester-scale, science fair style projects using geospatial data that was student- collected. EDGE program assessment indicates that all teachers have improved their ESS knowledge, GIS knowledge, and the use of technology in their classrooms. More than 230 middle school students have learned GIS, from EDGE teachers and 50 EDGE secondary students have conducted original research related to landscape change and its impacts on their own communities. Longer-term EDGE goals include improving student performance on the newly implemented (spring 2008) 10th grade

The EPOS Implementation Phase: building thematic and integrated services for solid Earth sciences

NASA Astrophysics Data System (ADS)

Cocco, Massimo; Epos Consortium, the

2015-04-01

integrating RI elements. This integration requires a significant coordination between, among others, disciplinary (thematic) communities, national RIs policies and initiatives, as well as geo- and IT-scientists. The RIs that EPOS is coordinating include: i) regionally-distributed geophysical observing systems (seismological and geodetic networks); ii) local observatories (including geomagnetic, near-fault and volcano observatories); iii) analytical and experimental laboratories; iv) integrated satellite data and geological information services v) new services for natural and anthropogenic hazards. Here we present the successful story of the EPOS Preparatory Phase and the progress towards the implementation of both integrated core services (ICS) and thematic core services (TCS) for the different communities participating to the integration plan. We aim to discuss the achieved results and the approach followed to design the implementation phase. The goal is to present and discuss the strategies adopted to foster the implementation of TCS, clarifying their crucial role as domain-specific service hubs for coordinating and harmonizing national resources/plans with the European dimension of EPOS, and their integration to develop the new ICS. We will present the prototype of the ICS central hub as a key contribution for providing multidisciplinary services for solid Earth sciences as well as the glue to keep ICT aspects integrated and rationalized across EPOS. Finally, we will discuss the well-defined role of the EPOS-ERIC Headquarter to coordinate and harmonize national RIs and EPOS services (through ICS and TCS) looking for an effective commitment by national governments. It will be an important and timely opportunity to discuss the EPOS roadmap toward the operation of the novel multidisciplinary platform for discoveries to foster scientific excellence in solid Earth sciences.

Increasing Diversity in the Earth Sciences (IDES) - An Oregon Effort

NASA Astrophysics Data System (ADS)

de Silva, S. L.; Duncan, R. A.; Wright, D. J.; de Silva, L.; Guerrero, E. F.

2011-12-01

The IDES (Increasing Diversity in Earth Sciences) Program is the first partnership of its kind in the state of Oregon targeted at broadening participation in the Earth Science enterprise. Funded by the National Science Foundation Opportunities to Enhance Diversity in the Geosciences program (NSF-OEDG), this partnership involves community colleges, a research university with major strengths in Earth Science research and education and an institutionalized commitment to enhancing diversity, state and federal agencies, centers of informal education, and the Oregon Space Grant Consortium, IDES has two integrated goals: 1) to increase the number of students from under-represented groups who pursue careers in Earth Science research and education, and 2) to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population. Built around the best practices of tiered mentoring, interactive student cohort, research and education internships, and financial support, this 4-year program recruits 10 to 12 students (mainly rising juniors) each year from science majors at Oregon State University and five Oregon community colleges. The program is reaching its goals by: a) training participants in the application of geospatial to Earth Science problems of personal relevance b) immersing participants in a two-year mentored research project that involves summer internships with academic units, state and federal agencies, and centers for informal education in Oregon. c) exposing, educating, and involving participants in the breadth of Earth Science careers through contact with Earth Science professionals through mentors, a professional internship, and a learning community that includes a speaker series. d) instilling an understanding of context and relevance of the Earth Science Enterprise to the participants, their families, their communities, and the general public. We report on the first two years of this program during

What Makes Earth and Space Science Sexy? A Model for Developing Systemic Change in Earth and Space Systems Science Curriculum and Instruction

NASA Astrophysics Data System (ADS)

Slutskin, R. L.

2001-12-01

Earth and Space Science may be the neglected child in the family of high school sciences. In this session, we examine the strategies that Anne Arundel County Public Schools and NASA Goddard Space Flight Center used to develop a dynamic and highly engaging program which follows the vision of the National Science Education Standards, is grounded in key concepts of NASA's Earth Science Directorate, and allows students to examine and apply the current research of NASA scientists. Find out why Earth/Space Systems Science seems to have usurped biology and has made students, principals, and teachers clamor for similar instructional practices in what is traditionally thought of as the "glamorous" course.

Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

NASA Astrophysics Data System (ADS)

Burrell, S.

2012-12-01

Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

Sun-Earth Day: Exposing the Public to Sun-Earth Connection Science

NASA Astrophysics Data System (ADS)

Thieman, J. R.; Lewis, E.; Cline, T.

2001-12-01

The year 2001 marked the first observance of Sun-Earth Day as an event to celebrate the strong interconnection of the life we have on Earth and the dependence of it on the dynamic influence of the Sun. The science of the Sun-Earth Connection has grown dramatically with new satellite and ground-based studies of the Sun and the Sun's extended "atmosphere" in which we live. Space weather is becoming a more common concept that people know can affect their lives. An understanding of the importance of the Sun's dynamic behavior and how this shapes the solar system and especially the Earth is the aim of Sun-Earth Day. The first Sun-Earth event actually took place over two days, April 27 and 28, 2001, in order to accommodate all the events which were planned both in the classroom on Friday the 27th and in more informal settings on Saturday the 28th. The Sun-Earth Connection Education Forum (SECEF) organized the creation of ten thousand packets of educational materials about Sun-Earth Day and distributed them mostly to teachers who were trained to use them in the classroom. Many packets, however, went to science centers, museums, and planetariums as resource materials for programs associated with Sun-Earth Day. Over a hundred scientists used the event as an opportunity to communicate their love of science to audiences in these informal settings. Sun-Earth Day was also greatly assisted by the Amateur Astronomical Society which used the event as a theme for their annual promotion of astronomy in programs given around the country. The Solar and Heliospheric Observatory (SOHO), a satellite mission jointly sponsored by NASA and the European Space Agency (ESA), used Sun-Earth Day in conjunction with the fifth anniversary celebration of SOHO as a basis for many programs and events, especially a large number of happenings in Europe. These included observing parties, art exhibits, demonstrations, etc. Examples of some of the innovative ways that Sun-Earth Day was brought into people

Overview of NASA's Earth Science Data Systems

NASA Technical Reports Server (NTRS)

McDonald, Kenneth

2004-01-01

For over the last 15 years, NASA's Earth Science Enterprise (ESE) has devoted a tremendous effort to design and build the Earth Observing System (EOS) Data and Information System (EOSDIS) to acquire, process, archive and distribute the data of the EOS series of satellites and other ESE missions and field programs. The development of EOSDIS began with an early prototype to support NASA data from heritage missions and progressed through a formal development process to today's system that supports the data from multiple missions including Landsat 7, Terra, Aqua, SORCE and ICESat. The system is deployed at multiple Distributed Active Archive Centers (DAACs) and its current holdings are approximately 4.5 petabytes. The current set of unique users requesting EOS data and information products exceeds 2 million. While EOSDIS has been the centerpiece of NASA's Earth Science Data Systems, other initiatives have augmented the services of EOSDIS and have impacted its evolution and the future directions of data systems within the ESE. ESDIS had an active prototyping effort and has continued to be involved in the activities of the Earth Science Technology Office (ESTO). In response to concerns from the science community that EOSDIS was too large and monolithic, the ESE initiated the Earth Science Information Partners (ESP) Federation Experiment that funded a series of projects to develop specialized products and services to support Earth science research and applications. Last year, the enterprise made 41 awards to successful proposals to the Research, Education and Applications Solutions Network (REASON) Cooperative Agreement Notice to continue and extend the ESP activity. The ESE has also sponsored a formulation activity called the Strategy for the Evolution of ESE Data Systems (SEEDS) to develop approaches and decision support processes for the management of the collection of data system and service providers of the enterprise. Throughout the development of its earth science

A Review of the Electronic Coursework Efforts of the University of Nebraska-Omaha in the Earth System Science Education Alliance

NASA Astrophysics Data System (ADS)

Shuster, R. D.; Grandgenett, N.

2007-12-01

The University of Nebraska at Omaha has been a state leader in helping Nebraska teachers embrace earth systems science education, with a special emphasis in online coursework. UNO was one of the initial members in the Earth Systems Science Education Alliance (ESSEA) and has offered three different ESSEA courses, with a total of 167 students having taken ESSEA courses at UNO for graduate credit. UNO is currently involved in expanding its earth system science courses, modules, and educational research. We are also integrating these courses into several degree programs, including a Masters of Science in Education, a new Middle School Endorsement, a Certificate in Urban Education, and the Graduate Program for the Department of Geography/Geology. UNO is beginning to examine teacher content learning and science reasoning within its coursework. Feedback surveys from earlier ESSEA offerings already indicate a strongly positive perception of the courses by the teachers enrolled in the coursework. Project impact has been documented in teacher projects, quotes, and lessons associated with the coursework activities. We will describe the UNO earth system science efforts (emphasizing ESSEA coursework), and describe past efforts and teacher perceptions, as well as new strategies being undertaken to more closely examine content learning and science reasoning impact with course participants. We will also describe online course modules being developed within the UNO online course efforts, including one on the global amphibian crisis, and also the impact of urbanization on a local native prairie environment.

Earth Science Research in the National Underground Science Laboratory at the Homestake Mine, South Dakota

NASA Astrophysics Data System (ADS)

Wang, J. S.; Cording, E. J.; Fairhurst, C.; Lesko, K. T.; Nabighian, M.; Silver, L. T.; Tiedje, J. M.; Wierenga, P. J.; Witherspoon, P. A.

2001-12-01

A summary of the Earth Science Workshop, Lead, South Dakota, October 4-7 2001, on the planned development of earth science research at the proposed National Underground Science Laboratory (NUSL) will be presented. The Homestake Mine in South Dakota will cease gold production in 2002. The Mine has been recommended for conversion into a NUSL by a national underground science committee and is the focus of a major (physics) proposal to the National Science Foundation. The Earth Science Workshop, associated with the Conference on Underground Science, was held to discuss the type of studies that could be conducted in the Mine and associated practical aspects such as space and time requirements. Construction of the NUSL (estimated to take approximately five years) will involve a variety of rock mechanics and geotechnical studies necessary for the design and excavation of large test chambers at depth for physics experiments, extension of access drifts, and enlargement and deepening of the Yates shaft. Hundreds of kilometers of drifts over fifty levels will be accessible during this period for geological mapping, mineral sampling, seepage quantification, mine water evaluation, seismic monitoring, and geophysical imaging. The extensive network of drifts and vertical shafts will allow installation of kilometer-scale antenna and seismograph networks for remote sensing. Another possibility is for earth scientists to collaborate with physicists in using cosmic-ray flux distributions for crustal imaging. The Homestake Mine has been in operation for over 125 years and drifts of different ages are accessible for studies of rock alternation, environment tracer migration, and hydrological studies associated with mine dewatering and mine operation. The majority of drifts will probably become inaccessible for sampling within a few years when these are sealed off from the NUSL test chambers. Monitoring equipment installed behind the bulkheads will be designed to last for decades under

75 FR 81315 - Earth Sciences Proposal Review Panel; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-27

... NATIONAL SCIENCE FOUNDATION Earth Sciences Proposal Review Panel; Notice of Meeting In accordance... announces the following meeting. Name: Proposal Review Panel in Earth Sciences (1569). Date and Time... Kelz, Program Director, Instrumentation & Facilities Program, Division of Earth Sciences, Room 785...

Space and Earth Science Data Compression Workshop

NASA Technical Reports Server (NTRS)

Tilton, James C. (Editor)

1991-01-01

The workshop explored opportunities for data compression to enhance the collection and analysis of space and Earth science data. The focus was on scientists' data requirements, as well as constraints imposed by the data collection, transmission, distribution, and archival systems. The workshop consisted of several invited papers; two described information systems for space and Earth science data, four depicted analysis scenarios for extracting information of scientific interest from data collected by Earth orbiting and deep space platforms, and a final one was a general tutorial on image data compression.

Virtual Collections: An Earth Science Data Curation Service

NASA Astrophysics Data System (ADS)

Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.

2016-12-01

The role of Earth science data centers has traditionally been to maintain central archives that serve openly available Earth observation data. However, in order to ensure data are as useful as possible to a diverse user community, Earth science data centers must move beyond simply serving as an archive to offering innovative data services to user communities. A virtual collection, the end product of a curation activity that searches, selects, and synthesizes diffuse data and information resources around a specific topic or event, is a data curation service that improves the discoverability, accessibility and usability of Earth science data and also supports the needs of unanticipated users. Virtual collections minimize the amount of time and effort needed to begin research by maximizing certainty of reward and by providing a trustworthy source of data for unanticipated users. This presentation will define a virtual collection in the context of an Earth science data center and will highlight a virtual collection case study created at the Global Hydrology Resource Center data center.

Virtual Collections: An Earth Science Data Curation Service

NASA Technical Reports Server (NTRS)

Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick

2016-01-01

The role of Earth science data centers has traditionally been to maintain central archives that serve openly available Earth observation data. However, in order to ensure data are as useful as possible to a diverse user community, Earth science data centers must move beyond simply serving as an archive to offering innovative data services to user communities. A virtual collection, the end product of a curation activity that searches, selects, and synthesizes diffuse data and information resources around a specific topic or event, is a data curation service that improves the discoverability, accessibility, and usability of Earth science data and also supports the needs of unanticipated users. Virtual collections minimize the amount of the time and effort needed to begin research by maximizing certainty of reward and by providing a trustworthy source of data for unanticipated users. This presentation will define a virtual collection in the context of an Earth science data center and will highlight a virtual collection case study created at the Global Hydrology Resource Center data center.

Revolutions in the earth sciences

PubMed Central

Allègre, C.

1999-01-01

The 20th century has been a century of scientific revolutions for many disciplines: quantum mechanics in physics, the atomic approach in chemistry, the nonlinear revolution in mathematics, the introduction of statistical physics. The major breakthroughs in these disciplines had all occurred by about 1930. In contrast, the revolutions in the so-called natural sciences, that is in the earth sciences and in biology, waited until the last half of the century. These revolutions were indeed late, but they were no less deep and drastic, and they occurred quite suddenly. Actually, one can say that not one but three revolutions occurred in the earth sciences: in plate tectonics, planetology and the environment. They occurred essentially independently from each other, but as time passed, their effects developed, amplified and started interacting. These effects continue strongly to this day.

New Millenium Program Serving Earth and Space Sciences

NASA Technical Reports Server (NTRS)

Li, Fuk

1999-01-01

A cross-Enterprise program is to identify and validate flight breakthrough technologies that will significantly benefit future space science and earth science missions. The breakthrough technologies are: enable new capabilities to meet earth and space science needs and reducing costs of future missions. The flight validation are: mitigates risks to first users and enables rapid technology infusion into future missions.